KI BOIS HEAD START

KI BOIS HEAD START PROGRAM PLAN Reviewed and Approved by KI BOIS Head Start Policy Council April 19, 2011 1 KI BOIS HEAD START MISSION STATEMENT KI BOIS HEAD START AND THEIR COMMUNITY PARTNERS HELP CHILDREN, FAMILIES AND STAFF REACH THEIR FULL POTENTIAL VISION TO BE RECOGNIZED BY OUR FAMILIES, PARTNERS AND STAFF AS THE NATION’S LEADING EARLY CHILDHOOD PROGRAM VALUES EXCELLENCE PARTNERSHIPS RESPECT INTEGRITY TRUST CONFIDENTIALITY COMPASSION 2 GOALS TO ENHANCE CHILDREN’S GROWTH AND DEVELOPMENT. TO STRENGTHEN FAMILIES AS THE PRIMARY NURTURER OF THEIR CHILDREN. TO PROVIDE CHILDREN WITH EDUCATION, HEALTH AND NUTRITIONAL SERVICES. TO LINK CHILDREN AND FAMILIES TO NEEDED COMMUNITY SERVICES. TO ENSURE WELL-MANAGED PROGRAMS THAT INVOLVE PARENTS, COMMUNITY PARTNERS AND STAFF. 3 TABLE OF CONTENTS DESCRIPTIVE INFORMATION 8 EARLY CHILDHOOD DEVELOPMENT AND HEALTH SERVICES 1304.20 Child Health and Developmental Services 8 (a) Determining Child Health Status 8 (b) Developmental, Sensory, and Behavioral Screening 10 (c) Extended Follow-up and Treatment 12 (d) Ongoing Care 14 (e) Involving Parents 15 (f) Individualization of the Program 17 1304.21 Education and Early Childhood Development 18 (a) Child Development and Education Approach for All Children 18 (c) Child Development and Education Approach for Preschoolers 25 1304.22 Child Health and Safety 27 (a) Health Emergency Procedures 27 (b) Conditions of Short-Term Exclusion and Admittance 29 (c) Medication Administration 30 (d) Injury prevention 31 (e) Hygiene 32 (f) First Aid Kits 34 1304.23 Child Nutrition 35 (a) Identification of Nutritional Needs 35 (b) Nutritional Services 36 (c) Meal Service 38 (d) Family Assistance with Nutrition 39 (e) Food Safety and Sanitation 40 1304.24 Child Mental Health 40 (a) Mental Health Services 40 FAMILY AND COMMUNITY PARTNERSHIPS 1304.40 Family Partnerships 44 (a) Family Goal Setting 44 (b) Accessing Community Services and Resources 45 (d) Parent Involvement - General 48 (e) Parent Involvement in Child Development and Education 50 (f) Parent Involvement in Health, Nutrition and Mental Health Ed. 53 (g) Parent Involvement in Community Advocacy 54 4 (h) Parent Involvement in Transition Activities 55 (i) Parent Involvement in Home Visits 56 1304.41 Community Partnerships 57 (a) Partnerships 57 (b) Advisory Committees 59 (c) Transition Services 60 PROGRAM DESIGN AND MANAGEMENT 1304.50 Program Governance 61 (a) Policy Council and Parent Committee Structure 61 (b) Policy Group composition and Formation 64 (c) Policy Group Responsibilities - General 65 (d) The Policy Council 65 (e) Parent Committee 68 (f) Policy Council and Parent Committee Reimbursement 67 (g) Governing Body Responsibilities 68 (h) Internal Dispute Resolution 70 1304.51 Management Systems and procedures 71 (a) Program Planning 71 (b) Communications - General 72 (c) Communication with Families 72 (d) Communication with Governing Bodies and Policy Groups 73 (e) Communication Among Staff 73 (g) Record-Keeping Systems 73 (h) Reporting Systems 74 (i) Program Self-Assessment and Monitoring 75 1304.52 Human Resources Management 75 (a) Organizational Structure 75 (b) Staff Qualifications - General 76 (c) Head Start Director Qualifications 77 (d) Qualifications of Content Area Experts 77 (g) Classroom Staffing 78 (h) Standards of Conduct 80 (i) Staff Performance Appraisals 81 (j) Staff and Volunteer Health 81 (k) Training and Development 82 1304.53 Facilities, Materials, and Equipment 84 (a) Head Start Physical Environment and Facilities 84 (b) Head Start Equipment, Toys, Materials, and Furniture 88 5 ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLLMENT AND ATTENDANCE IN HEAD START 1305.3 Determining community strengths and needs 88 1305.4 Age of children and family income eligibility 91 1305.5 Recruitment of children 92 1305.6 Selection process 92 1305.7 Enrollment and re-enrollment 93 1305.8 Attendance 94 1305.9 Policy on fees 95 1305.10 Compliance 95 HEAD START STAFFING REQUIREMENTS AND PROGRAM OPTIONS 1306.20 Program staffing patterns 96 1306.21 Staff qualifications 96 1306.22 Volunteers 96 1306.23 Training 97 1306.30 Provision of comprehensive child development services 97 1306.31 Choosing a Head Start program option 98 1306.32 Center-based program option 98 1306.33 Home-based program option 102 1306.34 Combination program option 103 1306.35 Addition Head Start program option variations 105 1306.36 Compliance waiver 105 PERFORMANCE STANDARDS ON SERVICES FOR CHILDREN WITH DISABILITIES 1308.4 Purpose and scope of disabilities service plan 106 1308.5 Recruitment and enrollment of children with disabilities 110 1308.6 Assessment of children 111 1308.7 Eligibility criteria: Health impairment 113 1308.8 Eligibility criteria: Emotional/behavioral disorders 114 1308.9 Eligibility criteria: Speech or language impairments 115 1308.10 Eligibility criteria: Mental retardation 115 1308.11 Eligibility criteria: Hearing impairment including deafness 116 1308.12 Eligibility criteria: Orthopedic impairment 116 1308.13 Eligibility criteria: Visual impairment including blindness 116 1308.14 Eligibility criteria: Learning disorders 117 1308.15 Eligibility criteria: Autism 117 1308.16 Eligibility criteria: Traumatic brain injury 118 1308.17 Eligibility criteria: Other impairments 118 1308.18 Disabilities/health services coordination 118 1308.19 Developing individual education programs (IEPs) 119 1308.20 Nutrition services 121 1308.21 Parent participation and transition of children into Head Start and from Head Start to public school 121 6 TRANSPORTATION 1310.10 Transportation Requirements – General 122 1310.11 Child Restraint System 124 1310.12 Required us of School Buses or Allowable Alternate Vehicles 124 1310.13 Maintenance of vehicles 124 1310.14 Inspection of new vehicles at the time of delivery 125 1310.15 Operation of vehicles 125 1310.16 Driver qualifications 126 1310.17 Driver and bus monitor training 127 1310.20 Trip routing 129 1310.21 Safety education 130 1310.22 Children with disabilities 132 1310.23 Coordinated transportation 133 DEFINITIONS 134 ACRONYMS 141 7 KI BOIS HEAD START PROGRAM PLAN 2011 In order to develop a model child development program KI BOIS Head Start will comply with all Performance Standards and other required regulations necessary for effective program operation. We strive to ensure quality and attain excellence. We believe that it is necessary to provide a comprehensive educational program for children that include health, social, emotional, cognitive and physical development. We are committed to strengthening families by helping them to become familiar with local service providers. Our priority is to meet the changing needs of children and families in our service area. This plan is written to include the Revised Performance Standards, and other Federal regulations. They are written in bold type, with the KI BOIS plan for implementing services written in regular type. Definitions of terms begin on page 134. A list of Acronyms begins on page 141. DESCRIPTIVE INFORMATION: The KI BOIS Community Action Head Start is located in rural Southeastern Oklahoma. The Head Start centers are located in a four-county area in Haskell, Latimer, LeFlore and Pittsburg Counties. Geographic distance from the Administrative Office, housed in Stigler in Haskell County, ranges up to 102 miles, and the program covers 4,500 square miles. The KI BOIS Head Start serves 893 children ages three and four years old. There are 23 centers with 56 classrooms in the KI BOIS program. All classes are center-based, one-half day programs, with the exception of those collaborative projects with Public School Pre-Schools. Most of the population served are Caucasian, Indian and Black, however there is a growing Hispanic population. The principle language is English, with Spanish increasing. EARLY CHILDHOOD DEVELOPMENT AND HEALTH SERVICES 1304.20 Child health and developmental services. (a) Determining child health status. (1) In collaboration with the parents and as quickly as possible, but no later than 90 calendar days (with the exception noted in paragraph (a)(2) of this section) from the child’s entry into the program (for the purposes of 45 CFR 1304.20(a)(1),45 CFR 1304.20(a)(2), and 45 CFR 1304.20 (b)(1), “entry” means the first day that Early Head Start or Head Start services are provided to the child), grantee and delegate agencies must: (i) Make a determination as to whether or not each child has an on-going source of continuous, accessible health care. If a child does not have a source of ongoing health care, 8 grantee and delegate agencies must assist the parents in accessing a source of care; In order to determine whether or not each child has an on-going source of continuous, accessible health care, KI BOIS Head Start staff will obtain, at the time of enrollment and no later than 90 calendar days after the child’s first day of attendance, reports from previous health care providers concerning a child’s physical condition, immunizations, dental history and health background. If it is determined that the child has no medical home, Head Start staff will assist parents in accessing a source of care. (ii) Obtain from a health care professional a determination as to whether the child is up-to-date on a schedule of age appropriate preventive and primary health care which includes medical, dental and mental health. Such a schedule must incorporate the requirements for a schedule of well child care utilized by the Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) program of the Medicaid agency of the State in which they operate, and the latest immunization recommendations issued by the Centers for Disease Control and prevention, as well as any additional recommendations from the local Health Services Advisory Committee that are based on prevalent community health problems: (A) For children who are not up-to-date on an age-appropriate schedule of well child care, grantee and delegate agencies must assist parents in making the necessary arrangements to bring the child up-to-date; If the parent states that the child has had a well child physical, Head Start staff will obtain parent’s authorization to access child’s medical records. If the child’s physical indicates that it meets or exceeds those included in the well child requirements by the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) program, the child will be recorded as complete. If the physical does not appear complete, Head Start staff will assist parents in making arrangements to bring the child up-to-date within 90 days of the child’s first day of attendance. If the child’s records indicate that he has not received a previous dental examination, Head Start staff will assist parents in making arrangements for an annual dental examination (by a licensed dentist), which will be performed within 90 days of the child’s first day of attendance. (B) For children who are up-to-date on an age-appropriate schedule of well child care, grantee and delegate agencies must ensure that they continue to follow the recommended schedule of well child care; Each child’s health record, and GALILEO data , including family history, immunizations and nutritional assessment is reviewed by teaching staff, Family Service Workers and the Health Coordinator to assure that the child stays up-to-date on an age appropriate schedule. (C) Grantee and delegate agencies must establish procedures to track the provision of health care services. Health care services will be recorded and tracked by use of the GALILEO tracking system, Child Health Record, the Health Control Sheet, Monthly Health Status Form and the 9 Family Contact Record. (iii) Obtain or arrange further diagnostic testing, examination, and treatment by an appropriate licensed or certified professional for each child with an observable, known or suspected health or developmental problem; and (iv) Develop and implement a follow-up plan for any condition identified in 45 CFR 1304.20(a)(1)(ii) and (iii) so that any needed treatment has begun. After physical or dental examinations, if follow-up is required, Head Start staff will work with parents to ensure appointments are made with the appropriate certified professionals Appointments for specialized assessments may be made before routine physical if it is deemed to be in the best interest of the child. When needed, Head Start staff will accompany the child and (if possible) the parent to appointments. Center Staff and Family Service Workers will work jointly in assuring that all treatment and follow-up is completed or a pattern for continuing care is established. All follow-up and treatment begins with the parent. Information will be shared between Head Start staff and parents of findings and recommendations made. Family Service Workers will review the Family Contact Form to ensure findings have been documented. Family Service Workers are responsible to ensure the health program is implemented according to Head Start Performance Standards. The Disabilities Coordinator will be notified concerning any children suspected of needing additional specialized assessment to determine if a disability is present. Previously diagnosed children will be reported to the Disabilities Coordinator at the time of enrollment. These children will be indicated on GALILEO by (DD). After conferences with parents, and obtaining written parent permission, release of information forms will be mailed to professionals who have seen the child previously. (2) Grantee and delegate agencies operating programs of shorter durations (90 days or less) must complete the above processes and those in 45 CFR 1304.20(b)(1) within 30 calendar days from the child’s entry into the program. (b) Developmental, sensory and behavioral screening. (1) In collaboration with each child’s parent, and within 45 calendar days of the child’s entry into the program, grantee and delegate agencies must perform or obtain linguistically and age appropriate developmental, sensory and behavioral screenings of motor, language, social, cognitive, perceptual, and emotional skills (see 45 CFR 1308.6(b)(3) for additional information). To the greatest extent possible, these screenings must be sensitive to the child’s cultural background. Working in collaboration with the child’s parent, and within 45 calendar days of the child’s first day of attendance, Family Service Workers will screen children for the following: 1. Growth Assessment (height and weight) is made by Family Service Workers 10 and entered in GALILEO two times a year: within 2 weeks of child’s first day of attendance and in April. Family Service Workers will ensure parents have received the Head Start Pamphlet ―Your Child’s Growth Assessment‖ before a child receives his/her first growth assessment. 2. Vision Screening is done by qualified personnel, using the Snellen E or Snellen Symbol Eye Chart. Family Service Workers will be responsible to implement the vision screening or to collaborate with qualified organizations for the vision screening. a. Vision Screening: Visual acuity and strabismus testing will be performed every year within 30 days of child’s first day of attendance. b. Children who do not pass the first screening are re-tested within two weeks of the first screening. c. If child fails the second screening, referral will be made to the appropriate professional. 3. Hearing Screening a. A tympanometry and pure-tone hearing screening will be performed every year within 30 days of child’s first day of attendance and other times during the year as needed. b. Screening will be conducted by Family Service Workers, who have received training from a certified Audiologist in the use of audiometers. Screening esults will be entered on GALILEO and Health Screening Report. r c. Children who do not pass the first screening are re-tested within two weeks of the first screening. d. If child fails second screening, referral will be made to the appropriate professional. e. For recurring ear infections, see On-going Care. 4. Speech Screening will be done within 45 days of child’s first day of attendance. a. Family Service Workers will screen children for Speech/Language. They have received training from a certified speech pathologist to do screenings for Speech/Language for 3 and 4 year old children. b. In some communities speech screenings are performed by a speech therapist as part of the services provided by the LEA’s. c. If child fails screening, referral will be made to the LEA or Guidance Center. These children will be indicated on GALILEO with (DD). 5. Tuberculosis Screening will be done for children only where indicated by personal or family history, or when other circumstances indicate need. 6. Other screenings such as sickle cell, intestinal parasites, etc. will be done as recommended by health history, parent, Teacher or other professional. 7. The Acuscreen will be used for developmental screening for each child within six weeks of child’s first day of attendance. Acuscreens will be kept in each child’s 11 individual file. For children needing referral see the Developmental, Sensory, and Behavioral Screening Procedure in the Health Section of the Policies and Procedures Manual. 8. Behavior, Social & Emotional screening will be completed for children within 45 days of their first day of attendance. For children needing referral, see the Developmental, Sensory and Behavior Screening Procedure in the Health Section of the Policies and Procedures manual. The Family Service Worker will ensure all screenings are completed, documented in Galileo, documented in child’s file on the Health Screening Record, and on the Family Contact Record after notifying parents of results. (2) Grantee and delegate agencies must obtain direct guidance from a mental health or child development professional on how to use the findings to address identified needs. KI BOIS Head Start contracts with mental health and child developmental professionals to provide guidance in identifying children’s needs. Head Start Coordinators and mental health consultants will meet throughout the year as needed to plan and discuss mental health visits and services. (3) Grantee and delegate agencies must utilize multiple sources of information on all aspects of each child’s development and behavior, including input from family members, Teachers, and other relevant staff who are familiar with the child’s typical behavior. Program staff and parents will share information on children with issues of concern. Mental Health Coordinator is responsible to help Teachers identify children who show signs of problems. For additional information see 1304.24. Staff and parents will work together to plan an appropriate program for each child based on their development and behavior. (c) Extended follow-up and treatment. (1) Grantee and delegate agencies must establish a system of ongoing communication with the parents of children with identified health needs to facilitate the implementation of the follow-up plan. Parents will be encouraged to accompany child for examinations, screenings and follow-up treatment. When follow-up is indicated, parents will be notified by staff within 24 hours through a parent/staff conference, home visit or by telephone if parents are unable to meet with staff. Staff will continue on-going contact with parents to ensure appointments are scheduled. With parent’s approval, staff may make appointments for the child’s health services. Parents will be informed before and after each of these appointments. Staff will visit with parents to review information regarding examinations, screenings and follow-up. Staff will document on the Family Contact Record notification of child’s appointments, as well as information reviewed with parents concerning examinations, screenings and follow-up treatment. 12 With parental consent children are referred to the LEA by Teachers, Family Service Worker/Center Director or Disabilities Coordinator when warranted by screening or re-screening results, Teacher observations, Family Service Worker observations or parent request for an evaluation. All referrals for formal evaluations are supervised by the Disabilities Coordinator. If after a referral for evaluation to the LEA, evaluations are not provided within a reasonable time, Head Start’s Disabilities Coordinator will be responsible to see that children receive an evaluation by accessing other resources and agencies such as Guidance Centers and other professionals. When the decision is made as to what agency will provide an evaluation, specific instructions will be given to classroom Teachers and Center Director by Disabilities Coordinator. These steps will be taken with parental knowledge and written consent only. Parents will be involved and advised through the entire process by telephone, by parent conferences or by Home Visits. Children who enter the program diagnosed with a disability are referred to the LEA. If a child is a referral from Sooner Start (EI), we will proceed from the transition meeting. If a child is unable to enroll at the time of the transition meeting his recruitment survey will be kept on file until child becomes eligible to enroll. When a child with an LEA IEP enrolls, the LEA will be notified and an IEP Review will be requested. These children will be indicated on GALILEO with (DD). A Multi-disciplinary team decides if the child does or does not need special education and related services. If it is their professional opinion that a child has a disability, the team should state which of the eligibility criteria applies and provide recommendations for programming. The Multi-disciplinary team will include at least one Teacher, one or both parents, a specialist with knowledge in the area of the suspected disability and the Disabilities Coordinator or her representative. The Multi-disciplinary Team provides the results of the evaluation to Head Start. This is recorded on the Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS). Eligibility Criteria is described in detail in the Disabilities section of the Performance Standards (1308.7-1308.17). Recommendations from the Multi-disciplinary team are used to develop the Individual Education Plan (IEP). (2) Grantee and delegate agencies must provide assistance to the parents, as needed, to enable them to learn how to obtain any prescribed medications, aids or equipment for medical and dental conditions. Head Start staff will assist parents, to enable them to obtain any prescribed medications, aids or equipment for medical or dental conditions by referrals, transportation, written information, parent/staff conferences, and communications with parents. 13 (3) Dental follow-up and treatment must include: (i) Fluoride supplements and topical fluoride treatments as recommended by dental professionals in communities where a lack of adequate fluoride levels has been determined or for every child with moderate to severe tooth decay; Dental follow-up must include the application of topical fluoride in communities which lack adequate fluoride levels in the public water supply as recommended by the dental professionals in the community. If recommended by the dental professional, fluoride supplements or topical fluoride must be given to children with moderate to severe tooth decay. (ii) Other necessary preventive measures and further dental treatments as recommended by the dental professional. Head Start staff will adhere to recommendations made by dental health professional concerning other preventive measures and further dental treatment. (4) Grantee and delegate agencies must assist with the provision of related services addressing health concerns in accordance with the Individualized Education Program (IEP) and the Individualized Family Service Plan (ISFP). All Coordinators and Family Service Workers will combine on-going efforts to best serve all children with disabilities and their families. Coordinators and Family Service Workers will communicate on a continuing basis concerning the current status and needs of all children with disabilities, their families and staff. (5) Early Head Start and Head Start funds may be used for professional medical and dental services when no other source of funding is available. When Early Head Start or Head Start funds are used for such services, grantee and delegate agencies must have written documentation of their efforts to access other available sources of funding. Head Start funds may be used only when no other sources of funding are available for treatment of all health problems detected. TANF case, private insurance CDIB Cards and Sooner Care information will be secured at the time of enrollment and used to apply for payment of health services. Family Service Workers and Teachers will assist families in making applications for Indian Health Services, EPSDT, Medicaid (Sooner Care), private insurance coverage and other health services when appropriate. Staff will inform parents on status of health services. Staff will document each attempt and denial of possible funding source for medical and dental services. Documentation will show health status has been discussed with parents. (d) Ongoing care. In addition to assuring children’s participation in a schedule of well child care, as described in section 1304.20(a) of this part, grantee and delegate agencies must implement ongoing procedures by which Early Head Start and Head Start staff can identify any new or recurring medical, dental, or developmental concerns so that they may quickly make appropriate referrals. These procedures must include: periodic observations and recordings, as appropriate, of individual child’s developmental progress, changes in 14 physical appearance (e.g., signs of injury or illness) and emotional and behavioral patterns. In addition, these procedures must include observations from parents and staff. The child’s Health Record, and GALILEO, including Family History and Nutrition Assessment is reviewed by Teachers, Family Service Workers and Health Coordinator for information that may indicate physical, dental, nutritional or mental health problems and to assure that needed follow-up treatment has been given or is scheduled. When greeting children each day, staff will do a daily visual health check of each child, checking for signs of fever, rash, etc. Observations of change in child’s physical appearance, emotional and/or behavior patterns will be documented on child’s Observation form. Information concerning the child, which is given to the staff by parents, will be documented on the appropriate Head Start form and used to make appropriate referrals as needed. The Disabilities Coordinator, Health Coordinator, Assistant Coordinators and Family Service Workers will work closely together in the follow-up process of children with any health concerns, paying close attention to those with recurrent middle ear infections. Family Service Workers will reschedule frequent hearing screenings for children as designated by Coordinators, Physicians or other professionals. As part of on-going observation and assessment, teachers will use the Class Observation Record to plan weekly one-on-one and small group activities. This will be documented on the Weekly Progress Notes. (e) Involving parents. In conducting the process, as described in sections 1304.20(a), (b), and (c), and in making all possible efforts to ensure that each child is enrolled in and receiving appropriate health care services, grantee and delegate agencies must: (1) Consult with parents immediately when child health or developmental problems are suspected or identified; Parents will be contacted immediately when health or developmental problems are suspected or identified. This may be done by phone, Home Visit, or by personal contact. Information discussed with parents will be recorded on the Family Contact Record. (2) Familiarize parents with the use of and rationale for all health and developmental procedures administered through the program or by contract or agreement, and obtain advance parent or guardian authorization for such procedures. Grantee and delegate agencies also must ensure that the results of diagnostic and treatment procedures and ongoing care are shared with and understood by the parents; The Parent Handbook will be used at enrollment to familiarize parents about health and developmental procedures that their child will receive. Parents will be notified of services before services are rendered. The Parental Consent Form will be signed by parent at enrollment. This form gives permission for all screenings and for emergency medical and dental treatment, if needed. Additional permission forms must be signed by parents before other 15 services are rendered. Parents are notified of children’s appointments before and after each appointment. Parents are encouraged to accompany child for examination, screenings and follow-up treatment. Health education may be available to parents through Parent Committee meetings, staff in-service training, newsletters and information available in Parent Information Areas. Staff will be available to answer parents’ questions regarding screening and follow-up. At the time of enrollment, staff will discuss with parents the Acuscreen, Individual Child Assessment, Behavior, Social & Emotional Screening, and the Speech/Language Screen to be used for children. Parents will be informed of all testing results and treatment procedures to ensure that they understand what is going on with their child. Parents will be given the opportunity to participate in classroom activities and the health care process related to their child. (3) Talk with parents about how to familiarize their children in a developmentally appropriate way and in advance about all of the procedures they will receive while enrolled in the program; Head Start staff will provide parents with information about how to talk with their children in advance concerning any medical procedure that the child will receive while in the Head Start program. Family Service Workers will ensure parents have received the Head Start pamphlets ―Your Child’s Physical‖ and ―Your Child’s First Visit to the Dentist‖ before scheduled medical or dental appointments. Staff will give parents developmentally appropriate ideas such as: songs, finger plays, stories, puzzles, puppets, and games. Staff will demonstrate developmentally appropriate ways of explaining medical procedures to children. Parents may observe staff in the classroom. (4) Assist parents in accordance with 45 CFR 1304.40(f)92)(i) and (ii) to enroll and participate in a system of ongoing family health care and encourage parents to be active partners in their children’s health care process; The following ways will be used to assist parents to enroll and participate in a system of family health care: referral, written information about services in the area, help with transportation, and help with child care. Head Start staff will assist parents in completing Medicaid Applications (Sooner Care). Parents will be encouraged to accompany their child for examination, screenings and follow-up treatment. (5) If a parent or other legally responsible adult refuses to give authorization for health services, grantee and delegate agencies must maintain written documentation of the refusal. If a parent or legal guardian refuses to give authorization for health services, KI BOIS Head Start will maintain written documentation in the child’s folder. As parents receive health education and become more familiar with the Head Start philosophy, they will be assured that services can still be obtained for their child at any time during the program year. (f) Individualization of the program. 16 (1) Grantee and delegate agencies must use the information from the developmental, sensory, and behavioral screenings, the ongoing observations, medical and dental evaluations and treatments, and insights from the child’s parents to help staff and parents determine how the program can best respond to each child’s individual characteristics, strengths and needs. Head Start Teachers will use the results of Screenings and Individual Child Assessment to determine the children’s developmental levels. As part of on-going assessment and to track children’s progress, the Individual Child assessment will be completed for each child three times a year – October 15, January 15, and April 15. Results of the assessments will be entered into the Galileo system and an Individual Development Profile (goal sheet) will be generated for each child. These Profiles will be used for individualized planning that will be implemented during one-on-one or small group activities. These results and other information gathered from Physical, Psychological, and Social Development Information form, all medical and dental evaluations and treatments, Teacher observations and insights from parents will be used to plan individualized activities for each child in the class. (2) To support individualization for children with disabilities in their programs, grantee and delegate agencies must assure that: (i) Services for infants and toddlers with disabilities and their families support the attainment of the expected outcomes contained in the Individualized Family Service Plan (IFSP) for children identified under the infants and toddlers with disabilities program (Part H) of the Individuals with Disabilities Education Act, as implemented by their State or Tribal government; (ii) Enrolled families with infants and toddlers suspected of having a disability are promptly referred to the local early intervention agency designated by the State Part C plan to coordinate any needed evaluations, determine eligibility for Part C services, and coordinate the development of an IFSP for children determined to be eligible under the guidelines of that State’s program. Grantee and delegate agencies must support parent participation in the evaluation and IFSP development process for infants and toddlers enrolled in their program; (iii) They participate in and support efforts for a smooth and effective transition for children who, at age three, will need to be considered for services for preschool age children with disabilities; At this time KI BOIS does not serve infants and toddlers. (iv) They participate in the developmental and implementation of the Individualized Education Program (IEP) for preschool age children with disabilities, consistent with the requirements of 45 CFR 1308.19. For children with disabilities, IEP’s will be developed before related services begin and within 30 calendar days of a determination that the child needs special education and related services. Services will be implemented as soon as feasible thereafter. 17 KI BOIS Head Start will collaborate with the LEA to assure that the parents are notified in writing of the time and location of the IEP meeting so that they may participate. Staff will make every effort to assure that parents understand the purpose and proceedings of the IEP process. Parents will be provided with the ―Parents Rights Summary‖. KI BOIS will provide an interpreter, if needed, and a copy of the IEP in the parent’s language after it is signed. The meeting will be held without parents only after repeated attempts to establish a satisfactory date. In that case, all efforts, such as phone calls, letters, home visits, etc. will be documented, and arrangements will be made to meet with parents to review results and secure their input and signature. The initial placement of a child cannot be done without the parent present at the IEP meeting. The following steps will be followed to develop an IEP: 1. The parent, the child’s Teachers, the Family Service Worker or Disabilities Coordinator, or her representative, a Special Education Teacher or Specialist in the area of the disability participates in the IEP meeting and placement decision. The Disabilities Coordinator usually participates in the IEP meeting and placement decision of children with severe or multiple disabilities. Transportation options will be discussed at this time. 2. IEP’s will be implemented by Teachers, Family Service Workers, Special Needs Workers, the child’s parents, professionals as soon as possible after the IEP has been developed. A copy of the IEP will be kept in the child’s file at the center, to be used as a working document by those providing care/service to the child. Information will be entered in GALILEO in Disability Services and IEP/IFSP section. A copy of the MEEGS and IEP and other information from professionals are kept on file in the Disabilities Coordinator’s office. 1304.21 Education and Early Childhood Development (a) Child development and education approach for all children. (1) In order to help children gain the skills and confidence necessary to be prepared to succeed in their present environment and with later responsibilities in school and life, grantee and delegate agencies’ approach to child development and education must: (i) Be developmentally and linguistically appropriate, recognizing that children have individual rates of development as well as individual interests, temperaments, languages, cultural backgrounds, and learning styles; Due to the revision of Child Outcomes Framework which is now The Head Start Child Development and Early Learning Framework KI BOIS Head Start is purposely focusing on the school readiness of our preschool Head Start children. Training will be provided as needed. The Classroom Assessment Scoring System (CLASS) will be implemented in select classrooms. KI BOIS plans to start the CLASS project with 12 classrooms the first year and compare progress and outcomes with the classrooms that were not being mentored through the 18 CLASS project. This observation tool is designed to measure the effectiveness of teacher-child interactions which will promote children’s social and cognitive development. As a result of CLASS training teachers are expected to improve their skills and become truly accountable for their teaching practices. The major domains of classroom experience assessed by the CLASS are Emotional Support, Classroom Organization and Instructional Support. KI BOIS Head Start recognizes that each child is unique. Our goal is to provide an environment that meets the needs of each child. We will provide a variety of learning experiences that will enable each child to develop socially, emotionally, cognitively, and physically. Teachers will provide activities that accommodate the diversity among children. All activities planned for children will be based on their developmental level. A Weekly Lesson Plan will be posted in each classroom. The Weekly Lesson Plan will include a variety of activities for all children as well as an Individualized Activity for each child. (ii) Be inclusive of children with disabilities, consistent with their Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP) (see 45 CFR 1308.19); Staff will address individual needs of children with disabilities on a weekly basis under the direction/supervision of a State Qualified Professional, Education and/or Disabilities Coordinator. Special Needs Workers will be provided, as needed, to assist Teachers and assure that children with significant disabilities are included in daily activities. Activities will be planned from information gathered from IEP’s, Individual Child Assessment, and Teacher observations. These activities will be included on the Weekly Lesson Plan. Lesson plans will be coded to ensure confidentiality. These activities can be group or individual, depending upon the needs of the children in each classroom. Volunteers will be utilized under the direction of the Teacher. Teachers will send an IEP Progress Report and/or Activity Plan to Disabilities Coordinator and Parent at the end of each month to document that children’s IEP goals are being addressed. A copy of this report is also kept in the child’s file. (iii) Provide an environment of acceptance that supports and respects gender, culture, language, ethnicity and family composition; Each classroom will have materials and activities which reflect the cultural background and family composition of the children through the use of books, records, posters, pictures, dolls, and clothing available at all times. (iv) Provide a balanced daily program of child-initiated and adult-directed activities, including individual and small group activities; Teachers will plan schedules and routines that provide a smooth flow of predictable activities. Every classroom will provide a stable and nurturing environment in which each child feels valued, safe and secure. Through observation of children, the teaching staff will plan and implement a program based on each child’s individual needs and interests including children 19 with disabilities. Children need a balance of active and quiet activities throughout the day. It is also appropriate for them to spend some time in large group, small group and if they want, by themselves. An appropriate schedule will include child-initiated and teacher-directed activities. Good daily schedules help maintain order by providing clear expectations for children. For more information refer to Daily Schedule in the Policies and Procedures manual. (v) Allow and enable children to independently use toilet facilities when it is developmentally appropriate and when efforts to encourage toilet training are supported by the parents. As part of the child’s development, when necessary, toileting will be discussed with the parents. Toilet training will be relaxed and pressure free. Staff are required to respond promptly when a child requests toileting assistance. Staff will not show disapproval or punish children for accidents. Staff will use Universal Precautions while assisting child with clothing. A child’s clothing is changed immediately following a toileting accident. Soiled clothing is placed in a sealed moisture-proof bag and sent home. Staff are required to wash their hands with soap and water after each toileting and to assist children with hand washing. Children should not be sent home unless parents have requested to be called if their child has had a toileting accident. (2) Parents must be: (i) Invited to become integrally involved in the development of the program’s curriculum and approach to child development and education; Parents are encouraged to volunteer as often as possible in their child’s classroom. Volunteers assist the classroom staff and work directly with the children as much as possible; for example they read to individual children or as a group, work with children in the various learning centers, give computer assistance, play games with small groups, assist with outdoor play, share cultural experiences, help with tooth brushing, etc. Parents are also encouraged to accompany the class on field trips and take part in classroom celebrations. Parents will share information about their children with staff. Staff will communicate regularly with parents about all aspects of their child’s development and learning. Parents and volunteers are encouraged to review the Weekly Lesson Plan and initial it. The Weekly Lesson Plan also includes an area for parents to make suggestions. This is discussed at Monthly Parent Committee meetings using the Lesson Plan Suggestion Form but parents are welcome to add suggestions at any time. This is another way to involve parents in the classroom planning and keeps them informed about the activities that their children are participating in. (ii) Provided opportunities to increase their child observation skills and to share assessments with staff that will help plan the learning experiences; To increase child observation skills, information will be provided to parents through the use of videos or DVD’s, handouts and parent training, publications, specialists, professionals, etc., in child growth and development. (iii) Encouraged to participate in staff-parent conferences and home visits to discuss their 20 child’s development and education (see 45 CFR 1304.40(e)(4) and 45 CFR 1304.40(i)(2)). Teachers will plan a Home Visit or Parent/Teacher Conference to share the results of the Individual Child Assessment each time it is done. Staff will get Parent’s signature on the form at that time. Other information will be shared with each child’s parent as needed throughout the year. The Teachers will give parents an opportunity to recommend activities or make suggestions concerning their child’s development. The staff must also give parents some ideas for things that they can work on with their child at home. The Individual Child Assessment will be kept in each child’s binder and documented in Galileo. Staff and parents follow children’s progress from arrival at Head Start to the time they leave. This information is used to individualize the curriculum for children and to help determine which outcomes children accomplish over a period of time as a result of meaningful and challenging experiences. (3) Grantee and delegate agencies must support social and emotional development by: (i) Encouraging development which enhances each child’s strengths by: (A) Building Trust; (B) Fostering independence; (C) Encouraging self-control by setting clear, consistent limits, and having realistic expectations; (D) Encouraging respect for the feelings and rights of others; (E) Supporting and respecting the home language, culture, and family composition of each child in ways that support the child’s health and well-being; Teachers will arrange learning or activity centers to invite group participation during self-selected time. Teachers will provide opportunities where each child can experience some success and also learn to accept failure. Teachers will recognize and praise honest effort and give assistance when needed. Teachers will provide opportunities for one-to-one contact with children and give attention to what each child considers important. Teachers will provide a positive role model for children. Teachers and students will enjoy warm, supportive relationships with one another by having pleasant and considerate communications and showing respect for each other. Classroom materials will be stored on low shelves in an orderly fashion so that children may be responsible for their use and return to storage. Each center will post classroom rules in an attractive manner at children’s eye level. Rules should be stated positively and have meaning to children. Four or five rules would be appropriate. Staff will provide appropriate guidance and discipline during all Head Start activities. 21 Teachers will teach self-help skills to children and encourage them to do things for themselves. Teachers will provide opportunities for children to learn to express feelings, both positive and negative, in an acceptable way. Teachers will provide an environment of acceptance where respect is shown for each child’s unique qualities by listening and responding to children and which helps each child build ethnic pride, and develop a positive self-concept. Teachers will enhance each child’s individual strengths. Volunteers will be utilized under the direction of the Teacher. (ii) Planning for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child’s needs. There will be a Daily Schedule posted in each classroom. It will be followed and implemented as much as possible so that children may become familiar with the day’s activities and routines. Transition activities will be used to move children from one activity to another in a relaxed manner. (4) Grantee and delegate agencies must provide for the development of each child’s cognitive and language skills by: (i) Supporting each child’s learning, using various strategies including experimentation, inquiry, observation, play and exploration; Each Head Start classroom will provide a framework that is important for school success. This framework is not a list of everything a child should know or be able to do by the end of preschool, but presents a baseline to guide teachers in planning activities and on-going assessment of the progress and accomplishments of children in the program. Each classroom must provide curriculum, materials and learning environments to ensure that they foster every child’s learning and development. This learning and development is divided into 11 Domains with multiple goals and indicators for children’s skills, abilities, knowledge and behaviors. The 11 Domains are: 1. Language Development 2. Literacy Knowledge & Skills 3. Mathematics Knowledge & Skills 4. Science Knowledge & Skills 5. Creative Arts Expression 6. Social & Emotional Development 7. Approaches to Learning 8. Physical Health & Development 22 9. Logic & Reasoning 10. Social Studies Knowledge & Skills 11. English Language Development Each classroom will be set up in Learning Centers to provide for the development of each child’s cognitive and language skills. These centers will include: 1. Book Corner 2. Science 3. Sand & Water 4. Table Games & Manipulatives 5. Writing 6. Dramatic Play 7. Media & Technology 8. Math 9. Construction 10. Art For more information see Learning Centers in Policy and Procedures Manual. Teachers will provide a variety of learning experiences that encourage experimentation, exploration, observation, inquiry and play in all areas. Teachers will provide children with opportunities to learn about the world in which they live and expand on the curriculum by taking field trips in and around their community. All children, including those with disabilities, will participate in field trips. One field trip for Transition to public school is required for all centers. A maximum of five field trips are allowed during the year. See the Field Trip Policies and Procedures for specific requirements and limitations. Centers that are in collaboration programs with Public Schools must abide by their rules. Computers are provided in each classroom. This area will be available for children’s use during Learning Center time. Teachers will provide a range of computer activities based on children’s developmental level. (ii) Ensuring opportunities for creative self-expression through activities such as art, music, movement, and dialogue; Teachers will provide activities in the Art Area to develop creative self-expression. A variety of materials will be available to children and freedom of expression in their use is encouraged. Music activities will be provided to develop concepts of body awareness, space, direction and movement through the use of rhymes, songs, record, tapes and musical instruments. It is recommended that children participate in movement activities at least 60 minutes each school day. (iii) Promoting interaction and language use among children and between children and adults; Teachers will encourage free discussion and conversation between children and adults. 23 Teachers are encouraged to ask open-ended questions when possible. Children will be given ample time to talk to each other and ask questions in the language of their choice. Teachers will provide games, songs, stories and poems, which offer new and interesting vocabulary to promote language development. Teachers will provide activities to teach listening skills to children through books, tapes, and stories. (iv) Supporting emerging literacy and numeracy development through materials and activities according to the developmental level of each child. Teachers will provide opportunities for number and symbol recognition that is relevant to the child’s interest and developmental level. Teachers will provide labels, signs and language experience stories so that children can see written language that they can understand. (5) In center-based settings, grantee and delegate agencies must promote each child’s physical development by: (i) Providing sufficient time, indoor and outdoor space, equipment, materials and adult guidance for active play and movement that support the development of gross motor skills; Teachers will promote each child’s physical development by providing appropriate activities. Children will choose the activities in which they which to participate. Indoor activities to support the development of gross motor skills may include balance beams, rocky boats, crawl-through tunnels, games, parachute activities, foam balls, beanbags, and rhythm/movement exercises. Outdoor activities to support gross motor skills may include climbing bars, swings, wheel toys, barrels, balls, jump ropes, and a variety of games. Teachers will provide guidance and active involvement with the children during outdoor play to ensure children’s safety. (ii) providing appropriate time, space, equipment, materials and adult guidance for the development of fine motor skills according to each child’s developmental level; Teachers will provide daily activities in the Manipulative area to stimulate small muscle development and eye-hand coordination using puzzles, peg boards, sorting activities, matching games, small blocks and stringing beads. Daily activities in the Art area to help development of fine motor skills may be scissors, pencils, markers, crayons, glue or paste, and various types of painting. Teachers will promote each child’s physical development by providing appropriate 24 activities. Children will choose the activities in which they wish to participate. (iii) Providing an appropriate environment and adult guidance for the participation of children with special needs. Teachers will provide an appropriate environment to work with children that have special needs in small groups, large groups or on a one-on-one basis according to each child’s needs. Special Needs Workers will be provided to assist children with disabilities as deemed necessary by the Multidisciplinary Team. Teachers are encouraged to utilize volunteers to assist children with less significant disabilities with routine classroom activities. The special needs of each child will be met throughout the day as opportunities arise to provide learning experiences. Children with severe disabilities are integrated into small and large group activities by Special Needs Workers and/or Teachers. They are given the opportunity to do all activities that typical children do including field trips. Joint Placement options, resource sharing and joint training, when feasible, are to be implemented to promote a continuum of services to each child with a disability. Consultation with professionals will be provided for staff and parents as requested or deemed necessary by Coordinators or Family Service Workers. (6) In home-based settings, grantee and delegate agencies must encourage parents to appreciate the importance of physical development, provide opportunities for children’s outdoor and indoor active play, and guide children in the safe use of equipment and materials. KI BOIS does not have a Home-Based program at this time. (b) Child development and education approach for infants and toddlers. KI BOIS does not serve infants and toddlers at this time. (c) Child development and education approach for preschoolers. (1) Grantee and delegate agencies, in collaboration with the parents, must implement a curriculum (see 45 CFR 1304.3(a)(5)) that: (i) Supports each child’s individual pattern of development and learning; The current researched-based curriculum is provided for each classroom, unless another curriculum is provided by the Public School. This curriculum was selected by an Education Committee which consisted of a group parents and staff and will be used until it no longer meets the needs of the program. This curriculum will be used to write Weekly Lesson Plans. Teachers may use a variety of Health, Dental Health, Nutrition, Mental Health, Safety, Alphabet and Number activities, and other curriculum resources. All activities planned for children will be according to their ability and developmental level. 25 Parents and staff review the Curriculum and makes changes and revisions as needed. (ii) Provides for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving and decision-making skills which form a foundation for school readiness and later school success; Teachers will provide hands-on activities in all Learning Centers to provide for the development of cognitive skills by encouraging each child to organize his or her experiences, reasoning, problem solving and decision-making skills which form a foundation for school readiness and later school success. Each Learning Center should be easily identified by both parents and children with an area label/poster and sign that shows the number of children allowed in that area. (iii) Integrates all educational aspects of the health, nutrition, and mental health services into program activities; Staff will provide a variety of activities that integrate Health, Mental Health, Dental Health, and Nutrition education into the daily program. Health Education will be included in the schedule by having discussions about physical and dental examinations in order to increase children’s understanding and reduce their fears. Teachers will provide necessary items and time in the daily schedule for children to learn and practice good health habits. Teachers will reinforce this by serving as a good role model. Teachers will provide materials for Dramatic Play (stethoscope, nurse and doctor uniforms, flashlights, other medical equipment, etc.) and give children opportunities to role play in order to make children more comfortable when visiting the doctor, dentist and hospital. Teachers will plan experiences in the classroom that promote sound Mental Health. Teachers will provide Nutrition education as part of the daily activities such as letting children assist with meal preparations, setting the table and helping with clean-up. Children must brush their teeth at the Head Start center each day. Teaching staff are encouraged to brush daily as time allows. (iv) Ensures that the program environment helps children develop emotional security and facility in social relationships; (v) Enhances each child’s understanding of self as an individual and as a member of a group; (vi) Provides each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning; and (vii) Provides individual and small group experiences both indoors and outdoors. 26 Teachers will provide opportunities for children to learn to share and take turns. Children will be encouraged to communicate with one another and build friendships. Teachers will serve as role models for children and adults by being positive and getting along with others. Teachers will help children to express feelings and deal with conflicts and stressful situations in an acceptable way. Teachers will provide a space for each child’s belongings. Children’s artwork and examples of writing will be displayed. Children will learn respect for others through group discussions about differences in people. Children will be provided with activities where they can experience success and therefore increase their confidence. Teachers will help children to acknowledge their progress. KI BOIS Head Start will provide individual and small group experiences both indoors and outdoors. See pages 19 and 24 of this plan. (2) Staff must use a variety of strategies to promote and support children’s learning and developmental progress based on the observations and ongoing assessment of each child (See 45 CFR 1304.20(b), 1304.20(d), and 1304.20(e)). Teachers will provide for Individualized Activities, suited to the developmental level of each child based on assessments, on-going observations, and recordings. See Developmental Assessment procedure. 1304.22 Child Health and Safety (a) Health emergency procedures. Grantee and delegate agencies operating center-based programs must establish and implement policies and procedures to respond to medical and dental health emergencies with which all staff are familiar and trained. At a minimum, these policies and procedures must include: (1) Posted policies and plans of action for emergencies that require rapid response on the part of staff (e.g., a child choking) or immediate medical or dental attention; KI BOIS Head Start will have the KI BOIS Business Emergency Plan available in each center and Health Emergency Procedures in place and all staff will be familiar and trained in these procedures. New center staff must be certified in CPR and First Aid within 12 months of employment. All center staff must be re-certified in CPR and must receive a refresher course in First Aid as needed to ensure their capability to deal with emergencies. Documentation of CPR and First Aid Training meeting specified time lines must be submitted to Head Start Director. Documentation will be kept on file in the Personnel Office. Each center will have a plan to be followed in emergencies, both medical and dental. This will be posted in a highly visible place. All Head Start staff will be familiar with these 27 plans. (2) Posted locations and telephone numbers of emergency response systems. Up-to-date family contact information and authorization for emergency care for each child must be readily available; Each Center will have an accessible telephone with emergency telephone numbers including police or sheriff, fire department, doctor, dentist, ambulance, clinic and hospital posted in a conspicuous place. Head Start staff will know location of accessible telephone and emergency phone numbers. An Emergency Procedures Guide which includes identification of center personnel responsible for: transportation, health record and permission-to-transport consent, advance phone calls to doctor, dentist, clinic or hospital, notification of parents or guardian, and person having overall responsibility will be readily available. (3) Posted emergency evacuation routes and other safety procedures for emergencies (e.g., fire or weather-related) which are practiced regularly (see 45 CFR 1304.53 for additional information); Each center will have a floor plan showing emergency exits from all rooms with alternate exits marked in case an exit is blocked. This emergency floor plan will be posted. A plan stating what will be done in case of fire or tornado will be posted. In addition, a regular schedule of fire, tornado and bus evacuation drills will be practiced. Documentation of hese drills will be posted. All staff will know these plans and drills. Staff will be trained on the t use of fire extinguishers. (4) Methods of notifying parents in the event of an emergency involving their child; The Emergency Procedures Guide will include the identification of center personnel responsible for notification of parents or guardian in the event of an emergency involving their child. Emergency phone numbers for children and the Center Attendance Record will be taken on emergency drills and field trips. Emergency phone numbers will be taken on KATS buses. (5) Established methods for handling cases of suspected or known child abuse and neglect that are in compliance with applicable Federal, State, or Tribal laws. The KI BOIS Head Start program, acting in compliance with Oklahoma and Federal Laws, will report suspected child abuse and neglect in the following manner: All suspected or known cases of child abuse/neglect will be reported immediately to the local county Department of Human Services. Although the initial report may be made by telephone, a written report on KI BOIS Child Abuse forms will follow. After the center staff has given the report to the Department of Human Services, the KI BOIS Mental Health Coordinator should receive notice of the report and any other information that the center staff feels the coordinator should be made aware. 28 KI BOIS Head Start will inform all center staff and parents of the State, Local and Agency Child Abuse Laws and/or Procedures, the necessity for reporting all cases of suspected child abuse/neglect, the process for identifying, documenting and reporting cases of suspected child abuse/neglect. Training will be provided through summer training for staff, staff/parent orientation, Parent Handbook, and DHS video on the KI BOIS web-site and various other trainings throughout the year. (b) Conditions of Short-term exclusion and admittance. (1) Grantee and delegate agencies must temporarily exclude a child with a short-term injury or an acute or short-term contagious illness, that cannot be readily accommodated, from program participation in center-based activities or group experiences, but only for that generally short-term period when keeping the child in care poses a significant risk to the health or safety of the child or anyone in contact with the child. (2) Grantee and delegate agencies must not deny program admission to any child, nor exclude any enrolled child from program participation for a long-term period, solely on the basis of his or her health care needs or medication requirements unless keeping the child in care poses a significant risk to the health or safety of the child or anyone in contact with the child and the risk cannot be eliminated or reduced to an acceptable level through reasonable modifications in the grantee or delegate agency’s policies, practices or procedures or by providing appropriate auxiliary aids which would enable the child to participate without fundamentally altering the nature of the program. KI BOIS Head Start reserves the right to temporarily exclude a child from attending the center-based program until such time as the child may return to class without posing a significant risk to the health or safety of the child or anyone in contact with the child. Some examples may be: 1. Injury to the child to the extent that if said child were around other children, during the normal daily routine, said child could be easily hurt while taking part in the daily activities. 2. Any contagious illness. 3. Head lice and other infestations. 4. Child with blood borne disease in which child has open sores or lesions. 5. Immunizations not up-to-date. 6. In accordance with the KI BOIS Challenging Behavior Referral Procedure. 3) Grantee and delegate agencies must request that parents inform them of any health or ( safety needs of the child that the program may be required to address. Programs must share information, as necessary, with appropriate staff regarding accommodations needed in accordance with the program’s confidentiality policy. At the time of enrollment, a child’s physical condition, immunizations, dental history and health background will be obtained through completion of the Child Health History and related forms. This information will be entered on GALILEO. During the enrollment process, parents will be requested to inform KI BOIS Head Start of any health or safety needs that their child may have that the program may be required to address. KI BOIS will share information with 29 appropriate staff regarding accommodations needed in accordance with KI BOIS’ confidentiality policy. (c) Medication administration. Grantee and delegate agencies must establish and maintain written procedures regarding the administration, handling, and storage of medication for every child. Grantee and delegate agencies may modify these procedures as necessary to satisfy State or Tribal laws, but only where such laws are consistent with Federal laws. These procedures must include: (1) Labeling and storing under lock and key, and refrigerating, if necessary, all medications, including those required for staff and volunteers; (2) Designating a trained staff member(s) or school nurse to administer, handle and store child medications; (3) Obtaining physicians’ instructions and written parent or guardian authorizations for all medications administered by staff; (4) Maintaining an individual record of all medications dispensed, and reviewing the record regularly with the child’s parents; (5) Recording changes in a child’s behavior that have implications for drug dosage or type, and assisting parents in communicating with their physician regarding the effect of the medication on the child; (6) Ensuring that appropriate staff members can demonstrate proper techniques for administering, handling, and storing medication, including the use of any necessary equipment to administer medication. KI BOIS Head Start will only allow the dispensing of medications for chronic conditions or in specific cases when medication cannot be given at any other time of day. 1. Medications for short-term illnesses must be administered by the family at home unless the doctor specifically states that the medication can only be given during specific time periods that include the time the child would be in the Head Start classroom. This includes all prescription and over the counter medications. 2. The Center Director will notify the Health Coordinator of any child requiring medication for a chronic health condition (e.g., asthma, diabetes, A.D.H.D., etc.). If medication is to be given in case of emergency such as asthma attack, bee stings, etc., criteria for making a decision to administer the medication must be given. 3. The Center Director will require parents to provide health care instructions from the child’s health care provider. The instructions may be documented on the KI BOIS Head Start form KHS-311c or on a form generated from the health care provider. If the medication can be given to the child before or after school hours KI BOIS Head Start staff will not administer the medication. 4. In all cases Parent/Guardian Consent for Medication form (KHS-310) and Health Care Provider’s Instructions must be signed and filed in child’s folder prior to the administration of medication in the classroom. Staff must read the physician information and be aware of possible adverse reactions included in the instructions. 30 5. The Center Director must ensure that the instructions include: name of medication, dosage, time interval, method of administration and duration of administration. A copy of the health care provider’s instructions will be sent to the Health Coordinator. 6. Center Director will ensure that all prescription medication is in the original container properly labeled by the pharmacist with the child’s name, frequency and amount of dosage, name of the drug, duration of administration, expiration date, storage, date filled, and name of the prescribing physician. Container must be child resistant. 7. The Teacher, School Nurse or Center Director will administer the medication. The Center Director will arrange for appropriate training for designated staff. Training will occur before the child attends Head Start. The Center Director will provide a copy of the health care plan that includes signatures of the training participants to the KI BOIS Head Start Health Coordinator. 8. Medication will be kept in a locked container or stored in a locked drawer or cabinet to reduce the potential for misuse or loss. Medication that requires refrigeration will be kept in a locked box in the site refrigerator. 9. Used needles should be place in a closable, puncture resistant container and disposed of according to medication procedure. 10. An ongoing record must be maintained. 1. The Medication Log (KHS-311A) will be used to document each time a medication is given. Documentation will include: The date, time, name of medication and signature of person administering the medication and any observed behavior changes following the administration of the medication. 2. The current medication record will be kept with the child’s medication and will be monitored by both the Center Director and Health Coordinator. 3. The Health Care Provider’s telephone number will be posted by Center phone for emergency use. Parent Notification. If the child refuses to take the medication or if no system can be established to ensure correct regular administration of medications, the parent must be notified immediately. Unused medications must be returned in person back to the parent or be disposed of or destroyed when treatment is complete or at the end of the school year. Centers collaborating with the public school pre-school program may follow the public school’s medication policy. (d) Injury prevention. Grantee and delegate agencies must: (1) Ensure that staff and volunteers can demonstrate safety practices; 31 Head Start staff are taught and parents are provided the opportunity to learn the principles of preventive health, emergency first-aid measures and safety practices through: 1. In-Service Training 2. Pre-Service Training 3. Parent Committee Meetings 4. Newsletters 5. C.D.A. Training 6. Information provided in Parent Information Areas. (2) Foster safety awareness among children and parents by incorporating it into child and parent activities. Safety education will be integrated into the daily routine. Each Weekly Lesson Plan will include a Safety activity for children. Some topics to be included are Bus Safety, Seat Belt Safety, Stranger Danger, Crossing the Street, etc. Each classroom has the book Safety for Young Children, which must be used as a resource. Other appropriate activities found on the internet may also be used. (e) Hygiene (1) Staff, volunteers, and children must wash their hands with soap and running water at least at the following times: (i) After diapering or toilet use; (ii) Before food preparation, handling, consumption, or any other food-related activity (e.g., setting the table); (iii) Whenever hands are contaminated with blood or other body fluids; and (iv) After handling pets or other animals. (2) Staff and volunteers must also wash their hands with soap and running water: (i) Before and after giving medications; (ii) Before and after treating or bandaging a wound (nonporous gloves should be worn if there is contact with blood or blood-containing body fluids); and (iii) After assisting a child with toilet use. Staff and all other adults working in the classroom will participate in the modeling and teaching of hand washing with soap at the following appropriate times: 1. Before mealtimes, hands need to be washed and after mealtimes faces and hands will be washed if needed. 2. Before and after preparing and serving food. 3. After using the bathroom or cleaning. 4. After contact with body fluids (use Universal Precautions). 5. Before and after diapering (see Diapering policy). 6. After caring for any child with nose, mouth, eye, or ear discharge. 7. After removing disposable gloves. 8. After handling soiled items. 9. After inspecting hair for lice (see Head Lice policy). 32 10. Before and after giving medication (see Administration of Medications policy). 11. Before and after handling or touching animals (see Animals in the Classroom policy). (3) Nonporous (e.g., latex) gloves must be worn by staff when they are in contact with spills of blood or other visibly bloody body fluids. KI BOIS Head Start staff will wear non-porous disposable gloves when they are in contact with blood spills or other visibly bloody body fluids. (4) Spills of body fluids (e.g., urine, feces, blood, saliva, nasal discharge, eye discharge or any fluid discharge) must be cleaned and disinfected immediately in keeping with professionally established guidelines (e.g., standards of the Occupational Safety Health Administration, U.S. Department of Labor). Any tools and equipment used to clean spills of body fluids must be cleaned and disinfected immediately. Other blood-contaminated materials must be disposed of in a plastic bag with a secure tie. In the cleanup of body fluids, rubber, vinyl or non-porous disposable gloves and a daily fresh 1 to 10 (1 cup to 1 gallon) solution of household bleach in water are to be used in cleaning up a spill of body fluid by any person. Insofar as possible, paper towels, or other disposable products are to be used. Following cleanup, the gloves should be removed from the hand by grasping each cuff and turning inside out, and paper towels are to be sealed in a plastic bag and discarded. Wash hands with soap and water. Other materials used in the cleanup, such as mop heads, rags or clothing are to be thoroughly rinsed in a bleach and water solution. Other blood-contaminated materials must be disposed of in a plastic bag with a secure tie. (5) Grantee and delegate agencies must adopt sanitation and hygiene procedures for diapering that adequately protect the health and safety of children served by the program and staff. Grantee and delegate agencies must ensure that staff properly conduct these procedures. To ensure adequate health and safety of children, the following diapering procedures will be used: Diapering will be done promptly when wet or soiled in a safe, sanitary, designated place. 1. An area will be designated, and used for diapering that is located away from cooking, eating, and children’s activities. 2. The surface will be waterproof, clean, and sanitary and in good repair at all times. 3. Clean cloth diapers, or disposable diapers are used. (Head Start will provide diapers and wipes as necessary.) 4. Individual clean washcloths, towels or disposable towelettes are used to thoroughly cleanse the child during each change and are washed or discarded after each use. 5. Only Head Start Staff, or child’s Parent will engage in the diapering of the Head Start child, and child will be attended at all times. 6. The following procedures must be followed to ensure safety to the children and caregiver. a. Have all needed supplies. (Disposable gloves, moisture-proof bag, disinfectant, wipes, diaper/clothes). b. Wash hands and put on disposable gloves. 33 c. Place child on diapering surface. d. Remove child’s clothes, and take off soiled diaper. e. Place soiled diaper in a sealed moisture-proof bag, or stored in a covered container, which is cleaned daily. f. Clean child’s genitalia and bottom, front to back with a disposable wipe. g. Place soiled wipe in the moisture-proof bag with the diaper, tie bag off and if disposable place in trash can away from food services and children’s activities. h. Put clean diaper and clothing on child. i. Take off gloves, and wash both your hands and the child’s hands with soap. j. With new gloves on, clean mat with soap and water and sanitize with sanitizing solution. k. Again, remove and discard gloves, being sure to use the handling procedures for blood borne pathogens. l. Wash hands thoroughly. (6) Potties that are utilized in a center-based program must be emptied into the toilet and cleaned and disinfected after each use in a utility sink used for this purpose. KI BOIS does not use potties at this time. (7) Grantee and delegate agencies operating programs for infants and toddlers must space cribs and cots at least three feet apart to avoid spreading contagious illness and to allow for easy access to each child. KI BOIS does not serve infants and toddlers at this time. (f) First aid kits. (1) Readily available, well-supplied first aid kits appropriate for the ages served and the program size must be maintained at each facility and available on outings away from the site. Each kit must be accessible to staff members at all times, but must be kept out of the reach of children. Readily available, well-supplied first aid kits, appropriate for the ages served and the program size will be maintained at each center and will be taken on each field trip away from the center. KATS buses used to transport Head Start children will be equipped with a well supplied first aid kit. Each first aid kit will be kept in a closed container for storing first aid supplies. Each kit will be accessible to staff members and volunteers at all times but inaccessible to children. (2) First aid kits must be restocked after use, and an inventory must be conducted at regular intervals. First aid kits will be stocked in accordance with the Licensing Requirements for Child 34 Care Centers. No other supplies will be allowed. An inventory of all first aid kits will be done monthly and first aid kits will be restocked as needed. 1304.23 Child Nutrition (a) Identification of nutritional needs. Staff and families must work together to identify each child’s nutritional needs, taking into account staff and family discussions concerning: (1) Any relevant nutrition-related assessment data (height, weight, hemoglobin/hematocrit) obtained under 45 CFR 1304.20(a); Teachers will interview parents regarding their child’s nutrition at the time of enrollment. KI BOIS staff will work together with the child’s family to identify each child’s nutritional needs. These will be assessed by health screenings and Child Nutrition Assessment and entered on GALILEO. (2) Information about family eating patterns, including cultural preferences, special dietary requirements for each child with nutrition-related health problems, and the feeding requirements of infants and toddlers and each child with disabilities (see 45 CFR 1308.20); The nutritional needs assessment will be discussed with parents and will reflect family eating habits, use of cultural foods in the family, the child’s eating pattern, likes and dislikes, dietary needs, allergies, diabetes, or other nutritional problems, and eating skills. This assessment will be used to plan for meeting the nutritional needs of the child and may be used as an aid in planning parent nutritional education. Nutritional needs and services of children with disabilities are addressed by combined efforts of the Health/Nutrition Coordinator, the Disabilities Coordinator and other professionals such as occupational therapist, physical therapist, and speech therapist, for problems of chewing, swallowing, and feeding themselves. Head Start Cooks and Teachers are responsible for substituting foods when necessary for a child with special dietary needs. Blenders and food processors are provided by the agency for puree substance foods. Special Needs Workers are provided for actual feeding and teaching feeding skills as instructed by professional working with the child. Teachers and Special Needs Workers ensure that the child is involved socially at meal times. The Health/Nutrition and Disabilities Coordinators also work together in the substitution of menus for children with severe food allergies and/or children with disabilities. This is done after health care provider has given written instructions and recommendations. All staff will work together to see that families have access to information regarding nutrition resources through Parent Cluster Meetings, pamphlets and newsletters. Teachers will provide information for parents as needed. Referrals will be made to professionals when the need is evident. 35 (3) For infants and toddlers, current feeding schedules and amounts and types of food provided, including whether breast milk or formula and baby food is used; meal patterns; new foods introduced; food intolerances and preferences; voiding patterns; and observations related to developmental changes in feeding and nutrition. This information must be shared with parents and updated regularly; KI BOIS does not serve infants and toddlers at this time. (4) Information about major community nutritional issues, as identified through the Community Assessment or by the Health Services Advisory Committee or the local health department. KI BOIS Head Start will identify and address community nutritional issues through the Community Assessment and/or by the Health Services Advisory Committee or local Health Department. (b) Nutritional services. (1) Grantee and delegate agencies must design and implement a nutrition program that meets the nutritional needs and feeding requirements of each child, including those with special dietary needs and children with disabilities. Also, the nutrition program must serve a variety of foods, which consider cultural and ethnic preferences and which broaden the child’s food experience. KI BOIS Head Start will provide food which will help meet the child’s daily nutritional needs while recognizing individual differences and cultural patterns, and thereby promote sound physical, social and emotional growth and development. To prevent and reverse childhood obesity and promote lifelong fitness for children through increased physical activity and healthy nutritional choices, Head Start staff will continue to implement I Am Moving, I Am Learning activities. For information concerning requirements of children with special dietary needs or children with disabilities, see 1304.23 Child Nutrition (2) (i) All Early Head Start and Head Start grantee and delegate agencies must use funds from USDA Food and Consumer Services Child Nutrition Programs as the primary source of payment for meal services. Early Head Start and Head Start funds may be used to cover those allowable costs not covered by the USDA. The KI BOIS Head Start program will participate in the USDA Child and Adult Care Food Program. The CACFP will be the primary source of payment for meal services. (ii) Each child in a part-day center-based setting must receive meals and snacks that provide at least 1/3 of the child’s daily nutritional needs. Each child in a center-based full- day program must receive meals and snacks that provide 1/2 to 2/3 of the child’s daily nutritional needs, depending upon the length of the program day. 36 Every child in the Head Start Program will receive both free breakfast and lunch daily, which meet or exceed the nutritional requirements of the Child and Adult Care Food Program. In centers where collaborative projects with Public Schools allow for full-day classes, each child will receive breakfast, lunch and an afternoon supplement according to USDA Child and Adult Care Food Program guidelines. (iii) All children in morning center-based settings who have not received breakfast at the time they arrive at the Early Head Start or Head Start program must be served a nourishing breakfast. All children in morning classes who have not received breakfast at the time they arrive at the Head Start program will be served a nourishing breakfast. (iv) Each infant and toddler in center-based settings must receive food appropriate to his or her nutritional needs, developmental readiness, and feeding skills, as recommended in the USDA meal pattern or nutrient standard menu planning requirements outlined in 7 CFR parts 210, 220, and 226. KI BOIS does not serve infants and toddlers at this time. (v) For 3- to 5-year-olds in center-based settings, the quantities and kinds of food served must conform to recommended serving sizes and minimum standards for meal patterns recommended in the USDA meal pattern or nutrient standard menu planning requirements outlined in 7 CFR parts 210, 220, and 226. Six-week cycle menus will be used for the food service for centers that prepare their own meals. This cycle menu will conform to recommended serving sizes and minimum standards for meal patterns recommended in the USDA meal pattern or nutrient standard menu planning requirements. Six week cycle menus will be available on the KI BOIS Community Action web page at www.kibois.org, posted at Head Start centers, and available to parents upon request. (vi) For 3-to 5-year-olds in center-based settings or other Head Start group experiences, foods served must be high in nutrients and low in fat, sugar, and salt. The six-week cycle menus will be designed by the KI BOIS food services personnel and approved by a Registered Dietitian annually. The components of the menu will be high in nutrients and low in fat, sugar and salt. (vii) Meal and snack periods in center-based settings must be appropriately scheduled and adjusted, where necessary, to ensure that individual needs are met. Infants and young toddlers who need it must be fed “on demand” to the extent possible or at appropriate intervals. Meals are served at regular times each day with children coming to the table relaxed and rested. Children are allowed adequate time for eating without feeling rushed. A three-hour space is scheduled between breakfast and lunch and two hours between lunch and afternoon supplement. 37 (2) Grantee and delegate agencies operating home-based program options must provide appropriate snacks and meals to each child during group socialization activities (see 45 CFR 1306.33 for information regarding home-based group socialization). KI BOIS does not have Home-Based programs at this time. (3) Staff must promote effective dental hygiene among children in conjunction with meals. To promote effective dental hygiene, children must brush their teeth with an ADA approved fluoride toothpaste following either breakfast or lunch. (4) Parents and appropriate community agencies must be involved in planning, implementing, and evaluating the agencies’ nutritional services. A menu planning committee will meet as needed to plan the six-week cycle menu. Parents will be encouraged to participate in the nutrition program activities such as working in classroom nutrition activities. Parents will be provided the opportunity to assist in planning and evaluating a nutritionally sound children’s menu. (c) Meal service. Grantee and delegate agencies must ensure that nutritional services in center-based settings contribute to the development and socialization of enrolled children by providing that: (1) A variety of food is served which broadens each child’s food experiences; A variety of food will be included in the six-week cycle menu. These foods will include things that may not be served in the child’s home. (2) Food is not used as punishment or reward, and that each child is encouraged, but not forced, to eat or taste his or her food; Children will be offered good food, attractively served, with no effort made to force eating, and no reward given for eating, or punishment administered for not eating. Staff will encourage children to eat a variety of food by being good role models. ―Clean Plate‖ clubs, stars and gimmicks to encourage children to eat will not be permitted. (3) Sufficient time is allowed for each child to eat; Each child will be given sufficient time to eat without feeling rushed. (4) All toddlers and preschool children and assigned classroom staff, including volunteers, eat together family style and share the same menu to the extent possible; Teachers, Cooks, and volunteers will eat sitting with the children. Children and adults will be served the same meals except children or adults requiring a special diet that has been ordered by a physician. Meals will be served family style (regulations for children and staff 38 eating in cafeterias through public school collaborations may differ). (5) Infants are held while being fed and are not laid down to sleep with a bottle; KI BOIS does not serve infants at this time. (6) Medically-based diets or other dietary requirements are accommodated; As appropriate and upon health care provider instructions, KI BOIS Head Start will follow medical dietary requirements for children on an individual basis. (7) As developmentally appropriate, opportunity is provided for the involvement of children in food-related activities. Teachers will promote language development, manners, motor skills, math concepts, and nutrition education by: 1. Discussion of kind, colors, textures, shapes, etc., of food; 2. Pouring and measuring milk and foods; 3. Identification of foods and utensils; 4. Participation in table setting and clean up; 5. Encouraging conversation and social interaction. (d) Family assistance with nutrition. Parent education activities must include opportunities to assist individual families with food preparation and nutritional skills. I Am Moving, I Am Learning will be introduced to parents to promote a foundation for long term health and well-being for their families through physical activity and good nutritional choices. Nutritional and/or consumer education materials will be available in Parent Information Areas in the classrooms, via newsletters and through Parent Cluster Meetings. At the time of enrollment, parents will be informed of the benefits of food assistance programs, such as: WIC and Supplemental Nutrition Assistance Program (SNAP). Information about menus and nutrition activities will be shared regularly with the parents. Information may be shared in a variety of ways, including, but not limited to: parent/staff conferences, Home Visits, notes to parents, etc. (e) Food safety and sanitation. (1) Grantee and delegate agencies must post evidence of compliance with all applicable Federal, State, Tribal, and local food safety and sanitation laws, including those related to the storage, preparation and service of food and the health of food handlers. In addition, 39 agencies must contract only with food service vendors that are licensed in accordance with State, Tribal, or local laws. A clean and healthy environment, meeting State Regulations, will be maintained in each Head Start Center. According to licensing requirements, inspections of the food service areas will be made by the County Sanitarian and a local Fire Marshall. Current food handler’s health certificates will be posted in centers that require them. Premises will be kept free of rodents and insects. Foods requiring refrigeration will be stored in refrigerators and freezers at safe temperatures of 40 degrees or below and freezers at 0 degrees or below. KI BOIS Head Start will contract with food service vendors that are licensed in accordance with State, Tribal or local laws. (2) For programs serving infants and toddlers, facilities must be available for the proper storage and handling of breast milk and formula. KI BOIS does not serve infants and toddlers at this time. 1304.24 Child Mental Health (a) Mental health services. (1) Grantee and delegate agencies must work collaboratively with parents (see 45 CFR 1304.40(f) for issues related to parent education) by: (i) Soliciting parental information, observations, and concerns about their child’s mental health; (ii) Sharing staff observations of their child and discussing and anticipating with parents their child’s behavior and development, including separation and attachment issues; (iii) Discussing and identifying with parents appropriate responses to their child’s behaviors; (iv) Discussing how to strengthen nurturing, supportive environments and relationships in the home and at the program; (v) Helping parents to better understand mental health issues; Mental wellness for staff, children and families is one of the goals of the Head Start program. This goal will require collaborative efforts between mental health professionals and KI BOIS Head Start to help the staff, families and communities to understand the importance of mental health information and services available in their area. KI BOIS Head Start staff will seek parental information concerning their child’s mental health at the time of enrollment. This will be done by documenting information from the parent about any concerns relating to the child’s mental health on Physical, Psychological, and Social Development Information form. All documented issues of concern by the parent, will be addressed by Teachers within 40 four weeks of child’s first day of attendance. Teachers will use books, games, conversations, etc., to help children. These will be documented on Physical, Psychological, and Social Development Information form and reviewed with the parent at the Home Visit. Behavior, Social & Emotional screening will be completed for children within 45 days of their first day of attendance. For children needing referral see the Developmental, Sensory and Behavior Screening Procedure in the Health section of the Policies and Procedures manual. Staff will share results of the Individual Child Assessment at Home Visits or at Parent/Teacher Conferences. Other information to be shared with parents are separation and attachment issues, supportive environments, developmental stages, positive guidance techniques, children’s responses to stressful situations and nurturing relationships, consultations with Mental Health Professionals, or monthly Mental Health Training Information. Parents will be involved in developing activities that will address the mental health needs of their children. Staff and parents will work together to provide consistent methods of dealing with each child’s behavior. Teachers will be respectful of each family’s values, customs, and traditions. Teachers will serve as a role model to parents by practicing appropriate behavior and guidance techniques in every classroom. At Head Start Orientation staff will help parents realize the vast influence that they have on the well-being and self-concept of their children. Teachers will help them understand good mental health practices and to learn to utilize these in their day to day activities. Assistance to parents will be provided in the following ways: 1. Education through newsletters, in-service training, parent meetings and daily interaction with classroom staff. 2. Resources addressing a variety of mental health issues will be made available to parents. 3. Enhancing parent skills through volunteer participation in the Head Start program. 4. Assisting in the development of self-esteem by respecting individual and cultural differences and recognizing and showing respect for parents’ unique abilities and contributions. (vi) Supporting parents’ participation in any needed mental health interventions. Staff will inform parents about the availability of the Mental Health Professional when intervention is needed. Initial one-hour in-clinic consultations will be made available to parents. In additional consultation is needed, staff will assist in locating resources. These visits are kept strictly confidential. Staff will work with parents to locate transportation or childcare if needed to participate in services. (2) Grantee and delegate agencies must secure the services of mental health professionals on a schedule of sufficient frequency to enable the timely and effective identification of and intervention in family and staff concerns about a child’s mental health; KI BOIS Head Start contracts with Health Department Guidance Centers and other 41 Mental Health Facilities. Clinic Directors in the Pittsburg County Guidance Center, the LeFlore County Guidance Center, and other Mental Health professionals serve as consultants to meet the needs of Head Start staff and parents. The Head Start Director and/or Coordinators will consult ith clinicians as needed through the year to discuss and plan for Mental Health Services. w Additional meetings are held as necessary with the Mental Health Coordinator. The Mental Health Professionals serve as members of the Health Services Advisory Committee. They also assist in the annual review and revision of program plans. (3) Mental health program services must include a regular schedule of on-site mental health consultation involving the mental health professional, program staff, and parents on how to: (i) Design and implement program practices responsive to the identified behavioral and mental health concerns of an individual child or group of children; Mental Health Professionals or their staff of psychologists, child developmental specialist or other Mental Health professionals will schedule regular on-site visits as determined by the Mental Health Coordinator. These visits will assist teachers with classroom management procedures and staff/parent/child relationships, which impact the mental health of the children. Visits may include observation and review screenings of children and conferences with staff and parents. Additional visits may be scheduled by the Mental Health Coordinator as needed for staff and/or parents to further assist teachers with classroom management, observing individual children, meeting with parents, in providing an environment where children are building social competence and skills for educational success or addressing other mental health issues as they rise. Such conferences may include child development education, suggestions for behavior a management, building self-concept and making referrals. For children that have been identified as needing additional guidance, the Challenging Behavior Referral Procedure will be followed. Prior to each visit parents will be notified by KI BOIS staff and invited to meet with the consultant following the classroom observations. Following each classroom visit, Mental Health Professionals will send a complete report to the Mental Health Coordinator. Mental Health Coordinator will share Mental Health reports with Head Start Director, Center Directors and Teachers. Mental Health Professionals will serve as a resource person to Teachers and parents in the following ways: 1. Provide training on how to assess the child’s strengths and needs and to plan developmentally appropriate activities. 2. Give ideas for adding mental health activities to the curriculum. Ideas may include ways to reduce stress, resolving conflicts, and coping with violence. 3. Make recommendations on resources related to mental health education. 4. Hold conferences with staff and parents to share ideas for supporting children who have been identified as needing special help. 42 (ii) Promote children’s mental wellness by providing group and individual staff and parent education on mental health issues; Mental Health is a required topic for at least one Parent Cluster Meeting. This is done by different mental health providers. They provide information to parents and staff about mental health issues, including how to seek help. They can also share ideas on how to use different approaches to meet children’s needs. The Mental Health Professional can share information about mental wellness that may include the following topics: Childrearing practices and concerns, childhood fears, helping children adjust to changes in family circumstances and domestic violence. (iii) Assist in providing special help for children with atypical behavior or development; KI BOIS Head Start recognizes that some children exhibit challenging behaviors that require assistance from Mental Health professionals. The KI BOIS Challenging Behavior Referral Procedure will be followed. That child’s Teacher will obtain parental consent for a Mental Health professional to make an on-site visit to observe the child in the classroom. The parent will be notified of the date and time of the visit and will be invited to meet with the consultant following the classroom observation. After completion of the classroom observation, the consultant will share information with staff and/or parents and give them some suggestions for ways to work with the child. A Behavior Plan may be written for the child at this time. This plan will be used to write individualized activities on the Weekly Lesson Plan. Children with more severe emotional/behavioral disorders will be referred to the Disabilities Coordinator and the LEA. The consultant will have access to children’s files which contain health, Developmental and behavioral screenings if he/she feels that it would help them to get a better picture of the children with whom they are working. All records are kept in locked files in each classroom. KI BOIS staff will obtain parental consent for any referrals resulting from the classroom observations. Staff will encourage and assist parents in obtaining routine physicals prior to other testing as a result of Mental Health Professional referrals. The physician performing the physical will be informed of the mental health referral. Children having received a physical prior to the time a mental health referral will be referred back to the physician, if deemed necessary by the Mental Health Professional. Health and mental health records and test results received from mental health referrals released to KI BOIS from other agencies or professionals will be kept in a locked file. Written recommendations for classroom staff use will become a part of the child’s Head Start center record and will be used in weekly planning. 43 (iv) Utilize other community mental health resources, as needed. Staff will make referrals to link families with appropriate resources to assist them in obtaining mental wellness. A list of available agencies providing mental health services appears in the KI BOIS Resource Book. The Mental Health professional may work with the agency to secure appropriate services through referral. FAMILY AND COMMUNITY PARTNERSHIPS 1304.40 Family partnerships. (a) Family goal setting. (1) Grantee and delegate agencies must engage in a process of collaborative partnership-building with parents to establish mutual trust and to identify family goals, strengths, and necessary services and other supports. This process must be initiated as early after enrollment as possible and it must take into consideration each family’s readiness and willingness to participate in the process. A major goal of the KI BOIS Head Start is to support families. To accomplish this goal, Head Start staff will begin at enrollment to form relationships with Head Start families. The primary focus of KI BOIS Head Start staff will be the family’s hopes, interests, strengths and concerns. During the enrollment process, the KI BOIS Head Start Family Partnerships Agreement Pamphlet will be reviewed. At this time staff will introduce the concept of a collaborative partnership between Head Start and individual families. Partnerships with families will be based on the family’s readiness and willingness to participate. Each interaction that the staff makes with the family through the school year will be used to support and build upon the family partnership. (2) As part of this ongoing partnership, grantee and delegate agencies must offer parents opportunities to develop and implement individualized family partnership agreements that describe family goals, responsibilities, timetables and strategies for achieving these goals as well as progress in achieving them. In home-based program options, this agreement must include the above information as well as the specific roles of parents in home visits and group socialization activities (see 45 CFR 1306.33(b)). Parents will be given the opportunity to develop an individual family partnership agreement by using the Family Partnerships Agreement Pamphlet. Family Service Workers will assist families in this process. The Family Partnerships Agreement Pamphlet will be used as a guide to help families describe family goals, responsibilities, timetables and strategies for achieving their goals, as well as progress in achieving their goals. The goal of working with families is to strengthen, not 44 substitute for, family responsibilities. (3) To avoid duplication of effort, or conflict with, any preexisting family plans developed between other programs and the Early Head Start or Head Start family, the family partnerships agreement must take into account, and build upon as appropriate, information obtained from the family and other community agencies concerning preexisting family plans. Grantee and delegate agencies must coordinate, to the extent possible, with families and other agencies to support the accomplishment of goals in the preexisting plans. If the family is working with any other service provider or pre-existing plans, KI BOIS Head Start will work in cooperation with the providers to support the family in meeting the goals as set in the pre-existing plan. Parents and staff should not be required to duplicate the process of developing family plans, although staff are to document efforts to participate in the process of the pre-existing plan. Plans made to meet goals set by parents through the Family Partnership Agreement will be documented on the KI BOIS Head Start Family Partnership Agreement Pamphlet. The Pamphlet will assist Head Start Family Service Workers in follow-up, to ensure that parents have opportunity to reach their goals. Staff will take into consideration the parent’s desire of what should or should not be recorded. The family partnership agreement process is to be family driven with staff being sensitive to family privacy. All contacts made with parents should be documented on the Family Contact Record. Family Service Workers will record information concerning Family Partnership Agreements on GALILEO. (4) A variety of opportunities must be created by grantee and delegate agencies for interaction with parents throughout the year. A key reason behind the success of children in Head Start is staff and parents working together. Successful communication between staff and parents is therefore essential. Staff should ensure that kind of success by always opening communication in a positive way and by tailoring their communication to match the individual. A variety of opportunities will be utilized by Head Start staff for interaction with parents throughout the year. These include: Home Visits, Parent/Staff Conferences, personal contacts, phone calls, text messages, e-mail, notes, conversations when parents pick up or deliver children, Parent Committee Meetings, Parent Cluster Training, etc. (5) Meetings and interactions with families must be respectful of each family’s diversity and cultural and ethnic background. Head Start families are diverse with different cultural/ethnic backgrounds, beliefs, values, etc. Each family will be shown respect regardless of family differences. Communication with these families will be provided through written and verbal translations when necessary. (b) Accessing community services and resources. (1) Grantee and delegate agencies must work collaboratively with all participating parents 45 to identify and continually access, either directly or through referrals, services and resources that are responsive to each family’s interests and goals, including: KI BOIS Head Start staff will work collaboratively with parents to identify resources that are responsive to each family’s interests and goals in the following ways: 1. A Family Partnerships Agreement Pamphlet will be shared with parent at time of child’s enrollment and reviewed throughout the year; 2. The Family Needs Assessment and Emergency Crisis Assistance Form will be used to help identify immediate needs of the family; 3. Home Visits made throughout the year by Teachers, Family Service Workers and Coordinators; 4. Parent/Staff Conferences; 5. Physician referrals; 6. Children’s records; 7. Department of Human Services and Guidance Center requests and referrals; 8. Speech and hearing referrals; 9. Parent’s requests. 10. The Family Service Worker will assist parents in the completion of the Family Education Survey as soon after enrollment as possible. The Family Service Worker will make referrals or give parents written information concerning information identified on the Family Education Survey. Information about available community services and how to use them will be provided to families in the following ways: 1. KI BOIS Resource Book for families with easy to read information on community resources available in the area and how to obtain them. This book will be updated annually and made available to parents at time of enrollment, Home Visits or Parent/Staff Conference. Staff should carry copies with them on Home Visits as a reference and for distribution as needed; 2. Parents involved in the decision making process on Policy Council level; 3. Newsletters; 4. Family contacts; 5. KI BOIS Head Start Parent Handbook; 6. Parent Information Area. 7. KI BOIS Services Directory 8. Referrals will be made by Teachers and Family Service Workers to appropriate agencies. 9. KI BOIS web-site – www.kibois.org. (i) Emergency or crisis assistance in areas such as food, housing, clothing, and transportation; Sometimes families find themselves in difficult situations and may need emergency/crisis assistance. Head Start staff are available as a source of support during these difficult or stressful times. If direct assistance is not possible, referrals will be made to other sources for assistance. 46 Assistance to families may be provided in the following ways: 1. Needs will be identified by the family on the Emergency or Crisis Assistance Form, the Family Partnerships Agreement and/or the Family Education Survey. When possible direct assistance will be provided by Teachers, Family Service Workers and Coordinators to help families with emergency situations. 2. Family Service Workers and Teachers will make referrals to appropriate community resources for assistance. This includes services to pregnant women, infants and toddlers. 3. Family Service Workers and Teachers will assist in making appointments and reminding parents of dates and times. 4. Family Service Workers and Teachers will provide assistance with applications required by providers and transportation when necessary. 5. Teachers and Family Service Workers will arrange for baby-sitting or care of other children at home in order for parents to keep appointments, when necessary. 6. Staff will provide support services that will encourage families to be self sufficient in utilizing resources to meet their needs. In family emergencies and crises, staff may contact for assistance: 1. Available appropriate agencies (Department of Human Services, Community Action Agency, Red Cross, Salvation Army, etc.) 2. County Commissioners; 3. Doctors; 4. Mental Health Clinics or Guidance Centers; 5. Youth centers; 6. Service clubs; 7. Churches; 8. Individuals; 9. Child Abuse agencies; 10. Spouse Abuse agencies; 11. Law Enforcement Officials; 12. Women’s Shelters; 13. Food Pantry. (ii) Education and other appropriate interventions, including opportunities for parents to participate in counseling programs or to receive information on mental health issues that place families at risk, such as substance abuse, child abuse and neglect and domestic violence; An initial one-hour in-clinic consultation will be made available to parents with Mental Health Professionals. If additional consultation is needed, staff will assist in locating resources. Information is available in the Parent Information Area about substance abuse, child abuse, domestic violence, etc. Newsletters will contain information about various Mental Health issues. Mental Health is a required topic for one of the Parent Cluster Meetings. Parents will be encouraged to attend workshops and training meetings conducted 47 specifically for them. Parents may also attend staff in-service training upon request. (iii) Opportunities for continuing education and employment training and other employment services through formal and informal networks in the community. Information about opportunities for continuing education and employment training will be provided by: 1. Job and educational opportunities posted in the Parent Information area; 2. Newsletters; 3. Parent training; 4. Individual referrals. 5. KI BOIS web-site. Information as identified on the Family Education Survey will be provided to parents through referrals, videos, books, pamphlets, web-sites, etc. When needed, training targeting skills required for employment will be provided. (2) Grantee and delegate agencies must follow-up with each family to determine whether the kind, quality, and timeliness of the services received through referrals meet the families’ expectations and circumstances. To determine whether families have received needed services and to have continuous contact with the family until needs are met, follow-up will be done by Family Service Workers. The Family Partnership Agreement Tracking Report is kept by Family Service Workers to chart families’ progress. Follow-up referrals are also documented on the KI BOIS Head Start Family Partnership Agreement Pamphlet, the Family Contact Record and GALILEO. (c) Services to pregnant women who are enrolled in programs serving pregnant women, infants, and toddlers. KI BOIS does not serve pregnant women, infants and toddlers at this time. (d) Parent Involvement - general. (1) In addition to involving parents in program policymaking and operations (see 45 CFR 1304.50), grantee and delegate agencies must provide parent involvement and education activities that are responsive to the ongoing and expressed needs of the parents, both as individuals and as members of a group. Other community agencies should be encouraged to assist in the planning and implementation of such programs. For purposes of this plan, the term ―parent‖ refers to non-custodial, as well as custodial parents. To provide parent involvement and education activities that are responsive to the ongoing 48 and expressed needs of the parents, the Volunteer Information and Placement Form will be completed at enrollment. Staff will use the information given on this form as a guide to determine activities in which parents feel most comfortable being involved. In order to provide needed parent education, Family Service Workers will assist parents in completing the Family Education Survey as soon after enrollment as possible. The Family Service Worker will research topics chosen and give family members information on selected web-sites, referrals and other community topics through books, videos, tapes, pamphlets, resources. Child Development, Parenting Skills, Mental Health and Nutrition are training topics that Parent Cluster Groups are required to provide. Parents are invited to attend and to provide input at all Cluster Training planning meetings. Parents are encouraged to participate in a variety of learning experiences as Head Start volunteers in every phase of the Head Start Program. Parents are encouraged to participate as classroom volunteers where they can learn more about child development and parenting skills. Parents will be advised of all special activities--field trips, special celebrations or programs at the center. A monthly calendar of center events including nutrition and movement activities will be sent to each Head Start home in addition to notes for each special activity and monthly Parent Committee Meetings and Parent Cluster Training. A Parent Information Area shall be established in each Head Start Center for the purpose of making information available on a wide variety of topics to parents, volunteers and observers. Parents are encouraged to become involved in the Parent Committee. The Parent Committee helps make decisions about the operation and activities of the local center. Parents help with planning of Parent Committee Meetings and Parent Cluster Training. To help develop a more positive Fatherhood/Male Involvement Program, Head Start staff will provide opportunities for fathers and other male role models in the following ways: 1. Create an environment where staff, mothers and fathers respect each others’ roles. 2. Collaborate with community organizations to ensure the availability of services that support the role of fathers. 3. Assist in getting fathers more involved in the development of family literacy activities. 4. Assist fathers in achieving their goals. 5. Encourage fathers to participate at Parent Committee Meetings, Policy Council and other Head Start committees. 6. Encourage fathers to participate in educational activities including Head Start Cluster Trainings. 7. Provide one Fatherhood/Male Involvement activity at least monthly to enhance their relationship with their children and families. These activities may be within the center or off-site and must be recorded on the Fatherhood/Male Involvement Activities Report (KHS-620). 8. Fathers are a part of and included in all KI BOIS Head Start activities. 49 (2) Early Head Start and Head Start settings must be open to parents during all program hours. Parents must be welcomed as visitors and encouraged to observe children as often as possible and to participate with children in group activities. The participation of parents in any program activity must be voluntary, and must not be required as a condition of the child’s enrollment. KI BOIS Head Start Centers are open to parents during all program hours. Parents are to be made welcome as classroom volunteers or observers. Welcome signs will be displayed in each classroom to show our appreciation to all parents and volunteers. Parent participation as volunteers is not a requirement for enrollment of a child into the Head Start Program. (3) Grantee and delegate agencies must provide parents with opportunities to participate in the program as employees or volunteers (see 45 CFR 1304.52(b)(3) for additional requirements about hiring parents). Parents will be provided with various opportunities to participate in the Head Start program as volunteers, as well as paid staff. Parents will be advised at the time of enrollment and at the first Parent Committee Meeting of their responsibility to volunteer and the benefits to be gained from participating as volunteers. KI BOIS staff will provide orientation to all regular volunteers. The KI BOIS Head Start Volunteer Training Manual will be used to assist staff with this orientation. The KI BOIS Head Start Volunteer Training Manual will then be given to the volunteer for future reference. Staff will be advised and encouraged to use parents/volunteers in every aspect of the Head Start Program. Qualified parents will be given preference for employment in the Head Start program. Through the development of an ongoing volunteer program parents will be placed in jobs that match their interests, abilities and time availability, and supply them with opportunities to add to their job skills and experience. The agency will assist parents in their efforts to qualify for employment in Head Start by: Selecting parents as substitute classroom aides and part-time staff; On-site training through cooperation with DHS Training programs, college and technology center students and other programs; Information or training concerning job-readiness, staff qualifications and other pre-hiring issues. Annual appraisal of volunteers who have volunteered more than 35 hours. (e) Parent involvement in child development and education. (1) Grantee and delegate agencies must provide opportunities to include parents in the development of the program’s curriculum and approach to child development and education (see 45 CFR 1304.3(a)(5) for a definition of curriculum). 50 Head Start staff will encourage parent participation in helping to plan appropriate educational programs for the classroom and for home activities. Parents and Teachers will be involved in helping plan the Head Start curriculum. Parents and staff take part in a committee that reviews the Curriculum and makes changes and revisions as needed. Parents and volunteers will be advised of curriculum for each month at the Parent Committee Meetings and will be requested to submit ideas and activities for classroom use to supplement Teachers’ planning. Appropriate suggestions will be recorded on the KI BOIS Head Start Lesson Plan Suggestion Form. Teachers will schedule these activities into their Weekly Lesson Plans. (2) Grantee and delegate agencies operating home-based program options must build upon the principles of adult learning to assist, encourage, and support parents as they foster the growth and development of their children. KI BOIS does not have a home-based program at this time. (3) Grantee and delegate agencies must provide opportunities for parents to enhance their parenting skills, knowledge, and understanding of the educational and developmental needs and activities of their children and to share concerns about their children with program staff (see 45 CFR 1304.21 for additional requirements related to parent involvement). KI BOIS Head Start will provide parent education/training to give parents the opportunities to enhance their parenting skills by: 1. Training through books, videos, audio tapes, etc. which parents can check out; 2. Inviting parents to other agency-wide training about parenting skills; 3. Parenting Skills and Child Development are required topics for Parent Cluster Meetings. 4. Parenting information included in the Parent Information Area and Head Start Newsletter. Program staff will support family members in their parenting roles by: 1. Reinforcing the fact that parents are their child’s most important teacher; 2. Always being available if parent wishes to discuss concerns; 3. Home Visits; 4. Parent/Teacher Conferences. 5. Encouraging parents to use home materials and family routines to help children learn concepts, develop skills and explore feelings; 6. Assisting parents to foster the knowledge, self-confidence, self-esteem and sense of independence they need to strengthen their role as the primary influence in their child’s life; 7. Supporting parents in their efforts to find opportunities to spend quality time with their children, during mealtime, bath time, bedtime, travel, and weekends; 8. Reviewing during visits the activities the parent and child have been doing since the last visit. This provides opportunities for discussing child development principles, appropriate activities, behavior management techniques, and family 51 concerns about children. 9. Access to the Galileo system. (4) Grantee and delegate agencies must provide, either directly or through referrals to other local agencies, opportunities for children and families to participate in family literacy services by: (i) Increasing family access to materials, services, and activities essential to family literacy development; and (ii) Assisting parents as adult learners to recognize and address their own literacy goals. KI BOIS Head Start will provide, either directly or through referrals to other agencies, opportunities for children and families to participate in family literacy services, through: 1. Information in Parent Information Area; 2. Information sent to parents in Newsletters, pamphlets, etc.; 3 Take home packs or activities parents can use at home with child to promote literacy; 4. Smart Start activities; 5. Visits to library; 6. Parent Committee Meetings; 7. Family partnerships agreements goals, referrals for family members. 8. Information given to parents during Home Visits/Parent Teacher Conferences. In an effort to promote reading in the home, teaching staff are required to develop and offer families a minimum of three family literacy activities each school year. Through collaboration with Smart Start, Raising a Reader is in most Head Start classrooms to be used as another family literacy project. These activities must be documented on the Promoting Family Literacy Tracking Report (KHS-703). (5) In addition to the two home visits, Teachers in center-based programs must conduct staff-parent conferences, as needed, but no less than two per program year, to enhance the knowledge and understanding of both staff and parents of the educational and developmental progress and activities of children in the program (see 45 CFR 1304.21(a)(2)(iii) and 45 CFR 1304.40(i) for additional requirements about staff-parent conferences and home visits). KI BOIS Head Start Teaching Staff and Family Service Workers will make scheduled Home Visits and Parent/Staff Conferences. These Home Visits and Parent/Staff Conferences will be scheduled as needed through the year. At least two major contacts must be completed each semester by Teaching Staff. The last scheduled Home Visit or Parent/Staff Conference should be completed during the month of April. Every effort should be made to complete these Home Visits and Parent/Staff conferences on late enrollees and those families who have to reschedule. Home Visits and Parent/Staff conferences will be documented on the Family Contact Record and Galileo and kept in the child’s folder. All attempts to make Home Visits and Parent/Staff conferences will be documented on the Family Contact Record. At least two personal contacts must be made by the Family Service Worker to assist families in completing the Family Education Survey and the Family Partnership Agreement. All Family Service Worker contacts may be in conjunction with the teaching staff’s contacts or in 52 addition to the four contacts made by the teaching staff. The purpose of Home Visits and Parent/Staff Conferences may be: 1. To promote the partnership between Head Start and families; 2. To determine if needs of children and families are being met (Needs not only within the realm of Head Start services but needs that could be referred to other sources or agencies); 3. To establish and maintain communications between staff and parents; 4. To talk with parents about specific methods of teaching children at home and understanding children’s developmental stages; 5. To encourage parent involvement in Head Start and related activities, and in community/school activities; 6. To discuss transition from Head Start to another child care setting or public school; 7. To discuss screening results; 8. To discuss attendance; 9. To secure information; 10. Individual Child Assessment. Parents are advised at time of enrollment that they may request conferences with their child’s Teachers for the purpose of discussing their child’s progress, development and individual needs or other concerns they may have. f) Parent involvement in health, nutrition and mental health education. (1) Grantee and delegate agencies must provide medical, dental, nutrition, and mental health education programs for program staff, parents, and families. (2) Grantee and delegate agencies must ensure that, at a minimum, the medical and dental health education program: (i) Assists parents in understanding how to enroll and participate in a system of ongoing family health care; (ii) Encourages parents to become active partners in their children’s medical and dental health care process and to accompany their child to medical and dental examinations and appointments; and (iii) Provides parents with the opportunity to learn the principles of preventive medical and dental health, emergency first-aid, occupational and environmental hazards, and safety practices for use in the classroom and in the home. In addition to information on general topics (e.g., maternal and child health and the prevention of Sudden Infant Death Syndrome), information specific to health needs of individual children must also be made available to the extent possible. (3) Grantee and delegate agencies must ensure that the nutrition education program includes, at a minimum: (i) Nutrition education in the selection and preparation of foods to meet family needs and in the management of food budgets; and (ii) Parent discussions with program staff about the nutritional status of their child. (4) Grantee and delegate agencies must ensure that the mental health education program provides, at a minimum (see 45 CFR 1304.24 for issues related to mental health education): 53 (i) A variety of group opportunities for parents and program staff to identify and discuss issues related to child mental health; (ii) Individual opportunities for parents to discuss mental health issues related to their child and family with program staff; and (iii) The active involvement of parents in planning and implementing any mental health interventions for their children. KI BOIS Head Start will provide education for staff, parents and families concerning medical, dental, nutrition and mental health. See Health, Nutrition and Mental Health sections. I Am Moving, I Am Learning will be continued for parents to promote a foundation for long term health and well-being for their families through physical activity and good nutritional choices. Mental Health, Nutrition, Child Development and Parenting Skills are required topics for Parent Cluster Meetings. Additional information is provided through Head Start Newsletters and the Parent Information Area in each center. Information concerning topics identified on the Family Education Survey will be provided by staff through videos, books, pamphlets, web-sites and referrals. (g) Parent involvement in community advocacy. (1) Grantee and delegate agencies must: (i) support and encourage parents to influence the character and goals of community services in order to make them more responsive to their interests and needs; and (ii) Establish procedures to provide families with comprehensive information about community resources (see 45 CFR 1304.41(a)(2) for additional requirements). KI BOIS Head Start staff will inform parents of community activities and organizations. Parents will be encouraged to take an active part in these civic organizations. A portion of the Parent Information Area will be used to inform parents of community organizations and activities. Staff and Parent Committees will keep the community informed of Head Start activities by newspaper articles, flyers and radio announcements in order to educate the public to Head Start and facilitate communication encouraging participation between communities and Head Start parents. Documentation of discussions occurring at Parent Committee Meetings will be kept on the Parent Committee Minutes. Resource Books will be reviewed and given to parents at enrollment to enhance parent’s knowledge of community organizations and agencies concerning community activities. (2) Parents must be provided regular opportunities to work together, and with other community members, on activities that they have helped develop and in which they have expressed an interest. Parents will be provided information concerning community activities and encouraged to work with other community members to develop activities in which they are interested. Staff will keep parents informed of activities in the community by newsletters and in the Parent Information Area. Community members will be invited to participate with parents in activities, 54 which parents have designed. Community involvement and activities will be discussed at Parent Committee Meetings and documented in the Parent Committee Minutes. Parents will be encouraged to be involved in community programs such as Smart Start, local coalitions, school board, etc. Head Start centers and equipment are available for appropriate activities. (h) Parent involvement in transition activities. (1) Grantee and delegate agencies must assist parents in becoming their child’s advocate as they transition both into Early Head Start or Head Start from the home or other child care setting, and from Head Start to elementary school, a Title I of the Elementary and Secondary Education Act preschool program, or a child care setting. (2) Staff must work to prepare parents to become their children’s advocate through transition periods by providing that, at a minimum, a staff-parent meeting is held toward the end of the child’s participation in the program to enable parents to understand the child’s progress while enrolled in Early Head Start or Head Start. (3) To promote the continued involvement of Head Start parents in the education and development of their children upon transition to school, grantee and delegate agencies must: (i) provide education and training to parents to prepare them to exercise their rights and responsibilities concerning the education of their children in the school setting; and (ii) Assist parents to communicate with Teachers and other school personnel so that parents can participate in decisions related to their children’s education. (4) See 45 CFR 1304.41(c) for additional standards related to children’s transition to and from Early Head Start or Head Start. Parents will be assisted in becoming their children’s advocate as they transition into Head Start and from Head Start into other programs or schools in the following ways: 1. Recruitment efforts will take place year round with a major emphasis in the Spring. Staff who are involved in recruitment and enrollment of children are knowledgeable about provisions of 45 CFR Part 94, Non discrimination on the Basis of disability and that placement will not be denied based on the severity of a disability. 2. Children’s applications for enrollment will be prioritized according to the Criteria for Selection of Children, which is annually revised and approved by Policy Council. At least 10% of enrollment opportunities will be made available for children with disabilities. 3. Referrals are accepted from Sooner Start (EI) for children who are approaching their third birthday, so that Head Start can make preparation for them, if needed. 4. Parents will be informed of their rights and responsibilities concerning the education of their children; 5. Public School personnel may be invited to visit Head Start centers and asked to speak at Parent Committee Meetings; 6. Head Start parents and children will be taken to visit Public Schools; 7. At least one Staff/Parent contact will be held toward the end of the child’s participation in the Head Start program to enable parents to understand the child’s progress while enrolled in Head Start. This may be a Home Visit or Parent/Staff Conference; 55 8. Appropriate transition activities to recognize the child’s participation in the program will be held at the end of the school year. Graduation exercises are not considered developmentally appropriate practices for early childhood programs. 9. Transition meetings are held at the end of each program year. Current status of children with disabilities is reviewed with LEA. Parents are encouraged to attend these meetings, which also include Head Start and Public School staff. If parents are unable to attend the transition meeting, written consent may be given and Head Start staff can share information with the LEA. Specific transition activities for families and children with disabilities will begin in March. Staff will document specific transition activities on IEP Progress Reports and Activity Plan to be turned in to the Disabilities Coordinator, and parents at the end of each month. The purpose of these transition activities is to ensure a continuum of services to children and families from the receiving agency. 10. Information concerning Head Start children will be transferred to Public School or other program with parent’s permission; 11. Transition packets will be given to parents close to the end of the school year containing information on being an advocate for their children, summer activities and requirements for entering their child’s next school setting. 12. Transition activities will be documented on the KI BOIS Head Start Transition Activities Report. (i) Parent involvement in home visits. (1) Grantee and delegate agencies must not require that parents permit home visits as a condition of the child’s participation in Early Head Start or Head Start center-based program options. Every effort must be made to explain the advantages of home visits to the parents. Although parents do not have to permit Home Visits as a condition of their child’s participation in Head Start, every effort must be made by staff to encourage parents to allow Home Visits to occur. The advantages that Home Visits provide will be explained at enrollment and at Head Start Orientation. These include: Learning more about parent/child interactions; Identifying family strengths or needs; Working one-on-one, which allows parents and staff to get to know one another; Identifying learning opportunities in home environments; Identifying techniques that can be generalized to other children in the family; Focusing individualized attention on family interests and goals. (2) The child’s Teacher in center-based programs must make no less than two home visits per program year to the home of each enrolled child, unless the parents expressly forbid such visits, in accordance with the requirements of 45 CFR 1306.32(b)(8). Other staff working with the family must make or join home visits, as appropriate. (3) Grantee and delegate agencies must schedule home visits at times that are mutually convenient for the parents or primary caregivers and staff. Teaching staff will make no less than two home visits during each school year. Family 56 Service Workers and Coordinators may make Home Visits as necessary. Home visits will be scheduled at times that are convenient for parents. If parents do not permit Home Visits, documentation will be kept on the Family Contact Record. As parents become more familiar with the Head Start Program, staff will encourage parents to allow them to make Home Visits later in the year. (4) In cases where parents whose children are enrolled in the center-based program option ask that the home visits be conducted outside the home, or in cases where a visit to the home presents significant safety hazards for staff, the home visit may take place at an Early Head Start or Head Start site or at another safe location that affords privacy. Home visits in home-based program options must be conducted in the family’s home. (5) In addition, grantee and delegate agencies operating home-based program options must meet the requirements of 45 CFR 1306.33(a)(1) regarding home visits. Home Visits may be made outside the parent’s home at parent’s request or if the Home Visit presents a significant safety hazard to staff. This should be well documented on Family Contact Record and in GALILEO. (6) Grantee and delegate agencies serving infants and toddlers must arrange for health staff to visit each newborn within two weeks after the infant’s birth to ensure the well- being of both the mother and the child. KI BOIS does not serve infants and toddlers at this time. 1304.41 Community partnerships. (a) Partnerships. (1) Grantee and delegate agencies must take an active role in community planning to encourage strong communication, cooperation, and the sharing of information among agencies and their community partners and to improve the delivery of community services to children and families in accordance with the agency’s confidentiality policies. Documentation must be maintained to reflect the level of effort undertaken to establish community partnerships (see 45 CFR 1304.51 for additional planning requirements). KI BOIS Head Start will take an active role in community planning to encourage strong communication, cooperation and the sharing of information among agencies. This will be done by becoming members of community organizations that deal with families and children, ex: Okla. Parents as Teachers, Oklahoma Commission on Children and Youth, Local County Coalitions, etc. Meetings held by the Department of Human Services, Public School personnel, Parent-Teacher organizations, etc. will be attended by Head Start staff when they are invited. Partnership Agreements with signed memorandums will be developed with each local community library. Documentation must be maintained to reflect the level of effort undertaken to establish community partnerships. (2) Grantee and delegate agencies must take affirmative steps to establish ongoing collaborative relations with community organizations to promote the access of children and 57 families to community services that are responsive to their needs, and to ensure that Early Head Start and Head Start programs respond to community needs, including: (i) Health care providers, such as clinics, physicians, dentists, and other health professionals; (ii) Mental health providers; (iii) Nutritional service providers; (iv) Individuals and agencies that provide services to children with disabilities and their families (see 45 CFR 1308.4 for specific service requirements); (v) Family preservation and support services; (vi) Child protective services and any other agency to which child abuse must be reported under State or Tribal law; (vii) Local elementary schools and other educational and cultural institutions, such as libraries and museums, for both children and families; (viii) providers of child care services; and (ix) Any other organizations or businesses that may provide support and resources to families. Affirmative steps will be taken to establish on-going collaborative relationships with community organizations to promote the access of children and families to community services that are responsive to their needs, and to ensure that the Head Start program responds to community needs, including: health care providers, nutritional service providers, individuals and agencies that provide services to children with disabilities and their families, child protective services, Public Schools, libraries and other educational institutions, child care providers, etc. Staff will document efforts on the Linkage Log. KI BOIS will have formal and informal agreements with agencies with which collaborative relationships have been established. Whenever possible KI BOIS will have written agreements that will help ensure that the collaborative relationship will endure after the initiators of the agreements are no longer involved. Formal (written) agreements will be documented on the Community Partnership Agreement Form. Contracts and agreements have been developed with specific Public Schools in which KI BOIS Head Start will collaborate with the Public School Pre-School program to enhance services to children. This will provide full-day services for some Head Start children. (3) Grantee and delegate agencies must perform outreach to encourage volunteers from the community to participate in Early Head Start and Head Start programs. Volunteers will be sought from each community in the KI BOIS Head Start service area. All center staff will be responsible for making community volunteers feel needed in the classroom as well as for projects outside of the Head Start classroom. Volunteers should be recruited throughout the year and this should be documented in the Parent Committee Minutes. These volunteers may be from any part of the community, such as: senior volunteers, libraries, colleges, technology centers, schools, or any person that cares about children and their future. Special activities will be developed to encourage male involvement. (4) To enable the effective participation of children with disabilities and their families, 58 grantee and delegate agencies must make specific efforts to develop interagency agreements with local education agencies (LEAs) and other agencies within the grantee and delegate agency’s service area (see 45 CFR 1308.4(h) for specific requirements concerning interagency agreements). To enable the effective participation of children with disabilities and their families, KI BOIS has made specific efforts to develop interagency agreements with LEA’s and Sooner Start (EI) within the KI BOIS service area. These agreements are up dated annually. The Sooner Start (EI) Coordinator has agreed to refer children to KI BOIS Head Start as they approach their third birthday. This agreement will enable KI BOIS to make preparation for these children if needed. The Disabilities Coordinator will collaborate with other agencies to make these arrangements. Parents are encouraged to make application as child approaches his/her third birthday. The Disabilities Coordinator is responsible to collaborate with local LEA’s and other service agencies to secure local agreements. If no agreement can be reached, efforts must be documented and the Regional Office must be informed. The Disabilities Coordinator is responsible to report to the LEA’s the number of children receiving services for their Child Count reports. This report will be provided by October 1. KI BOIS Head Start will participate in ―Child Find‖ activities. KI BOIS will collaborate with childcare providers in the four-county service area to help meet the needs of families. Childcare providers will be invited to attend parent training. Head Start children will be recruited from Child Care Centers in the service area. Meetings to discuss transition of these children and families will take place where the parent is most comfortable. (b) Advisory committees. Each grantee directly operating an Early Head Start or Head Start program, and each delegate agency, must establish and maintain a Health Services Advisory Committee, which includes professionals and volunteers from the community. Grantee and delegate agencies also must establish and maintain such other service advisory committees as they deem appropriate to address program service issues such as community partnerships and to help agencies respond to community needs. KI BOIS Head Start will establish and maintain a Health Services Advisory Committee to advise, plan and evaluate by the following means: 1. Identify community health problems; 2. Assist in mobilizing resources; 3. As needed, review the health, nutrition, mental health, child abuse, safety and transportation portions of the Program Plan; 4. Assist in finding solutions to unresolved problems relating to Health; 5. Assist in setting policies and guidelines relating to Health; 6. Provide consultation for Head Start staff; 7. Evaluating the program and making recommendations. When needed, Health Services Advisory Members are contacted individually throughout 59 the year for consultation. The Health Services Advisory Committee may include the following: 1. An attorney; 2. Health professionals; 3. Mental Health Professionals; 4. Dental health professionals; 5. Representatives of service agencies; (DHS, etc.) 6. A Head Start parent from each county; 7. A Teacher from each county; 8. Family Service Workers; 9. Other members as selected by the Health Coordinator. Other Advisory Committees may be established according to need, which will include parents, staff, professionals and volunteers from the community to address program service issues such as community partnerships and the KI BOIS response to community, or program needs. (c) Transition services. (1) Grantee and delegate agencies must establish and maintain procedures to support successful transitions for enrolled children and families from previous child care programs into Early Head Start or Head Start and from Head Start into elementary school, a Title I of the Elementary and Secondary Education Act preschool program, or other child care settings. These procedures must include: (i) Coordinating with the schools or other agencies to ensure that individual Early Head Start or Head Start children’s relevant records are transferred to the school or next placement in which a child will enroll or from earlier placements to Early Head Start or Head Start; KI BOIS Head Start will establish and maintain procedures to support successful transitions for enrolled children and families into Head Start and from Head Start into Public Schools or other programs. To support successful transitions for children and families, a written Transition Agreement will be formed between Head Start and Public Schools in the area. A School representative will indicate, on the Agreement, what information Head Start should transfer to their school and the essential skills that children need when entering their school. Parental consent will be obtained to allow for the transmission of these Head Start records to Public Schools or other programs. (ii) Outreach to encourage communication between Early Head Start or Head Start staff and their counterparts in the schools and other child care settings including principals, Teachers, social workers and health staff to facilitate continuity of programming; (iii) Initiating meetings involving Head Start Teachers and parents and kindergarten or elementary school teachers to discuss the developmental progress and abilities of individual children; and 60 (iv) Initiating joint transition-related training for Early Head Start or Head Start staff and school or other child development staff. KI BOIS Family and Community Partnerships Coordinator will assist center staff in initiating meetings with Public School officials and representatives from other childcare settings to discuss issues concerning children’s transition from Head Start to future placement. Specific needs of each community and family will be addressed. Public School personnel will be invited to visit Head Start classrooms and may be invited to attend Parent Committee Meetings to discuss developmental progress and abilities of children. Parent Committees will be encouraged to call a special meeting to address transition services and to meet Public School personnel. This meeting should be held at the end of the school year. Private meetings may occur between Public School Teachers, Head Start Teachers and parents to discuss the developmental level and abilities of an individual child. Public School staff are invited to attend all Head Start trainings in their service area. (2) To ensure the most appropriate placement and services following participation in Early Head Start, transition planning must be undertaken for each child and family at least six months prior to the child’s third birthday. The process must take into account: The child’s health status and developmental level, progress made by the child and family while in Early Head Start, current and changing family circumstances, and the availability of Heat Start and other child development of child care services in the community. As appropriate, a child may remain in Early Head Start, following his or her third birthday, for additional months until he or she can transition into Head Start or another program. (3) See 45 CFR 1304.40(h) for additional requirements related to parental participation in their child’s transition to and from Early Head Start or Head Start. The goal of transition is for Head Start, Public Schools, communities and families to continue the progress made by children and families while in Head Start. Transition into Head Start has been discussed on page 55, 56 and 60 of this plan. PROGRAM DESIGN AND MANAGEMENT 1304.50 Program governance. (a) Policy Council, Policy Committee, and Parent Committee structure. (1) Grantee and delegate agencies must establish and maintain a formal structure of shared governance through which parents can participate in policy making or in other decisions about the program. This structure must consist of the following groups, as required: (i) Policy Council. This Council must be established at the grantee level. KI BOIS Head Start will establish and maintain a formal structure of shared governance through which parents can participate in policy making or in other decisions about the program. This will be by use of Policy Council, and Parent Committees. 61 The Policy Council will be established at the grantee level. (ii) Policy Committee. This committee must be established at the delegate agency level when the program is administered in whole or in part by such agencies (see 45 CFR 1301.2 for a definition of a delegate agency). KI BOIS does not have any delegate agencies. (iii) Parent Committee. For center-based programs, this Committee must be established at the center level. For other program options, an equivalent Committee must be established at the local program level. When programs operate more than one option from the same site, the Parent Committee memberships is combined unless parents choose to have a separate Committee for each option. (2) Parent Committees must be comprised exclusively of the parents of children currently enrolled at the center level for center-based programs or at the equivalent level for other program options (see 45 CFR 1306.3(h) for a definition of a Head Start parent). The Parent Committee will be established at the center level. Each center will have a Parent Committee, which will be comprised of parents of children currently enrolled at the center. The Head Start definition of parent will be used, as follows: ―A Head Start child’s mother or father, other family member who is a primary caregiver, foster parent, guardian or the person with whom the child has been placed for purposes of adoption pending a final adoption decree.‖ (3) All Policy Councils, Policy Committees, and Parent Committees must be established as early in the program year as possible. Grantee Policy Councils and delegate Policy Committees may not be dissolved until successor Councils or Committees are elected and seated. (4) When a grantee has delegated the entire Head Start program to one delegate agency, it is not necessary to have a Policy Committee in addition to a grantee agency Policy Council. The Policy Council and Parent Committees will be established as early in the program year as possible and will not be dissolved until successor Council or Committees are elected and seated. (5) The governing body (the group with legal and fiscal responsibility for administering the Early Head Start or Head Start program) and the Policy Council or Policy Committee must not have identical memberships and functions. The Policy Council and the governing body, which is the KI BOIS Board of Directors, will not have identical memberships. At least one member of the Board of Directors serves on Policy Council as a Community Representative. Composition - The governing body shall be composed as follows: (i) Not less than 1 member shall have a background and expertise in fiscal management or accounting. (ii) Not less than 1 member shall have a background and expertise in early childhood 62 education and development. (iii) Not less than 1 member shall be a licensed attorney familiar with issues that come before the governing body. (iv) Additional members shall-- (I) reflect the community to be served and include parents of children who are currently, or were formerly, enrolled in Head Start programs; and (II) are selected for their expertise in education, business administration, or community affairs. (v) Exceptions shall be made to the requirements of clauses (i) through (iv) for members of a governing body when those members oversee a public entity and are selected to their positions with the public entity by public election or political appointment. (vi) If a person described in clause (i), (ii), or (iii) is not available to serve as a member of the governing body, the governing body shall use a consultant, or another individual with relevant expertise, with the qualifications described in that clause, who shall work directly with the governing body. Conflict of Interest - Members of the governing body shall-- (i) not have a financial conflict of interest with the Head Start agency (including any delegate agency); (ii) not receive compensation for serving on the governing body or for providing services to the Head Start agency; (iii) not be employed, nor shall members of their immediate family be employed, by the Head Start agency (including any delegate agency); and (iv) operate as an entity independent of staff employed by the Head Start agency. Exception - If an individual holds a position as a result of public election or political appointment, and such position carries with it a concurrent appointment to serve as a member of a Head Start agency governing body, and such individual has any conflict of interest described in clause (ii) or (iii) of subparagraph above: (i) such individual shall not be prohibited from serving on such body and the Head Start agency shall report such conflict to the Secretary; and (ii) if the position held as a result of public election or political appointment provides compensation, such individual shall not be prohibited from receiving such compensation. Conduct of Responsibilities – KI BOIS will ensure the sharing of accurate and regular information by use by the governing board and the policy council about program planning, policies and Head Start operations, including: (A) monthly financial statements, including credit card expenditures; (B) monthly program information summaries; (C) program enrollment reports, including attendance reports for children whose care is partially subsidized by another public agency; (D) monthly reports of meals and snacks provided through programs of the Department of Agriculture; (E) the financial audit; (F) the annual self-assessment, including any findings related to such assessment; (G) the communitywide strategic planning and needs assessment of the Head Start 63 program, including any applicable updates; (H) communication and guidance from the Office of Head Start; and (I) the program information reports. (b) Policy group composition and formation. (1) Each grantee and delegate agency governing body operating an Early Head Start or Head Start program must (except where such authority is ceded to the Policy Council or Policy Committee) propose, within the framework of these regulations, the total size of their respective policy groups (based on the number of centers, classrooms, or other program option units, and the number of children served by their Early Head Start or Head Start program), the procedures for the election of parent members, and the procedures for the selection of community representatives. These proposals must be approved by the Policy Council or Policy Committee. The KI BOIS Board of Directors, as governing body of the KI BOIS Community Action Foundation, Inc., has delegated authority to the Head Start Policy Council to determine the structure and procedures for the Policy Council. (2) Policy Councils and Policy Committees must be comprised of two types of representatives: parents of currently enrolled children and community representatives. At least 51 percent of the members of these policy groups must be the parents of currently enrolled children (see 45 CFR 1306. (h) for a definition of a Head Start parent). The Policy Council shall consist of one member and one alternate from each Head Start Center. Elections will be held at the first Parent Committee Meetings. If for some reason a member or alternate is unable to serve the complete term another member or alternate may be elected by the Parent Committee. (3) Community representatives must be drawn from the local community: business; public or private community, civic, and professional organizations; and others who are familiar with resources and services for low-income children and families. Community representatives may include the parents of formerly enrolled children. Each of the four counties within the KI BOIS Head Start service area shall be represented by one Community Representative and one alternate. There shall also be one representative from the KI BOIS Board of Directors. Community Representatives and their alternates will be selected from agencies and organizations within the four-county Head Start area who serve low-income children and families. The Community Representatives and their alternates will be elected by the Policy Council Parent Members as submitted by the Head Start Director at the first Policy Council meeting. Conflict of Interest – Members of the policy council shall: (i) not have a conflict of interest with the Head Start program; and (ii) not receive compensation for serving on the policy council or for providing services to 64 the Head Start program. (4) All parent members of Policy Councils and Policy Committees must stand for election or re-election annually. All community representatives also must be selected annually. (5) Policy Councils and policy Committees must limit the number of one-year terms any individual may serve on either body to a combined total of three terms. (6) No grantee or delegate agency staff (or members of their immediate families) may serve on Policy councils or Policy Committees except parents who occasionally substitute for regular Early Head Start or Head Start staff. In the case of Tribal grantees, this exclusion applies only to Tribal staff who work in areas directly related to or which directly impact upon any Early Head Start or Head Start administrative, fiscal or programmatic issues. (7) Parents of children currently enrolled in all programs options must be proportionately represented on established policy groups. Membership shall be for a period of one year. Parent representatives’ terms will automatically terminate when the new Policy Council takes over unless the parent member will have a child enrolled in the Head Start Program the following year and the parent is re-elected as a current member. Community Representatives and the KI BOIS Board Representative are subject to annual approval of the Parent Representatives on the Policy Council. No member may serve more than three years in any capacity, whether Parent or Community Representative. A person is not qualified to serve on the Policy Council if he/she, or a member of his/her immediate family is employed by KI BOIS CAF, Inc. A member of the family shall include any of the following persons: Parents Spouse’s Parents Grandparents Children Spouse’s Children Grandchildren Brother/Sister Spouse’s Brother/Sister Spouse’s Grandparents Nephew/Niece Spouse’s Nephew/Niece Spouse’s Grandchildren Aunt/Uncle Spouse’s Aunt/Uncle Great Grandparents Spouse’s Great Grandparents Great Grandchildren Spouse’s Great Grandchildren (c) Policy group responsibilities - general. At a minimum policy groups must be charged with the responsibilities described in paragraphs (d), (f), (g), and (h) of this section and repeated in appendix A of this section. (d) The Policy Council or Policy Committee. (1) Policy Councils and Policy Committees must work in partnership with key management staff and the governing body to develop, review, and approve or disapprove the following policies and procedures: (i) All funding applications and amendments to funding applications for Early Head Start and Head Start, including administrative services, prior to the submission of such applications to the grantee (in the case of Policy Committees) or to HHS (in the case of Policy Councils); (ii) Procedures describing how the governing body and the appropriate policy group will implement shared decision-making; 65 (iii) Procedures for program planning in accordance with this part and the requirements of 45 CFR Part 1305; (iv) The program’s philosophy and long-and short-range program goals and objectives (see 45 CFR 1304.41(a) and 45 CFR 1305.3 for additional requirements regarding program planning); (v) The selection of delegate agencies and their service areas (see 45 CFR 1301.33 and 45 1305.3(a) for additional requirements about delegate agency and service area selection, respectively); (vi) The composition of the Policy Council or the Policy Committee and the procedures by which policy group members are chosen; (vii) Criteria for defining recruitment, selection, and enrollment priorities, in accordance with the requirements of 45 CFR part 1305; (viii) The annual self-assessment of the grantee or delegate agency’s progress in carrying out the programmatic and fiscal intent of its grant application, including planning or other actions that may result from the review of the annual audit and findings from the Federal monitoring review (see 45 CFR 1304.51(i)(1) for additional requirements about the annual self-assessment); (ix) Program personnel policies and subsequent changes to those policies, in accordance with 45 CFR 1301.31, including standards of conduct for program staff, consultants, and volunteers; (x) Decisions to hire or terminate the Early Head Start or Head Start director of the grantee or delegate agency; and (xi) Decisions to hire or terminate any person who works primarily for the Early Head Start or Head Start program of the grantee or delegate agency. Responsibilities - The policy council shall approve and submit to the governing body decisions about each of the following activities: (i) Activities to support the active involvement of parents in supporting program o operations, including policies to ensure that the Head Start agency is responsive to community and parent needs. (ii) Program recruitment, selection, and enrollment priorities. (iii) Applications for funding and amendments to applications for funding for programs under this subchapter, prior to submission of applications described in this clause. (iv) Budget planning for program expenditures, including policies for reimbursement and participation in policy council activities. (v) Bylaws for the operation of the policy council. (vi) Program personnel policies and decisions regarding the employment of program staff, consistent with paragraph (1)(E)(iv)(IX), including standards of conduct for program staff, contractors, and volunteers and criteria for the employment and dismissal of program staff. (vii) Developing procedures for how members of the policy council of the Head Start agency will be elected. (viii) Recommendations on the selection of delegate agencies and the service areas for such agencies. (2) In addition, Policy Councils and Policy Committees must perform the following functions directly: (i) Serve as a link to the Parent Committees, grantee and delegate agency governing bodies, 66 public and private organizations, and the communities they serve; (ii) Assist Parent Committees in communicating with parents enrolled in all program options to ensure that they understand their rights, responsibilities, and opportunities in Early Head Start and Head Start and to encourage their participation in the program; (iii) Assist Parent Committees in planning, coordinating, and organizing program activities for parents with the assistance of staff, and ensuring that funds set aside from program budgets are used to support parent activities; (iv) Assist in recruiting volunteer services from parents, community residents, and community organizations, and assist in the mobilization of community resources to meet identified needs; and (v) Establish and maintain procedures for working with the grantee or delegate agency to resolve community complaints about the program. The KI BOIS Head Start Policy Council will work in partnership with the KI BOIS CAF, Inc. Executive Director, the Head Start Director and the KI BOIS Board of Directors to develop, review and approve or disapprove the above responsibilities. In addition, the Policy Council will perform the following functions directly: 1. Serve as link between Head Start parents, the community and KI BOIS Board of Directors. 2. Assist Parent Committees in understanding their rights, responsibilities and opportunities in Head Start and to encourage their participation in the program. 3. Assist Parent Committees in planning, coordinating and organizing program activities for parents with the assistance of staff and assuring that funds from the program budget are used to support parent activities. 4. Assist in recruiting volunteers from parents, community and organizations and assist in mobilization of community resources to meet identified needs. 5. Work with the grantee to resolve community complaints about the program in the following manner: Complaints about the Head Start Program, from Head Start parents or community, which cannot be resolved at center level or the Head Start Administrative level will be brought to Policy Council to be resolved. These complaints should be made in writing to the Policy Council Chairperson and the Head Start Director. If necessary, an appointment may be made for the complaint to be heard at a Policy Council meeting in order for Policy Council to recommend proper action to be taken. If the problem cannot be resolved at Policy Council level, the KI BOIS Board of Directors will be called upon for a decision. (e) Parent Committee. The Parent Committee must carry out at least the following minimum responsibilities: (1) Advise staff in developing and implementing local program policies, activities, and services; (2) Plan, conduct and participate in informal as well as formal programs and activities for parents and staff; and (3) Within the guidelines established by the Governing Body, Policy Council, or Policy 67 committee, participate in the recruitment and screening of Early Head Start and Head Start employees. Parent Committee Meetings at each center are held monthly throughout the program year to conduct center business, and hear reports from the Policy Council. The meetings are conducted by officers who must be current parents of children enrolled at the center and elected by parents of that center. Staff may not vote or hold office even if they are a parent of a Head Start child. To enable Parent Committees to do the best job possible in planning activities for the program, parents and staff must share information. Parents are encouraged to be involved in all parts of the program. In this way they can know more about all of the experiences that the children are having, and will be able to contribute better ideas for the total operation of the program. Parent Committees participate in decision making in the following ways: 1. Election of Policy Council Parent Representative and Alternate from each center. 2. Assist in planning an educational program for Parent Cluster group training. 3. Planning of special events, celebrations, and field trips, with assistance from staff. 4. Providing suggestions for Weekly Lesson Plans. 5. Provide information to and receive information from Policy Council Parent Representative. Parent Committees may participate in other functions, such as: 1. Assist in the annual self-assessment process and report findings to the Policy Council. 2. Participate in training or educational programs; 3. Participate in social activities; 4. Assist staff in preparation and upkeep of Parent Information Area; 5. Participate with other community groups with similar concerns; 6. Provide information to Head Start staff regarding applicants for Head Start employment. 7. Complete the Parent Committee Health and Safety Checklist. 8. Participate in ―I Am Moving, I Am Learning‖ activities. (f) Policy Council, Policy Committee, and Parent Committee reimbursement. Grantee and delegate agencies must enable low-income members to participate fully in their group responsibilities by providing, if necessary, reimbursements for reasonable expenses incurred by the members. Reimbursement for reasonable expenses incurred by Policy Council members and Parent Committee members will be paid in order to enable members to fully participate in the group functions. 68 (g) Governing body responsibilities. (1) Grantee and delegate agencies must have written policies that define the roles and responsibilities of the governing body members and that inform them of the management procedures and functions necessary to implement a high quality program. (2) Grantee and delegate agencies must ensure that appropriate internal controls are established and implemented to safeguard Federal funds in accordance with 45 CFR 1301.13. The KI BOIS Board of Directors will have written policies that define their roles and responsibilities and their functions regarding Head Start management procedures and functions necessary to implement a high quality Head Start program. The Board of Directors shall— (i) have legal and fiscal responsibility for administering and overseeing programs under this subchapter, including the safeguarding of Federal funds; (ii) adopt practices that assure active, independent, and informed governance of the Head Start agency, including practices consistent with subsection (d)(1), and fully participate in the development, planning, and evaluation of the Head Start programs involved; (iii) be responsible for ensuring compliance with Federal laws (including regulations) and applicable State, tribal, and local laws (including regulations); and (iv) be responsible for other activities, including-- (I) selecting delegate agencies and the service areas for such agencies; (II) establishing procedures and criteria for recruitment, selection, and enrollment of children; (III) reviewing all applications for funding and amendments to applications for funding for programs under this subchapter; (IV) establishing procedures and guidelines for accessing and collecting information described above; (V) reviewing and approving all major policies of the agency, including-- (aa) the annual self-assessment and financial audit; (bb) such agency's progress in carrying out the programmatic and fiscal provisions in such agency's grant application, including implementation of corrective actions; and (VI) developing procedures for how members of the policy council are selected, consistent personnel policies of such agencies regarding the hiring, evaluation, termination, and compensation of agency employees; (VII) approving financial management, accounting, and reporting policies, and compliance with laws and regulations related to financial statements, including the-- (aa) approval of all major financial expenditures of the agency; (bb) annual approval of the operating budget of the agency; (cc) selection (except when a financial auditor is assigned by the State 69 under State law or is assigned under local law) of independent financial auditors who shall report all critical accounting policies and practices to the governing body; and (dd) monitoring of the agency's actions to correct any audit findings and of other action necessary to comply with applicable laws (including regulations) governing financial statement and accounting practices; (VIII) reviewing results from monitoring conducted under section 641A(c), including appropriate follow-up activities; (IX) approving personnel policies and procedures, including policies and procedures regarding the hiring, evaluation, compensation, and termination of the Executive Director, Head Start Director, Director of Human Resources, Chief Fiscal Officer, and any other person in an equivalent position with the agency; (X) establishing, adopting, and periodically updating written standards of conduct that establish standards and formal procedures for disclosing, addressing, and resolving-- (aa) any conflict of interest, and any appearance of a conflict of interest, by members of the governing body, officers and employees of the Head Start agency, and consultants and agents who provide services or furnish goods to the Head Start agency; and (bb) complaints, including investigations, when appropriate; and (XI) to the extent practicable and appropriate, at the discretion of the governing body, establishing advisory committees to oversee key responsibilities related to program governance and improvement of the Head Start program involved. (h) Internal dispute resolution. Each grantee and delegate agency and Policy Council or Policy Committee jointly must establish written procedures for resolving internal disputes, including impasse procedures, between the governing body and policy group. If the KI BOIS Head Start Policy Council and KI BOIS CAF, Inc. Board of Directors fail to reach an agreement during the shared decision-making process, the following Mediation Procedures will be used: The ACF Regional office will be informed as soon as possible after the agency becomes aware that there is a conflict between the Board of Directors and the Policy Council, especially those which, if not resolved, could lead to termination, or denial of refunding, of the Head Start grant. This notification must be made within ten days of the grantee becoming aware of the conflict and in the case of a Policy Council proposing not to approve the grantee’s refunding application, such notification must be made at least 90 days prior to the grantee’s refunding date. If the situation leading to the Policy Council’s decision to withhold its approval occurs within 90 days of the grantee’s refunding date, the grantee must notify the Regional Office immediately. The Regional Administrator, or a Regional staff member designated by the Regional Administrator, will hold one or more meetings, as appropriate, which the Executive Director, the 70 Head Start Director, the Policy Council Chairperson, and the Board of Directors Chairperson are required to attend. The purpose of these meetings is to attempt to resolve the issues between the Board of Directors and the Policy Council to the mutual satisfaction of both parties and thus avoid the possibility of an adverse action against the grantee. If the meetings are not successful in resolving the issues between the grantee and the Policy Council, the grantee should, within ten days of the meetings, submit the dispute to the offices of a professional mediator. The Regional Office will provide assistance to the grantee in selecting a mediator. The grantee is requested to advise the Regional Office of the time and location of the first scheduled meeting. Representatives of the Board of Directors and the Policy Council are expected to attend any meetings requested by the mediator. If conflict relates to the grantee’s refunding, the mediation process must be completed fifteen days prior to the grantee’s refunding date unless the mediator has indicated to the Regional Office, in writing, that additional time for mediation will likely result in a successful resolution of the conflict, in which case the Regional Administrator may extend the current Head Start grant. The refusal of either party to engage in a mediation process shall be taken into consideration by the ACF Regional Office in determining what course of action is warranted. 1304.51 Management systems and procedures. (a) Program planning. (1) Grantee and delegate agencies must develop and implement a systematic, ongoing process of program planning that includes consultation with the program’s governing body, policy groups and program staff, and with other community organizations that serve Early Head Start and Head Start or other low-income families with young children. Program planning must include: (i) An assessment of community strengths, needs and resources through completion of the Community Assessment, in accordance with the requirements of 45 CFR 1305.3; (ii) The formulation of both multi-year (long-range) program goals and short-term program and financial objectives that address the findings of the Community Assessment, are consistent with the philosophy of Early Head Start and Head Start, and reflect the findings of the program’s annual self-assessment; and (iii) The development of written plan(s) for implementing services in each of the program areas covered by this part (e.g., Early Childhood Development and Health Services, Family and Community Partnerships, and Program Design and Management). (2) All written plans for implementing services, and the progress in meeting them, must be reviewed by the grantee or delegate agency staff and reviewed and approved by the Policy Council or Policy Committee at least annually, and must be revised and updated as needed. This Program Plan, which meets or exceeds the Head Start Performance Standards, was developed by Coordinators and the Head Start Director with the assistance of committees composed of staff, parents and professionals. The Program Plan will be reviewed, discussed, revised and approved by the Policy Council on an annual basis. The Health Services Advisory Committee will review the plan and give suggestions when needed. A Community Assessment is conducted at least every three years by the KI BOIS 71 Community Action Foundation, Inc. Head Start is included in this process and utilizes the information obtained to determine the needs of eligible children and families of the area. The data is updated annually by contact with various resources. Changes in the needs for Head Start services may also be reflected by the Survey and Application for Enrollments received each year and other information received. The Strategic Plan Committee, comprised of staff from each job position, parents, Policy Council Members, KI BOIS Board Members and community partners, is in place to develop long-range and short-range goals and objectives, which address the findings of the Community Assessment, the annual self-assessment, the annual audit findings and the results of the Federal monitoring review. Policies and Procedures for the daily operation of the Head Start program have been developed which provide specific information for staff and parents concerning the implementation of the Program Plan. These are continually being revised and expanded according to need. (b) Communications - general. Grantee and delegate agencies must establish and implement systems to ensure that timely and accurate information is provided to parents, policy groups, staff, and the general community. Information is provided to parents, staff, the community, Policy Council and the Board of Directors in a timely manner. The Head Start Director and Coordinators share the responsibilities of providing current and accurate information as necessary. Center staff may also be utilized to ensure that information is available to staff and parents. (c) Communication with families. (1) Grantee and delegate agencies must ensure that effective two-way comprehensive communications between staff and parents are carried out on a regular basis throughout the program year. (2) Communication with parents must be carried out in the parents’ primary or preferred language or through an interpreter, to the extent feasible. Communication with parents (mothers, fathers, or guardians – custodial and non- custodial) is carried out by letter, phone calls, e-mail, text messages, Galileo, Home Visits and Parent/Staff Conferences. An agency Newsletter is provided to all parents at least 4 times a year. Monthly calendars are sent home with each child showing center activities, active movement and nutrition activities and scheduled volunteers. Information is posted in the Parent Information Area concerning coming events and available training. Other necessary information and various educational materials are available to parents from Teachers and Family Service Workers. Non-English-speaking parents will be provided with materials in their own language or material will be translated verbally to them. (d) Communication with governing bodies and policy groups. 72 Grantee and delegate agencies must ensure that the following information is provided regularly to their grantee and delegate governing bodies and to members of their policy groups: (1) Procedures and timetables for program planning; (2) Policies, guidelines, and other communications from HHS; (3) Program and financial reports. The Policy Council receives written and oral reports each month from Coordinators and the Head Start Director. A monthly Budget Report is also submitted to the Policy Council. Parent Committees submit the Center Committee Report to Policy Council each month. The Head Start Director also provides reports to the KI BOIS Board of Directors. Parent Committees receive monthly Policy Council minutes mailed to each center. They also may receive oral reports from their Parent Representative. Policy Council and Board of Directors receive information concerning procedures and timetables for program planning and policies and guidelines and other communications from HHS. (e) Communication among staff. Grantee and delegate agencies must have mechanisms for regular communication among all program staff to facilitate quality outcomes for children and families. Center Directors receive Policy Council minutes each month. Other information from the Head Start Director or Coordinators is provided by letter, e-mail, phone or in staff meetings. This information is to be shared with all staff. Monthly calendars are sent to Center Directors to be posted in the center. Centers and offices communicate by e-mail, text message and/or telephone as needed. (f) Communication with delegate agencies. Grantees must have a procedure for ensuring that delegate agency governing bodies, Policy Committees, and all staff receive all regulations, policies, and other pertinent communications in a timely manner. KI BOIS does not have any delegate agencies at this time. (g) Record-keeping systems. Grantee and delegate agencies must establish and maintain efficient and effective record-keeping systems to provide accurate and timely information regarding children, families, and staff and must ensure appropriate confidentiality of this information. Coordinators, Family Service Workers and Teachers provide record-keeping systems 73 concerning each child and family’s services. These are compiled annually to provide information for the PIR, and at various times as necessary to inform the Board of Directors and Policy Council. KI BOIS utilizes the GALILEO computer program. Center staff and Family Service Workers enter their own data on this web-based system. This system will be used to track services to children and families. Coordinators and Head Start Director have access to appropriate sections of the GALILEO for review of center record-keeping from their offices. KI BOIS Head Start continues to be concerned with the whole child, including social competence and school readiness. The program gathers information to document their process for assuring positive child outcomes. The Individual Child Assessment and various selections of children’s work samples will be used to document and report progress toward Head Start Child Outcomes for each child, classroom and site. Reports will be provided annually to the Board of Directors and Policy Council. Individual child progress reports will be shared with families during home visits and/or Parent/Teacher Conferences. This information addresses all aspects of development and learning, including physical, emotional, social, cognitive and language, in order to provide an overall picture of the child from program entry to the end of the child’s Head Start experience. All records of children and families will be kept in locked filing cabinets at center level. Centers should have a key in a designated spot available only to staff. The Head Start Director, Coordinators and Family Service Workers may have access to these files. Mental Health professionals may have access to the files at the time of their observation visit. Parents may have access to their own child’s file. Records of children with a disability that contain a diagnosis or test results will be kept in a locked file in the office of the Disabilities Coordinator. (h) Reporting systems. Grantee and delegate agencies must establish and maintain efficient and effective reporting systems that: (1) Generate periodic reports of financial status and program operations in order to control program quality, maintain program accountability, and advise governing bodies, policy groups, and staff of program progress; and (2) Generate official reports for Federal, State, and local authorities, as required by applicable law. KI BOIS CAF, Inc. has written accounting and procurement procedures in its Financial Management Procedures Manual. Head Start financial operations are completed according to these procedures. All expenses are examined to determine the allowability, allocability and reasonableness of costs. Monthly budget reports are provided to Policy Council and the Board of Directors and necessary changes in the budget are approved by the Policy Council prior to submission to the proper authority as required. The Agency Single Audit is completed annually and findings or deficiencies are addressed and corrective actions are implemented in a timely manner. Official reports are provided as required by Federal, State and local authorities. 74 (j) Program self-assessment and monitoring. (1) At least once each program year, with the consultation and participation of the policy groups and, as appropriate, other community members, grantee and delegate agencies must conduct a self-assessment of their effectiveness and progress in meeting program goals and objectives and in implementing Federal regulations. The KI BOIS Head Start Self-Assessment Form will be used in the annual self-assessment of the program. This form is completed by each center’s parents and staff. These are sent in to the Policy Council for review. Findings are compiled into one report for the total Head Start Program and plans are developed for any corrections needed. Child outcome information for groups of children becomes a part of the data considered by grantees as they engage in self-assessment to determine how the program is doing in meeting its goals and objectives, and in implementing the Head Start Performance Standards and other regulations. The results of the self-assessment contribute to continuous program planning and program improvement. Program curricula, materials, and learning environments will be reviewed periodically to determine if they are providing opportunities to advance children’s continuous development in each of the domain areas of the Head Start Outcomes Framework. (2) Grantees must establish and implement procedures for the ongoing monitoring of their own Early Head Start and Head Start operations, as well as those of each of their delegate agencies, to ensure that these operations effectively implement Federal regulations. On-going monitoring of Head Start operations is completed by the Head Start Director, , Center Directors and Teachers. Coordinators, Assistant Coordinators, Family Service Workers Daily, weekly and monthly checklists and reports are completed which show progress or deficiencies in all program areas. The GALILEO computer system is used by Coordinators and the Head Start Director to monitor center record-keeping concerning services provided, children’s attendance, volunteer information, etc. Policies and Procedures have been developed to address specific areas of the program, to provide information concerning daily program operations and to assist supervisors, as well as other staff in the implementation of all regulations. Various activities are implemented to correct areas of deficiencies and improve program operations. Program staff are consulted regarding ideas for improvement at various times throughout the year. (3) Grantees must inform delegate agency governing bodies of any findings in delegate agency operations identified in the monitoring review and must help them develop plans, including timetables, for addressing identified problems. KI BOIS does not have any delegate agencies at this time. 1304.52 Human resources management. (a) Organizational structure. (1) Grantee and delegate agencies must establish and maintain an organizational structure 75 that supports the accomplishment of program objectives. This structure must address the major functions and responsibilities assigned to each staff position and must provide evidence of adequate mechanisms for staff supervision and support. (2) At a minimum, grantee and delegate agencies must ensure that the following program management functions are formally assigned to and adopted by staff within the program: (i) Program management (the Early Head Start or Head Start director); (ii) Management of early childhood development and health services, including child development and education; child medical, dental, and mental health; child nutrition; and, services for children with disabilities; and (iii) Management of family and community partnerships, including parent activities. The KI BOIS Head Start Program is organized to assure that each requirement of the Performance Standards have been assigned to a specific staff person. Program management assignments are as follows: Program Management Head Start Director Family/Community Partnerships Coordinator will assist with Policy Council functions Administrative Coordinator Early Childhood Development and Health Services will be managed by: Education Coordinator (also Facilities and Equipment in the Management section) Health/Nutrition Coordinator (also Facilities, Transportation and Equipment) Disabilities/Mental Health Coordinator (also Child Abuse and will also have input in Family and Community Partnerships) Family and Community Partnerships Family/Community Partnerships Coordinator (which also includes Transitions and Family Literacy) See individual Job Descriptions and Head Start Organizational Chart. (b) Staff qualifications - general. (1) Grantee and delegate agencies must ensure that staff and consultants have the knowledge, skills, and experience they need to perform their assigned functions responsibly. (2) In addition, grantee and delegate agencies must ensure that only candidates with the qualifications specified in this Part and in 45 CFR 1306.21 are hired. (3) Current and former Early Head Start and Head Start parents must receive preference for employment vacancies for which they are qualified. (4) Staff and program consultants must be familiar with the ethnic background and heritage of families in the program and must be able to serve and effectively communicate, to the extent feasible, with children and families with no or limited English proficiency. Staff will be hired who have knowledge, skills and experience to perform their assigned functions responsibly. Current and former Head Start parents will receive preference for employment for vacancies for which they are qualified. 76 Staff will be able to serve effectively and communicate with children and families. Translators will be hired as needed in order for communications to occur with non-English speaking families. New staff are required to successfully pass an OSBI Criminal Background Check, a DHS Criminal Background Review, a Driver’s License Check, and a Drug Test. KI BOIS Drug Testing procedures are found as an attachment to the Personnel Policies and Procedures. Random Drug Testing will be for all staff according to these procedures. Results of these are kept on file in the Head Start Personnel Office. Personal and/or work related references are checked for all new staff hired. (c) Early Head Start or Head Start director qualifications. The Early Head Start or Head Start director must have demonstrated skills and abilities in a management capacity relevant to human services program management. The Head Start Director must have experience or education in a management of human resources and in service oriented program management. (d) Qualifications of content area experts. Grantee and delegate agencies must hire staff or consultants who meet the qualifications listed below to provide content area expertise and oversight on an ongoing or regularly scheduled basis. Agencies must determine the appropriate staffing pattern necessary to provide these functions. (1) Education and child development services must be supported by staff or consultants with training and experience in areas that include: the theories and principles of child growth and development, early childhood education, and family support. In addition, staff or consultants must meet the qualifications for classroom Teachers, as specified in section 648A of the Head Start Act and any subsequent amendments regarding the qualifications of Teachers. (2) Health services must be supported by staff or consultants with training and experience in public health, nursing, health education, maternal and child health, or health administration. In addition, when a health procedure must be performed only by a licensed/certified health professional, the agency must assure that the requirement is followed. (3) Nutrition services must be supported by staff or consultants who are registered dietitians or nutritionists. (4) Mental Health services must be supported by staff or consultants who are licensed or certified mental health professionals with experience and expertise in serving young children and their families. (5) Family and community partnership services must be supported by staff or consultants with training and experience in field(s) related to social, human, or family services. (6) Parent involvement services must be supported by staff or consultants with training, experience, and skills in assisting the parents of young children in advocating and decision-making for their families. (7) Disabilities services must be supported by staff or consultants with training and 77 experience in securing and individualizing needed services for children with disabilities. (8) Grantee and delegate agencies must secure the regularly scheduled or ongoing services of a qualified fiscal officer. Head Start Coordinators as listed above will each meet qualifications as outlined in the Performance Standards. See individual Job Descriptions. Mental Health services will be supported by professional consultants who are licensed or certified with experience and expertise in serving young children and their families. Health services will be supported by professional consultants who are licensed or certified with experience and expertise in serving young children and their families. Nutrition services will be supported by contracted consultants who are nutritionists or registered dietitians. This Nutrition consultant will provide technical assistance to the Health/ Nutrition Coordinator. Each Head Start Coordinator will be assigned at least one Assistant Coordinator to ensure that each requirement in the Performance Standards, as well as other regulations, are met. (e) Home visitor qualifications. KI BOIS does not have a Home-based Program. (f) Infant and toddler staff qualifications. KI BOIS does not serve infants and toddlers at this time. (g) Classroom staffing and home visitors. (1) Grantee and delegate agencies must meet the requirements of 45 CFR 1306.20 regarding classroom staffing. (2) When a majority of children speak the same language, at least one classroom staff member or home visitor interacting regularly with the children must speak their language. (3) For center-based programs, the class size requirements specified in 45 CFR 1306.32 must be maintained through the provision of substitutes when regular classroom staff are absent. (4) Grantee and delegate agencies must ensure that each Teachers working exclusively with infants and toddlers has responsibility for no more than four infants and toddlers and that no more than eight infants and toddlers are placed in any one group. However, if State, Tribal or local regulations specify staff:child ratios and group sizes more stringent than this requirement, the State, Tribal, or local regulations must apply. (5) Staff must supervise the outdoor and indoor play areas in such a way that children’s safety can be easily monitored and ensured. KI BOIS Head Start will comply with Federal requirements as follows: In the regular Head Start classroom will be one Teacher who has at least one of the 78 following: 1. A Child Development Associate (CDA) Credential that is appropriate to the age of the children being served in the center-based program; 2. A State-awarded certificate for preschool Teachers that meets or exceeds the requirements for a Child Development Associate (CDA) Credential; 3. An Associate, a Baccalaureate, or an advanced degree in Early Childhood Education; OR 4. A degree in a field related to Early Childhood Education with experience in teaching preschool children and a State-awarded certificate to teach in a preschool program. At least 50% of Head Start teachers, nation-wide, must, by September 30, 2013, have a BA or advanced degree in early childhood education or a related degree with experience teaching pre-school age children. All Head Start teachers must, by October 1, 2011, have at least an AA degree in early childhood education or a related field with pre-school teaching experience or have a BA degree and been admitted into the Teach for America program. In the classrooms where we have a collaborative agreement with the Public School the Teacher must have a 4-year degree and must have passed the Early Childhood State Certification Test and the Oklahoma General Education Test. In those collaborative classrooms, Assistant Teachers must have one of the following: 1. An Associate Degree 2. Completed 48 hours of college credit 3. Pass the ParaPro or OGET Test All Head Start teacher assistants must, by September 30, 2013, have at least a CDA credential or be enrolled in a program leading to an associate or baccalaureate degree or be enrolled in CDA credential program that will be completed within two years. At least one classroom staff member will be able to speak the language of the majority of the children in each classroom. Translators may be utilized for those centers who have a small number of children and/or parents who do not speak English. Each Head Start class will be staffed by one Teacher and one Assistant Teacher and whenever possible a volunteer. Substitutes will be provided when regular classroom staff are absent and when no volunteer is available. In classes at centers where collaborative projects with Public Schools allow for full-day service, Part-Time Teacher Aides will be hired to work in the class to relieve Teachers so that they may attend to paperwork, planning, Parent Conferences, Home Visits, etc. In classes where there are children with severe challenging behaviors, Part-Time 79 Classroom Aides may be hired to assist the Teachers. In classes where specific children with disabilities need one-on-one care, Special Needs Workers will be hired as needed. Mentors will be assigned to classroom staff as resources persons on an as needed basis. Class size will be determined on the predominate age of the children who will participate in the class. For classes serving predominantly four or five year old children, the average class size will be between 17 and 20 children, with no more than 20 children enrolled in the class. For classes serving predominantly three year old children, the average class size of that group of classes must be between 15 and 17 children, with no more than 17 children enrolled in the class. Ages of children will be determined by whatever date is used by the State Public Schools to determine eligibility. At present, this is September 1. At least 13 low-income children must be enrolled in each Head Start class, unless there is an existing contract for Pre-School with a Public School. Teachers and volunteers will supervise indoor and outdoor play areas to ensure the safety of each child. (h) Standards of conduct. (1) Grantee and delegate agencies must ensure that all staff, consultants, and volunteers abide by the program’s standards of conduct. These standards must specify that: (i) They will respect and promote the unique identity of each child and family and refrain from stereotyping on the basis of gender, race, ethnicity, culture, religion, or disability; (ii) They will follow program confidentiality policies concerning information about children, families, and other staff members; (iii) No child will be left alone or unsupervised while under their care; and (iv) They will use positive methods of child guidance and will not engage in corporal punishment, emotional or physical abuse, of humiliation. In addition, they will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs. (2) Grantee and delegate agencies must ensure that all employees engaged in the award and administration of contracts or other financial awards sign statements that they will not solicit or accept personal gratuities, favors, or anything of significant monetary value from contractors or potential contractors. (3) Personnel policies and procedures must include provision for appropriate penalties for violating the standards of conduct. KI BOIS CAF, Inc. will make every effort to ensure that all staff, consultants and 80 volunteers abide by the program’s standards of conduct. These standards specify that: 1. They will respect and promote the unique identity of each child and family and refrain from stereotyping on the basis of gender, race, ethnicity, culture, religion or disability; 2. They will follow program confidentiality policies concerning information about children, families and other staff members; 3. No child will be left alone or unsupervised while under their care; 4. They will use positive methods of child guidance and will not engage in corporal punishment, emotional or physical abuse, or humiliation. They will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs. Employees who engage in the award and administration of contracts or other financial awards will not solicit or accept personal gratuities, favors or anything of significant monetary value from contractors or potential contractors. This is stated in the KI BOIS Personnel Policies and Procedures, which all employees receive and with which they must comply. All KI BOIS Head Start staff receive the KI BOIS Personnel Policies and Procedures and are entitled to all rights and responsibilities as other KI BOIS employees. Appropriate penalties are outlined in the Personnel Policies and Procedures concerning violation of the standards of conduct. (i) Staff performance appraisals. Grantee and delegate agencies must, at a minimum, perform annual performance reviews of each Early Head Start and Head Start staff member and use the results of these reviews to identify staff training and professional development needs, modify staff performance agreements, as necessary, and assist each staff member in improving his or her skills and professional competencies. The job performance of all Head Start staff will be evaluated at least annually. The results of these evaluations will be used to identify staff training and professional development needs, and assist each staff member in improving his/her skills and professional competencies. New staff who are hired or staff placed in new positions will be evaluated at least once during their six-month probationary period. Special Needs Workers, Part-Time Classroom Aides and Part-Time Teacher Aides will be evaluated monthly. (j) Staff and volunteer health. (1) Grantee and delegate agencies must ensure that each staff member has an initial health examination that includes screening for tuberculosis and a periodic re-examination (as recommended by their health care provider or as mandated by State, Tribal or local laws) so as to assure that they do not, because of communicable diseases, pose a significant risk to the health or safety of others in the Early Head Start or Head Start program that cannot be eliminated or reduced by reasonable accommodation. These requirements must be implemented consistent with the requirements of the Americans with Disabilities Act and 81 Section 504 of the Rehabilitation Act. (2) Regular volunteers must be screened for tuberculosis in accordance with State, Tribal or local laws. In the absence of State, Tribal or local law, the Health Services Advisory Committee must be consulted regarding the need for such screenings (see 45 CFR 1304.3(2) for the definition of volunteer). (3) Grantee and delegate agencies must make mental health and wellness information available to staff with concerns that may affect their job performance. All Head Start staff are required to have a physical examination upon employment stating that they are in good health and free of communicable disease. Proof of the initial examination will be kept in the employee’s Personnel File in the KI BOIS Administrative Office. Periodic re-examination will be completed as recommended by staff’s health care provider. Head Start staff will annually complete the Screening Questions for Tuberculosis, developed by the Health Department. The Screening Questions for Tuberculosis will be reviewed by Health Department staff. After the form has been reviewed, if follow-up is needed, Health Department staff will administer a TB skin test or make a referral to another health care provider. Screenings from staff hired after pre-service will be reviewed by the Health Coordinator. The Health Department has given the Head Start Health Coordinator authority to approve the screenings that have all ―NO‖ answers. If there are any yes answers recorded on the screening form, the Health Coordinator will call the Health Department and get verbal approval for the screening or be given instruction for needed follow-up. Upon the suggestion of the Health Advisory Committee, the Oklahoma State Licensing requirement for tuberculosis will be followed for regular volunteers. This regulation states that testing is based upon local identified tuberculosis exposure. Mental Health and wellness information will be available to staff with concerns that may affect their job performance. An initial one-hour in-clinic consultation is available with Mental Health Professionals for staff who wish to seek professional help. (k) Training and development. (1) Grantee and delegate agencies must provide an orientation to all new staff, consultants, and volunteers that includes, at a minimum, the goals and underlying philosophy of Early Head Start and/or Head Start and the ways in which they are implemented by the program. (2) Grantee and delegate agencies must establish and implement a structured approach to staff training and development, attaching academic credit whenever possible. This system should be designed to help build relationships among staff and to assist staff in acquiring or increasing the knowledge and skills needed to fulfill their job responsibilities, in accordance with the requirements of 45 CFR 1306.23. (3) At a minimum, this system must include ongoing opportunities for staff to acquire the knowledge and skills necessary to implement the content of the Head Start Program Performance Standards. This program must also include: (i) Methods for identifying and reporting child abuse and neglect that comply with applicable State and local laws using, so far as possible, a helpful rather than a punitive 82 attitude toward abusing or neglecting parents and other caretakers; and (ii) Methods for planning for successful child and family transitions to and from the Early Head Start or Head Start program. (4) Grantee and delegate agencies must provide training orientation to Early Head Start and Head Start governing body members. Agencies must also provide orientation and ongoing training to Early Head Start and Head Start Policy Council and Policy Committee members to enable them to carry out their program governance responsibilities effectively. Head Start staff will provide an orientation to new staff and parents at every center. The Head Start Orientation Checklist will be used for orientation of all staff. This form will be used for documentation, signed by each staff member and sent to the Central Office. This form will also be used through the year when there is any change in staff. New staff working with children must complete the ELCCT Training as required by DHS Licensing. To provide easy transition into Head Start parents are given a Parent Handbook at the time of enrollment. The staff reviews this with them and gives parents an opportunity to share any concerns that they might have. They also receive a KI BOIS Resource Book. The KI BOIS Service Directory is available in each Center’s Parent Information Area and to parents upon request. Head Start Parent Orientation is held in every center at least 1 week prior to the first Policy Council meeting in September. The meeting will include: Getting Acquainted Orientation Philosophy and Goals of Head Start Review of Parent Handbook Policy Council and Center Committee Responsibilities Election Policy Council Member and Alternate Parent Committee Officers KI BOIS staff will provide orientation to all regular volunteers. The KI BOIS Head Start Volunteer Training Manual will be used to assist staff with this orientation. The Volunteer Training Manual will then be given to the volunteer for future reference. Training will be provided to staff through Pre-service and In-service training sessions, newsletters, meetings, workshops, and college courses. School staff are invited to attend these trainings. Well-trained teachers are important to the quality of early childhood education programs and the successful development and learning of young children. Staff are encouraged to attend college classes to ensure that they meet all current Head Start requirements. KI BOIS will pay for books and tuition for full-time teaching staff as long as funds are available. These classes must be approved by either the Head Start Director or Education Coordinator prior to enrollment. Use form KHS-1020 for this process. Teaching staff are 83 encouraged to arrange class schedules so that they do not interfere with job responsibilities. When necessary, leave-time will be allowed so that teaching staff may attend classes, but prior approval is required and will be reviewed on a case-by-case basis. According to the Head Start Act as amended December 12, 2007, individuals who receive financial assistance to pursue a degree shall (a) teach or work in a Head Start program for a minimum of 3 years after receiving the degree; or (b) repay the total or a prorated amount of the financial assistance received based on the length of service completed after receiving the degree. KI BOIS staff, parents and volunteers will receive training concerning the special needs of children with disabilities periodically. Special Needs Workers will be provided with training on skills needed to work with the child for when they are primarily responsible. Information will also be provided to staff regarding non-discrimination in recruitment of children with disabilities and staff attitudes and apprehension, if any, when working with children with disabilities. Training will be provided to staff, parents and volunteers concerning the identification and reporting of child abuse and neglect according to State and local laws. Training will be provided through summer training for staff, staff-parent orientation, Parent Handbook and DHS video on the KI BOIS web-site and various other trainings throughout the year. Orientation and on-going training will be provided to Policy Council and the Board of Directors to enable them to carry out their program governance responsibilities effectively. 1304.53 Facilities, materials and equipment. (a) Head Start physical environment and facilities. (1) Grantee and delegate agencies must provide a physical environment and facilities conducive to learning and reflective of the different stages of development of each child. (2) Grantee and delegate agencies must provide appropriate space for the conduct of all program activities (see 45 CFR 1308.4 for specific access requirements for children with disabilities). (3) The center space provided by grantee and delegate agencies must be organized into functional areas than can be recognized by the children and that allow for individual activities and social interactions. (4) The indoor and outdoor space in Early Head Start or Head Start centers in use by mobile infants and toddlers must be separated from general walkways and from areas in use by preschoolers. (5) Centers must have at least 35 square feet of usable indoor space per child available for the care and use of children (i.e., exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child. (6) Facilities owned or operated by Early Head Start and Head Start grantee or delegate agencies must meet the licensing requirements of 45 CFR 1306.30. (7) Grantee and delegate agencies must provide for the maintenance, repair, safety, and security of all Early Head Start and Head Start facilities, materials and equipment. (8) Grantee and delegate agencies must provide a center-based environment free of toxins, such as cigarette smoke, lead, pesticides, herbicides, and other air pollutants as well as soil and water contaminants. Agencies must ensure that no child is present during the spraying 84 of pesticides or herbicides. Children must not return to the affected area until it is safe to do so. (9) Outdoor play areas at center-based programs must be arranged so as to prevent any child from leaving the premises and getting into unsafe and unsupervised areas. Enroute to play areas, children must not be exposed to vehicular traffic without supervision. (10) Grantee and delegate agencies must conduct a safety inspection, at least annually, to ensure that each facility’s space, light, ventilation, heat, and other physical arrangements are consistent with the health, safety and developmental needs of children. At a minimum, agencies must ensure that: (i) In climates where such systems are necessary, there is a safe and effective heating and cooling system that is insulated to protect children and staff from potential burns; (ii) No highly flammable furnishings, decorations, or materials that emit highly toxic fumes when burned are used; (iii) Flammable and other dangerous materials and potential poisons are stored in locked cabinets or storage facilities separate from stored medications and food are accessible only to authorized persons. All medications, including those required for staff and volunteers, are labeled, stored under lock and key, refrigerated if necessary, and kept out of the reach of children; (iv) Rooms are well lit and provide emergency lighting in the case of power failure; (v) Approved, working fire extinguishers are readily available; (vi) An appropriate number of smoke detectors are installed and tested regularly; (vii) Exits are clearly visible and evacuation routes are clearly marked and posted so that the path to safety outside is unmistakable (see 45 CFR 1304.22 for additional emergency procedures); (viii) Indoor and outdoor premises are cleaned daily and kept free of u undesirable and hazardous materials and conditions; (ix) Paint coatings on both interior and exterior premises used for the care of children do not contain hazardous quantities of lead; (x) The selection, layout, and maintenance of playground equipment and surfaces minimize the possibility of injury to children; (xi) Electrical outlets accessible to children prevent shock through the use of child-resistant covers, the installation of child-protection outlets, or the use of safety plugs; (xii) Windows and glass doors are constructed, adapted, or adjusted to prevent injury to children; (xiii) Only sources of water approved by the local or State health authority are used; (xiv) Toilets and handwashing facilities are adequate, clean, in good repair, and easily reached by children. Toileting and diapering areas must be separated from areas used for cooking, eating, or children’s activities; (xv) Toilet training equipment is provided for children being toilet trained; (xvi) All sewage and liquid waste is disposed of through a locally approved sewer system, and garbage and trash are stored in a safe and sanitary manner; and (xvii) Adequate provisions are made for children with disabilities to ensure their safety, comfort, and participation. KI BOIS Head Start will provide for a physical environment conducive to learning and reflective of the different stages of development of the children. 85 Appropriate space for program activities, including those for children with disabilities, will be available. An ADA (Americans with Disabilities Act) Checklist will be completed for each Head Start Center. An ADA Accessibility Plan will address the needs of each center as indicated by the ADA Checklist, to bring them into compliance with federal law. Renovations to space and facilities will provide for the safety and accessibility of children with disabilities and their families. Funds will be budgeted and special funding will be sought to accomplish these renovations. Alternative ways will be established to provide services when facility accessibility is not possible. Space shall be organized into functional areas recognized by the children and that allows for individual activities and social interactions. There shall be at least 35 square feet of indoor space per child available for the care of children (i.e., exclusive of bathrooms, halls, kitchen and storage places). There shall be at least 75 square feet per child outdoors. Center staff, Assistant Coordinators and Coordinators will check periodically to see that the classroom and center playground meet Performance Standards requirements concerning health, safety and developmental needs of the children. Center staff will check daily to see that classroom and center playground meet all Performance Standards and Day Care Licensing Requirements concerning health, safety and developmental needs of the children and initial on Lesson Plan. Alerting devices have been installed and will be maintained at each center to assist staff’s awareness of persons entering and leaving the center. Signs have been installed on playground fences asking assistance in keeping gates latched at all times. Each center will meet fire, sanitation and State Day Care License requirements annually. Center Directors will be responsible for having their fire extinguishers checked annually and recharged as needed. All staff will be trained in the use of fire extinguishers. KI BOIS Head Start will provide appropriate and sufficient furniture, equipment and materials to meet the needs of the program. All facilities, materials and equipment will be safe, durable and kept in good condition. Broken equipment and materials will be repaired promptly or replaced as funds allow. When a child with disabilities enrolls in a center, the Disabilities Coordinator will work with staff to provide special materials or equipment. Head Start will be responsible to acquire needed equipment, furniture and materials, or make arrangements with LEA or other service providers such as the Department of Human Services for provision of these items. KI BOIS Head Start staff and volunteers will comply with the drug free work place policy as outlined in the KI BOIS Personnel Policies and Procedures. There will be No Smoking or tobacco use in the Head Start centers or on the Head Start grounds, at any time. 86 No child will be present during the spraying of pesticides or herbicides. Children must not return to the affected area until it is safe to do so. County Health Departments will be contacted regarding this issue as needed. Outdoor play areas shall be made so as to prevent children from leaving the premises and getting into unsafe and unsupervised areas. All playgrounds will be fenced to a height of at least 4 feet. Gates will be kept latched at all times. Children will be supervised carefully when exposed to traffic. There will be an annual inspection to ensure that space, light, ventilation, heat and other physical arrangements are consistent with the health, safety and developmental needs of the children. Head Start will ensure that: 1. There shall be a safe and effective heating system that is insulated to protect children and staff from potential burns. 2. No highly flammable furnishings or decorations that emit highly toxic fumes when burned shall be used. 3. Flammable and other dangerous materials and potential poisons shall be stored in locked cabinets or storage facilities accessible only to authorized persons. All medications, including those required for staff and volunteers, are labeled, stored under lock and key, refrigerated, if necessary, and kept out of reach of children. 4. Rooms are well lit and emergency lighting shall be available in case of power failure. 5. Approved, working fire extinguishers will be readily available. 6. An appropriate number of smoke detectors will be installed and tested regularly. 7. Exits are clearly visible and evacuation routes are clearly marked and posted. 8. Indoor and outdoor premises shall be kept clean and free, on a daily basis, of undesirable and hazardous material and conditions. 9. Paint coatings on premises used for care of children shall be determined to assure the absence of a hazardous quantity of lead. 10. Playground equipment layout and maintenance shall minimize the possibility of injury to children. All playgrounds will meet the Licensing Requirements for Child Care Centers. 11. All electrical outlets accessible to children will be covered with safety plugs. 12. Windows and glass doors will be adjusted to prevent injury to children. 13. An approved source of water shall be available in the facility. 14. Adequate toilets and hand washing facilities shall be available and easily reached by children, and be kept clean and in good repair. Toileting and diapering areas must be separated from areas used for cooking, eating and children’s activities. 15. Proper toilet training equipment will be provided for children being toilet trained. 16. All sewage and liquid waste shall be disposed of through a sewer system approved by an appropriate responsible authority, and garbage and trash shall be stored in a safe and sanitary manner until collected. 17. Adequate provisions shall be made for children with disabilities to ensure their safety, comfort and participation. (b) Head Start equipment, toys, materials and furniture. 87 (1) Grantee and delegate agencies must provide and arrange sufficient equipment, toys, materials, and furniture to meet the needs and facilitate the participation of children and adults. Equipment, toys, materials, and furniture owned or operated by the grantee or delegate agency must be: (i) Supportive of the specific educational objectives of the local program; (ii) Supportive of the cultural and ethnic backgrounds of the children; (iii) Age-appropriate, safe, and supportive of the abilities and developmental level of each child served, with adaptations, if necessary, for children with disabilities; (iv) Accessible, attractive, and inviting to children; (v) Designed to provide a variety of learning experiences and to encourage each child to experiment and explore; (vi) Safe, durable, and kept in good condition; and (vii) Stored in a safe and orderly fashion when not in use. (2) Infant and toddler toys must be made of non-toxic materials and must be sanitized regularly. (3) To reduce the risk of Sudden Infant Death Syndrome (SIDS), all sleeping arrangements for infants must use firm mattresses and avoid soft bedding materials such as comforters, pillows, fluffy blankets or stuffed toys. KI BOIS Head Start will provide appropriate and sufficient furniture, equipment and materials to meet the needs of the program, and for their arrangement in such a way as to facilitate learning, assure a balanced program of spontaneous and structure activities, and encourage self-reliance in children. Equipment and materials shall be: 1. Consistent with the specific educational objectives of the program. 2. Supportive of the cultural and ethnic background of the children. Teachers will provide books, pictures, records, and other materials that reflect ethnic and cultural heritage and background of children in the classroom. 3. Geared to the age, ability and developmental needs of the children, with adaptations for children with disabilities. 4. Accessible, attractive and inviting to the children. 5. Designed to provide a variety of learning experiences and to encourage experimentation and exploration. 6. Safe, durable and kept in good condition. 7. Stored in a safe and orderly fashion when not in use. PART 1305 - ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLMENT AND ATTENDANCE IN HEAD START 1305.3 Determining community strengths and needs. (a) Each Early Head Start and Head Start grantee must identify its proposed service area in its Head Start grant application and define it by county or sub-county area, such as a municipality, town or census tract or a federally recognized Indian reservation. With 88 regard to Indian Tribes, the service area may include areas designated as near-reservation by the Bureau of Indian Affairs (BIA) or, in the absence of such a designation, a Tribe may propose to define its service area to include nearby areas where Indian children and families native to the reservation reside, provided that the service area is approved by the Tribe's governing council. Where the service area of a Tribe includes a non-reservation area, and that area is also served by another Head Start grantee, the Tribe will be authorized to serve children from families native to the reservation re-siding in the non-reservation area as well as children from families residing on the reservation. (b) The grantee's service area must be approved, in writing, by the responsible HHS official in order to assure that the service area is of reasonable size and, except in situations where a near-reservation designation or other expanded service area has been approved for a Tribe, does not overlap with that of other Head Start grantees. (c) Each Early Head Start and Head Start grantee agency must conduct a Community As-assessment within its service area once every three years. The Community Assessment must include the collection and analysis of the following information about the grantee's Early Head Start or Head Start area: (1) The demographic make-up of Head Start eligible children and families, including their estimated number, geographic location, and racial and ethnic composition; (2) Other child development and child care programs that are serving Head Start eligible children, including publicly funded State and local preschool programs, and the approximate number of Head Start eligible children served by each; (3) The estimated number of children with disabilities four years old or younger, including types of disabilities and relevant services and resources provided to these children by community agencies; (4) Data regarding the education, health, nutrition and social service needs of Head Start eligible children and their families; (5) The education, health, nutrition and social service needs of Head Start eligible children and their families as defined by families of Head Start eligible children and by institutions in the community that serve young children; (6) Resources in the community that could be used to address the needs of Head Start eligible children and their families, including assessments of their availability and accessibility. See page 72. (d) The Early Head Start and Head Start grantee and delegate agency must use information from the Community Assessment to: 89 (1) Help determine the grantee's philosophy, and its long-range and short-range program objectives; (2) Determine the type of component services that are most needed and the program option or options that will be implemented; (3) Determine the recruitment area that will be served by the grantee, if limitations in the amount of resources make it impossible to serve the entire service area. (4) If there are delegate agencies, determine the recruitment area that will be served by the grantee and the recruitment area that will be served by each delegate agency. (5) Determine appropriate locations for centers and the areas to be served by home-based programs; and (6) Set criteria that define the types of children and families who will be given priority for recruitment and selection. (e) In each of the two years following completion of the Community Assessment the grantee agency must conduct a review to determine whether there have been significant changes in the information described in paragraph (b) of this section. If so, the Community Assessment must be updated and the decisions described in paragraph (c) of this section must be reconsidered. See page 72. (f) The recruitment area must include the entire service area, unless the resources available to the Head Start grantee are inadequate to serve the entire service area. (g) In determining the recruitment area when it does not include the entire service area, the grantee must: (1) Select an area or areas that are among those having the greatest need for Early Head Start or Head Start services as determined by the Community Assessment; and (2) Include as many Head Start eligible children as possible within the recruitment area, so that: (i) The greatest number of Head Start eligible children can be recruited and have an opportunity to be considered for selection and enrollment in the Head Start program, and (ii), the Head Start program can enroll the children and families with the greatest need for its services. See page 8. 1305.4 Age of children and family income eligibility. 90 (a) To be eligible for Head Start services, a child must be at least three years old by the date used to determine eligibility for public school in the community in which the Head Start program is located, except in cases where the Head Start program's approved grant provides specific authority to serve younger children. Examples of such exceptions are programs serving children of migrant families and Early Head Start programs. KI BOIS Policy Council has developed the Criteria for Selection of Children. Each child’s application is screened according to these Criteria and prioritized according to age, income and disability. Although September 1 is the date used by public schools in Oklahoma, children who turn three after that date may be enrolled after their third birthday. (b)(1) At least 90 percent of the children who are enrolled in each Head Start program must be from low-income families. (2) Except as provided in paragraph (b)(3) of this section, up to ten percent of the children who are enrolled may be children from families that exceed the low-income guidelines but who meet the criteria that the program has established for selecting such children and who would benefit from Head Start services. No more than 10 percent of enrollment opportunities will be available to children from families who are above in poverty income guidelines. This is controlled by the Head Start administrative office. (3) A Head Start program operated by an Indian Tribe may enroll more than ten percent of its children from families whose incomes exceed the low-income guidelines when the following conditions are met: (i) All children from Indian and non-Indian families living on the reservation that meet the low-income guidelines who wish to be enrolled in Head Start are served by the program; (ii) All children from income-eligible Indian families native to the reservation living in non-reservation areas, approved as part of the Tribe's service area, who wish to be enrolled in Head Start are served by the program. In those instances in which the non-reservation area is not served by another Head Start program, the Tribe must serve all of the income-eligible Indian and non-Indian children whose families wish to enroll them in Head Start prior to serving over-income children. (iii) The Tribe has the resources within its Head Start grant or from other non-Federal sources to enroll children from families whose incomes exceed the low-income guidelines with-out using additional funds from HHS intended to expand Head Start services; and (iv) At least 51 percent of the children to be served by the program are from families that meet the income-eligibility guidelines. (4) Programs which meet the conditions of paragraph (b)(3) of this section must annually set criteria that are approved by the Policy Council and the Tribal Council for selecting over-income children who would benefit from such a program. 91 N/A (c) The family income must be verified by the Head Start program before determining that a child is eligible to participate in the program. (d) Verification must include examination of any of the following: Individual Income Tax Form 1040, W-2 forms, pay stubs, pay envelopes, written statements from employers, or documentation showing current status as recipients of public assistance. (e) A signed statement by an employee of the Head Start program, identifying which of these documents was examined and stating that the child is eligible to participate in the program, must be maintained to indicate that income verification has been made. Recruitment surveys include questions concerning family income. Staff must see documentation of all family income, TANF, SSI, homelessness or foster placement. Their signature on the form will verify the information provided. Eligibility will be determined at the Head Start administrative office by use of the Criteria for Selection of Children. This is done by the Head Start Director or her designee. 1305.5 Recruitment of children. (a) In order to reach those most in need of Head Start services, each Head Start grantee and delegate agency must develop and implement a recruitment process that is designed to actively inform all families with Head Start eligible children within the recruitment area of the availability of services and encourage them to apply for admission to the program. This process may include canvassing the local community, use of news releases and advertising, and use of family referrals and referrals from other public and private agencies. (b) During the recruitment process that occurs prior to the beginning of the enrollment year, a Head Start program must solicit applications from as many Head Start eligible families within the recruitment area as possible. If necessary, the program must assist families in filling out the application form in order to assure that all information needed for selection is completed. (c) Each program, except migrant programs, must obtain a number of applications during the recruitment process that occurs prior to the beginning of the enrollment year that is greater than the enrollment opportunities that are anticipated to be available over the course of the next enrollment year in order to select those with the greatest need for Head Start services. See page 55. 1305.6 Selection process. (a) Each Head Start program must have a formal process for establishing selection criteria and for selecting children and families that considers all eligible applicants for Head Start 92 services. The selection criteria must be based on those contained in paragraphs (b) and (c) of this section. (b) In selecting the children and families to be served, the Head Start program must consider the income of eligible families, the age of the child, the availability of kindergarten or first grade to the child, and the extent to which a child or family meets the criteria that each program is required to establish in Sec. 1305.3(c)(6). Migrant programs must also give priority to children from families whose pursuit of agricultural work required them to relocate most frequently within the previous two-year period. (c) At least 10 percent of the total number of enrollment opportunities in each grantee and each delegate agency during an enrollment year must be made available to children with disabilities who meet the definition for children with disabilities in Sec. 1305.2(a). An exception to this requirement will be granted only if the responsible HHS official determines, based on such supporting evidence as he or she may require, that the grantee made a reasonable effort to com-ply with this requirement but was unable to do so because there was an insufficient number of children with disabilities in the recruitment area who wished to attend the program and for whom the program was an appropriate placement based on their Individual Education Plans (IEP) or Individualized Family Service Plans (IFSP), with services provided directly by Head Start or Early Head Start or in conjunction with other providers. See page 55 & 56. (d) Each Head Start program must develop at the beginning of each enrollment year and maintain during the year a waiting list that ranks children according to the program's selection criteria to assure that eligible children enter the program as vacancies occur. Each center must recruit all children in their service area. A waiting list will be developed and maintained according to the Criteria for Selection of Children. When vacancies occur, children will be enrolled as soon as possible. All vacancies will be filled within 30 days, if at all possible. Centers with large waiting lists will be studied for possible expansion or transfer of children to nearby centers. Centers with no waiting lists will be studied for possible closing. 1305.7 Enrollment and re-enrollment. (a) Each child enrolled in a Head Start program, except those enrolled in a migrant program, must be allowed to remain in Head Start until kindergarten or first grade is available for the child in the child's community, except that the Head Start program may choose not to enroll a child when there are compelling reasons for the child not to remain in Head Start, such as when there is a change in the child's family income and there is a child with a greater need for Head Start services. The KI BOIS Criteria for Selection of Children states that children who are enrolled will be allowed to remain in Head Start until they are old enough to enter Kindergarten. Children 93 who have been enrolled as below income for one year will be considered below income for the second year. In centers where Public School collaboration contracts for Pre-School are in place, some children who would be returning as 3-year-olds, may not be enrolled, if there is a complete class of 4-year-olds. The returning 3-year-olds would be enrolled as soon as space is available. (b) A Head Start grantee must maintain its funded enrollment level. When a program determines that a vacancy exists, no more than 30 calendar days may elapse before the vacancy is filled. A program may elect not to fill a vacancy when 60 calendar days or less remain in the program's enrollment year. Every effort will be made to ensure that full funded enrollment is maintained. Vacancies will be filled as soon as possible, within 30 calendar days. Sixty days prior to the school year end a date may be set when no additional enrollments will be allowed, except in centers with Pre-School Collaboration Contracts. Transfer within the program or enrollments from other Head Start programs may be allowed, if the child has begun to receive medical and dental services. (c) If a child has been found income eligible and is participating in a Head Start program, he or she remains income eligible through that enrollment year and the immediately succeeding enrollment year. Children who are enrolled in a program receiving funds under the authority of section 645A of the Head Start Act (programs for families with infants and toddlers, or Early Head Start) remain income eligible while they are participating in the program. When a child moves from a program serving infants and toddlers to a Head Start program serving children age three and older, the family income must be re-verified. If one agency operates both an Early Head Start and a Head Start program, and the parents wish to enroll their child who has been enrolled in the agency's Early Head Start program, the agency must ensure, whenever possible, that the child receives Head Start services until enrolled in school. Children who have been enrolled as below income for one year will be considered below income for the second year. Children who are from families who receive TANF or SSI are considered eligible. Children who are in foster care or homeless are considered eligible regardless of income. 1305.8 Attendance. (a) When the monthly average daily attendance rate in a center-based program falls below 85 percent, a Head Start program must analyze the causes of absenteeism. The analysis must include a study of the pattern of absences for each child, including the reasons for absences as well as the number of absences that occur on consecutive days. Classroom attendance records include information concerning each day’s attendance, average daily attendance, drops and transfers. When the monthly ADA rate falls below 85%, 94 center staff and parents must analyze the causes of absenteeism. They must provide this information on the attendance record, along with possible solutions to the low ADA. b) If the absences are a result of illness or if they are well-documented absences for other reasons, no special action is required. If, however, the absences result from other factors, including temporary family problems that affect a child's regular attendance, the program must initiate appropriate family support procedures for all children with four or more consecutive un-excused absences. These procedures must include home visits or other direct contact with the child's parents. Contacts with the family must emphasize the benefits of regular attendance, while at the same time remaining sensitive to any special family circumstances influencing attendance patterns. All contacts with the child's family as well as special family support service activities provided by program staff must be documented. Children who have been absent for 4 or more consecutive days must be contacted. If the absences are for illnesses, or other reason, no special action is required. If the absences are from other factors, including temporary family problems that affect the child’s regular attendance, appropriate family support must be offered and/or provided. This family support may be provided by any center staff member, Family Service Worker or other staff. In circumstances where chronic absenteeism persists and it does not seem feasible to include the child in either the same or a different program option, the child's slot must be considered an enrollment vacancy. If family support measures have not been successful and chronic absenteeism persists, after 30 days of absences (not consecutive), the child’s slot may be considered vacant. Parent should be contacted prior to this decision. Centers who are in collaboration contracts with Public Schools must abide by their requirements. 1305.9 Policy on fees. A Head Start program must not prescribe any fee schedule or otherwise provide for the charging of any fees for participation in the program. If the family of a child determined to be eligible for participation by a Head Start program volunteers to pay part or all of the costs of the child's participation, the Head Start program may accept the voluntary payments and record the payments as program income. Under no circumstances shall a Head Start program solicit, encourage, or in any other way condition a child's enrollment or participation in the program upon the payment of a fee. No fees are charged for enrollment in the Head Start program. 1305.10 Compliance. A grantee's failure to comply with the requirements of this Part may result in a denial of re-funding or termination in accordance with 45 CFR part 1303. 95 PART 1306 -HEAD START STAFFING REQUIREMENTS AND PROGRAM OPTIONS 1306.20 Program staffing patterns. (a) Grantees must meet the requirements of 45 CFR 1304.52(g), Classroom staffing and home visitors, in addition to the requirements of this Section. (b) Grantees operating center-based program options must employ two paid staff persons (a teacher and a teacher aide or two teachers) for each class. Whenever possible, there should be a third person in the classroom who is a volunteer. See page 78-80. (c) Grantees operating home-based program options must employ home visitors responsible for home visits and group socialization activities. N/A (d) Grantees operating a combination program option must employ, for their classroom operations, two paid staff persons, a teacher and a teacher aide or two teachers, for each class. Whenever possible, there should be a third person in the classroom who is a volunteer. They must employ staff for home visits who meet the qualifications the grantee requires for home visitors. N/A (e) Classroom staff and home visitors must be able to communicate with the families they serve either directly or through a translator. They should also be familiar with the ethnic background of these families. See page 79. 1306.21 Staff qualification requirements. Head Start programs must comply with section 648A of the Head Start Act and any subsequent amendments regarding the qualifications of classroom teachers. See page 78 & 79. 1306.22 Volunteers. (a) Head Start programs must use volunteers to the fullest extent possible. Head Start grantees must develop and implement a system to actively recruit, train and utilize volunteers in the program. (b) Special efforts must be made to have volunteer participation, especially parents, in the classroom and during group socialization activities. 96 See page 49 and throughout the plan. 1306.23 Training. (a) Head Start grantees must provide pre-service training and in-service training opportunities to program staff and volunteers to assist them in acquiring or increasing the knowledge and skills they need to fulfill their job responsibilities. This training must be directed toward improving the ability of staff and volunteers to deliver services required by Head Start regulations and policies. (b) Head Start grantees must provide staff with information and training about the underlying philosophy and goals of Head Start and the program options being implemented. See page 83. Subpart C -Head Start Program Options 1306.30 Provisions of comprehensive child development services. (a) All Head Start grantees must provide comprehensive child development services, as defined in the Head Start Performance Standards. KI BOIS Head Start strives to comply with the Head Start Performance Standards and other requirements regarding comprehensive child development services. This includes health, nutrition, mental health, dental health, education, special services, parent involvement, family partnerships, community partnerships, program design, management, facilities, and transportation. (b) All Head Start grantees must provide classroom or group socialization activities for the child as well as home visits to the parents. The major purpose of the classroom or socialization activities is to help meet the child's development needs and to foster the child's social competence. The major purpose of the home visits is to enhance the parental role in the growth and development of the child. See pages 18-27. (c) The facilities used by Early Head Start and Head Start grantee and delegate agencies for regularly scheduled center-based and combination program option classroom activities must comply with State and local requirements concerning licensing. In cases where these licensing standards are less comprehensive or less stringent than the Head Start regulations, grantee and delegate agencies are required to assure that their facilities are in compliance with the Head Start Program Performance Standards related to health and safety as found in 45 CFR 1304.53(a), Physical environment and facilities. See page 84. 97 (d) All grantees must identify, secure and use community resources in the provision of services to Head Start children and their families prior to using Head Start funds for these services. See page 14 & 54. 1306.31 Choosing a Head Start program option. (a) Grantees may choose to implement one or more than one of three program options: a center-based option, a home-based program option or a combination program option. (b) The program option chosen must meet the needs of the children and families as indicated by the community needs assessment conducted by the grantee. (c) When assigning children to a particular program option, Head Start grantees that operate more than one program option must consider such factors as the child's age, developmental level, disabilities, health or learning problems, previous preschool experiences and family situation. Grantees must also consider parents' concerns and wishes prior to making final assignments. KI BOIS Head Start Policy Council determines the program option at the time when the application for funding is approved. All recent Community Assessments have indicated that the center-based option meets the needs of most families in the service area. 1306.32 Center-based program option. (a) Class size. (1) Head Start classes must be staffed by a teacher and an aide or two teachers and, whenever possible, a volunteer. (2) Grantees must determine their class size based on the predominant age of the children who will participate in the class and whether or not a center-based double session variation is being implemented. (3) For classes serving predominantly four or five-year-old children, the average class size of that group of classes must be between 17 and 20 children, with no more than 20 children enrolled in any one class. See page 80. (4) When double session classes serve predominantly four or five-year-old-children, the average class size of that group of classes must be between 15 and 17 children. A double session class for four or five-year old children may have no more than 17 children enrolled. (See paragraph (c) of this section for other requirements regarding the double session variation.) N/A 98 (5) For classes serving predominantly three-year-old children, the average class size of that group of classes must be between 15 and 17 children, with no more than 17 children enrolled in any one class. See page 80. (6) When double session classes serve predominantly three-year-old children, the average class size of that group of classes must be between 13 and 15 children. A double session class for three-year-old children may have no more than 15 children enrolled. (See paragraph (c) of this section for other requirements regarding the double session variation.) N/A (7) It is recommended that at least 13 children be enrolled in each center-based option class where feasible. (8) A class is considered to serve predominantly four- or five-year-old children if more than half of the children in the class will be four or five years old by whatever date is used by the State or local jurisdiction in which the Head Start program is located to determine eligibility for public school. (9) A class is considered to serve predominantly three-year-old children if more than half of the children in the class will be three years old by whatever date is used by the State or local jurisdiction in which Head Start is located to determine eligibility for public school. (10) Head Start grantees must determine the predominant age of children in the class at the tart of the year. There is no need to change that determination during the year. s 11) In some cases, State or local licensing requirements may be more stringent than these class requirements, preventing the required minimum numbers of children from being enrolled in the facility used by Head Start. Where this is the case, Head Start grantees must try to find alternative facilities that satisfy licensing requirements for the numbers of children cited above. If no alternative facilities are available, the responsible HHS official has the discretion to approve enrollment of fewer children than required above. See page 80. The chart below may be used for easy reference: Predominant age of children in the class Funded class size [Funded enrollment] Program average of 17-20 children enrolled per class in these 4 and 5 year olds. classes. No more than 20 children enrolled in any class. 4 and 5 year olds in Program average of 15-17 children enrolled per class in these double session classes. classes. No more than 17 children enrolled in any class. 99 Program average of 15-17 children enrolled per class in these 3 year olds. classes. No more than 17 children enrolled in any class. 3 year olds in double Program average of 13-15 children enrolled per class in these session classes. classes. No more than 15 children enrolled in any class. b) Center-based program option requirements. (1) Classes must operate for four or five days per week or some combination of four and five days per week. (2) Classes must operate for a minimum of three and one-half to a maximum of six hours per day with four hours being optimal. (3) The annual number of required days of planned class operations (days when children are scheduled to attend) is determined by the number of days per week each program operates. Programs that operate for four days per week must provide at least 128 days per year of planned class operations. Programs that operate for five days per week must provide at least 160 days per year of planned class operations. Grantees implementing a combination of four and five days per week must plan to operate between 128 and 160 days per year. The minimum number of planned days of service per year can be determined by computing the relative number of four and five day weeks that the program is in operation. All center-based program options must provide a minimum of 32 weeks of scheduled days of class operations over an eight or nine month period. Every effort should be made to schedule makeup classes using existing resources if planned class days fall below the number required per year. (4) Programs must make a reasonable estimate of the number of days during a year that classes may be closed due to problems such as inclement weather or illness, based on their experience in previous years. Grantees must make provisions in their budgets and program plans to operate makeup classes and provide these classes, when needed, to prevent the number of days of service available to the children from falling below 128 days per year. (5) Each individual child is not required to receive the minimum days of service, although this is to be encouraged in accordance with Head Start policies regarding attendance. The minimum number of days also does not apply to children with disabilities whose individualized education plan may require fewer planned days of service in the Head Start program. There will be 56 classrooms, operating for at least 35 weeks (depending on local public school schedules) at 4 hours per day, five days a week for a total of 20 hours per week for all children except those few who may be so disabled that they are unable to attend a full session every day. (This determination will be made by the child’s parents, his physician and the Local Education Agency. An individual educational plan will then be worked out jointly by the child’s parents, teacher and specific professionals.) Children enrolled in classes in collaboration with Public School Pre-School Programs may attend full-day classes. (6) Head Start grantees operating migrant programs are not subject to the requirement for a minimum number of planned days, but must make every effort to provide as many days of service as possible to each migrant child and family. 100 N/A (7) Staff must be employed for sufficient time to allow them to participate in pre-service raining, to plan and set up the program at the start of the year, to close the program at the t end of the year, to conduct home visits, to conduct health examinations, screening and immunization activities, to maintain records, and to keep service component plans and activities current and relevant. These activities should take place outside of the time scheduled for classes in center-based programs or home visits in home-based programs. Head Start center staff work during the summer months. This time is used for in-service training, attending college classes, recruitment of children and volunteers, planning for the coming year, cleaning and preparing classrooms and playgrounds, record-keeping, arranging for screenings, and immunizations. (8) Head Start grantees must develop and implement a system that actively encourages parents to participate in two home visits annually for each child enrolled in a center-based program option. These visits must be initiated and carried out by the child's teacher. The child may not be dropped from the program if the parents will not participate in the visits. See page 56. (9) Head Start grantees operating migrant programs are required to plan for a minimum of two parent-teacher conferences for each child during the time they serve that child. Should time and circumstance allow, migrant pro-grams must make every effort to conduct home visits. N/A (c) Double session variation. (1) A center-based option with a double session variation employs a single teacher to work with one group of children in the morning and a different group of children in the afternoon. Because of the larger number of children and families to whom the teacher must provide services, double session program options must comply with the requirements regarding class size explained in paragraph (a) of this section and with all other center-based requirements in paragraph (b) of this section with the exceptions and additions noted in paragraphs (c) (2) and (3) of this section. (2) Each program must operate classes for four days per week. (3) Each double session classroom staff member must be provided adequate break time during the course of the day. In addition, teachers, aides and volunteers must have appropriate time to prepare for each session together, to set up the classroom environment and to give individual attention to children entering and leaving the center. N/A (d) Full day variation. (1) A Head Start grantee implementing a center-based program option may operate a full day variation and provide more than six hours of class operations 101 per day using Head Start funds. These programs must comply with all the requirements regarding the center-based program option found in paragraphs (a) and (b) of this section with the exception of paragraph (b)(2) regarding the hours of service per day. 2) Programs are encouraged to meet the needs of Head Start families for full day services by securing funds from other agencies. Before implementing a full day variation of a center-based option, a Head Start grantee should demonstrate that alternative enrollment opportunities or funding from non-Head Start sources are not available for Head Start families needing full-day child care services. (3) Head Start grantees may provide full day services only to those children and families with special needs that justify full day services or to those children whose parents are employed or in job training with no caregiver present in the home. The records of each child receiving services for more than six hours per day must show how each child meets the criteria stated above. (e) Non-Head Start services. Grantees may charge for services which are provided outside the hours of the Head Start program Contracts and agreements have been developed with specific Public Schools in which KI BOIS Head Start will provide or cooperate in the operation of Pre-School classes for the Public School. This will provide full-day services for some Head Start children. Some children who do not qualify for Head Start may be included in these classes as Pre-School Only. They receive all Head Start services, unless payment is necessary for the service. Some are eligible for SoonerCare medical benefits, or have private insurance. Parents of these Pre-School Only children are not allowed to serve as parent representatives to Policy Council. 1306.33 Home-based program option. KI BOIS does not use the Home-Based Option. (a) Grantees implementing a home-based program option must: (1) Provide one home visit per week per family (a minimum of 32 home visits per year) lasting for a minimum of 1 and 1/2 hours each. (2) Provide, at a minimum, two group socialization activities per month for each child (a minimum of 16 group socialization activities each year). (3) Make up planned home visits or scheduled group socialization activities that were canceled by the grantee or by program staff when this is necessary to meet the minimums stated above. Medical or social service appointments may not replace home visits or scheduled group socialization activities. (4) Allow staff sufficient employed time to participate in pre-service training, to plan and set up the program at the start of the year, to close the program at the end of the year, to maintain records, and to keep component and activities plans current and relevant. These 102 activities should take place when no home visits or group socialization activities are planned. (5) Maintain an average caseload of 10 to 12 families per home visitor with a maximum of 12 families for any individual home visitor. (b) Home visits must be conducted by trained home visitors with the content of the visit jointly planned by the home visitor and the parents. Home visitors must conduct the home visit with the participation of parents. Home visits may not be conducted by the home visitor with only baby-sitters or other temporary caregivers in attendance. (1) The purpose of the home visit is to help parents improve their parenting skills and to assist them in the use of the home as the child's primary learning environment. The home visitor must work with parents to help them provide learning opportunities that enhance their child's growth and development. (2) Home visits must, over the course of a month, contain elements of all Head Start program components. The home visitor is the person responsible for introducing, arranging and/or providing Head Start services. (c) Group socialization activities must be focused on both the children and parents. They may not be conducted by the home visitor with baby-sitters or other temporary caregivers. (1) The purpose of these socialization activities for the children is to emphasize peer group interaction through age appropriate activities in a Head Start classroom, community facility, home, or on a field trip. The children are to be supervised by the home visitor with parents observing at times and actively participating at other times. (2) These activities must be designed so that parents are expected to accompany their children to the group socialization activities at least twice each month to observe, to participate as volunteers or to engage in activities de-signed specifically for the parents. (3) Grantees must follow the nutrition requirements specified in 45 CFR 1304.23(b)(2) and provide appropriate snacks and meals to the children during group socialization activities. 1306.34 Combination program option. (a) Combination program option requirements: (1) Grantees implementing a combination program option must provide class sessions and home visits that result in an amount of contact with children and families that is, at a minimum, equivalent to the services provided through the center-based program option or the home-based program option. (2) Acceptable combinations of minimum number of class sessions and corresponding number of home visits are shown below. Combination programs must provide these services over a period of 8 to 12 months. Number of class sessions Number of home visits 103 96 8 92-95 9 88-91 10 84-87 11 80-83 12 76-79 13 72-75 14 68-71 15 64-67 16 60-63 17 56-59 18 52-55 19 48-51 20 44-47 21 40-43 22 36-39 23 32-35 24 (3) The following are examples of various configurations that are possible for a program that operates for 32 weeks: A program operating classes three days a week and providing one home visit a month (96 classes and 8 home visits a year); A program operating classes two days a week and providing two home visits a month (64 classes and 16 home visits a year); A program operating classes one day a week and providing three home visits a month (32 classes and 24 home visits a year). (4) Grantees operating the combination program option must make a reasonable estimate of the number of days during a year that centers may be closed due to problems such as inclement weather or illness, based on their experience in previous years. Grantees must make provisions in their budgets and program plans to operate make-up classes up to the estimated number, and provide these classes, when necessary, to prevent the number of days of classes from falling below the number required by paragraph (a)(2) of this section. Grantees must make up planned home visits that were canceled by the program or by the program staff if this is necessary to meet the minimums required by paragraph (a)(2) of this section. Medical or social service appointments may not replace home visits. (3) The following are examples of various configurations that are possible for a program that operates for 32 weeks: A program operating classes three days a week and providing one home visit a month (96 classes and 8 home visits a year); A program operating classes two days a week and providing two home visits a month (64 classes and 16 home visits a year); A program 104 operating classes one day a week and providing three home visits a month (32 classes and 24 home visits a year). (4) Grantees operating the combination program option must make a reasonable estimate of the number of days during a year that centers may be closed due to problems such as inclement weather or illness, based on their experience in previous years. Grantees must make provisions in their budgets and program plans to operate make-up classes up to the estimated number, and provide these classes, when necessary, to prevent the number of days of classes from falling below the number required by paragraph (a)(2) of this section. Grantees must make up planned home visits that were canceled by the program or by the program staff if this is necessary to meet the minimums required by paragraph (a)(2) of this section. Medical or social service appointments may not replace home visits. (b) Requirements for class sessions: (1) Grantees implementing the combination program option must comply with the class size requirements contained in Sec. 1306.32(a). (2) The provisions of the following sections apply to grantees operating the combination program option: Sec. 1306.32(b) (2), (5), (6), (7) and (9). (3) If a grantee operates a double session or a full day variation, it must meet the provisions concerning double-sessions contained in Sec. 1306.32(c)(1) and (3) and the provisions for the center-based program option's full day variation found in Sec. 1306.32(d). (c) Requirements for home visits: (1) Home visits must last for a minimum of 1 and 1/2 hours each. (2) The provisions of the following section, concerning the home-based program option, must be adhered to by grantees implementing the combination program option: Sec. 1306.33(a) (4) and (5); and Sec. 1306.33(b). 1306.35 Additional Head Start program option variations. N/A In addition to the center-based, home-based and combination program options defined above, the Commissioner of the Administration on Children, Youth and Families retains the right to fund alternative program variations to meet the unique needs of communities or to demonstrate or test alternative approaches for providing Head Start services. 1306.36 Compliance waiver. An exception to one or more of the requirements contained in Secs. 1306.32 through 1306.34 of subpart C will be granted only if the Commissioner of the Administration on Children, Youth and Families determines, on the basis of supporting evidence, that the grantee made a reasonable effort to comply with the requirement but was unable to do so because of limitations or circumstances with a specific community or communities served by the grantee. 105 This has not been necessary in the KI BOIS Head Start Program. PART 1308 – HEAD START PROGRAM PERFORMANCE STANDARDS ON SERVICES FOR CHILDREN WITH DISABILITIES 1308.4 - Purpose and scope of disabilities service plan. (a) A Head Start grantee, or delegate agency, if appropriate, must develop a disabilities service plan providing strategies for meeting the special needs of children with disabilities and their parents. The purposes of this plan are to assure: (1) That all components of Head Start are appropriately involved in the integration of children with disabilities and their parents; KI BOIS Head Start has elected to incorporate the Disabilities Service Plan into the KI BOIS Head Start Program Plan. (2) That resources are used efficiently. (b) The plan must be updated annually. See page 1 & 71. (c) The plan must include provisions for children with disabilities to be included in the full range of activities and services normally provided to all Head Start children and provisions for any modifications necessary to meet the special needs of the children with disabilities. (d) The Head Start grantee and delegate agency must use the disabilities service plan as a working document which guides all aspects of the agency's effort to serve children with disabilities. This plan must take into account the needs of the children for small group activities, for modifications of large group activities and for any individual special help. See pages 19, 23, 25, 80, 86. (e) The grantee or delegate agency must designate a coordinator of services for children with disabilities (disabilities coordinator) and arrange for preparation of the disabilities service plan and of the grantee application budget line items for services for children with disabilities. The grantee or delegate must ensure that all relevant coordinators, other staff and parents are consulted. The Program Plan committee, which consists of parents and staff, may review the Plans as needed. The Policy Council reviews and approves the Plan and the application budget annually. All coordinators are involved in this process. See page 66, 71 & 76. (f) The disability service plan must contain: (1) Procedures for timely screening; (2) 106 Procedures for making referrals to the LEA for evaluation to determine whether there is a need for special education and related services for a child, as early as the child's third birthday; See page 10, 11, 12 & 13 (3) Assurances of accessibility of facilities; and See page 86. (4) Plans to provide appropriate special furniture, equipment and materials if needed. See pages 86 & 87. (g) The plan, when appropriate, must address strategies for the transition of children into Head Start from infant/ toddler programs (0-3 years), as well as the transition from Head Start into the next placement. The plan must include preparation of staff and parents for the entry of children with severe disabilities into the Head Start program. See pages 55, 56. (h) The grantee or delegate agency must arrange or provide special education and related services necessary to foster the maximum development of each child's potential and to facilitate participation in the regular Head Start program unless the services are being provided by the LEA or other agency. The plan must specify the services to be provided directly by Head Start and those provided by other agencies. The grantee or delegate agency must arrange for, provide, or procure services which may include, but are not limited to special education and these related services: See pages 59 & 60. Children’s individual needs will be addressed through IEP and LEA Agreements. (1) Audiology services, including identification of children with hearing loss and referral for medical or other professional attention; provision of needed rehabilitative services such as speech and language therapy and auditory training to make best use of remaining hearing; speech conservation; lip reading; determination of need for hearing aids and fitting of appropriate aids; and programs for prevention of hearing loss; (2) Physical therapy to facilitate gross motor development in activities such as walking prevent or slow orthopedic problems and improve posture and conditioning; (3) Occupational therapy to improve, develop or restore fine motor functions in activities such as using a fork or knife; (4) Speech or language services including therapy and use of assistive devices necessary for a child to develop or improve receptive or expressive means of communication; (5) Psychological services such as evaluation of each child's functioning and interpreting the results to staff and parents; and counseling and guidance services for staff and parents regarding disabilities; 107 (6) Transportation for children with disabilities to and from the program and to special clinics or other service providers when the services cannot be provided on-site. Transportation includes adapted buses equipped to accommodate wheelchairs or other such devices if required; and (7) Assistive technology services or devices necessary to enable a child to improve functions such as vision, mobility or communication to meet the objectives in the IEP. See pages 18, 132 & 133. (i) The disabilities service plan must include options to meet the needs and take into consideration the strengths of each child based upon the IEP so that a continuum of services available from various agencies is considered. (j) The options may include: (1) Joint placement of children with other agencies; (2) Shared provision of services with other agencies; (3) Shared personnel to supervise special education services, when necessary to meet State requirement on qualifications; (4) Administrative accommodations such as having two children share one enrollment slot when each child's IEP calls for part-time service because of their individual needs; and (5) Any other strategies to be used to insure that special needs are met. These may include: (i) Increased staff; (ii) Use of volunteers; and (iii) Use of supervised students in such fields as child development, special education, child psychology, various therapies and family services to assist the staff. KI BOIS Head Start has an agreement with each LEA in the service area that indicates the responsibilities of each agency. See page 59. (k) The grantee must ensure that the disabilities service plan addresses grantee efforts to meet State standards for personnel serving children with disabilities by the 1994-95 program year. Special education and related services must be provided by or under the supervision of personnel meeting State qualifications by the 1994-95 program year. See page 19. (l) The disabilities service plan must include commitment to specific efforts to develop interagency agreements with the LEAs and other agencies within the grantee's service area. If no agreement can be reached, the grantee must document its efforts and inform the Regional Office. The agreements must address: (1) Head Start participation in the public agency's Child Find plan under Part B of IDEA; (2) Joint training of staff and parents; (3) Procedures for referral for evaluations, IEP meetings and placement decisions; (4) Transition; (5) Resource sharing; (6) Head Start commitment to provide the number of children receiving services under IEPs to the LEA for the LEA Child Count report by December 1 annually, and (7) Any 108 other items agreed to by both parties. Grantees must make efforts to update the agreements annually. See page 59. (m) The disabilities coordinator must work with the director in planning and budgeting of grantee funds to assure that the special needs identified in the IEP are fully met; that children most in need of an integrated placement and of special assistance are served; and that the grantee maintains the level of fiscal support to children with disabilities consistent with the Congressional mandate to meet their special needs. (n) The grant application budget form and supplement submitted with applications for funding must reflect requests for adequate resources to implement the objectives and activities in the disability services plan and fulfill the requirements of these Performance Standards. (o) The budget request included with the application for funding must address the implementation of the disabilities service plan. Allowable expenditures include: (1) Salaries. Allowable expenditures include salaries of a full or part-time coordinator of services for children with disabilities (disabilities coordinator), who is essential to assure that programs have the core capability to recruit, enroll, arrange for the evaluation of children, provide or arrange for services to children with disabilities and work with Head Start coordinators and staff of other agencies which are working cooperatively with the grantee. Salaries of special education resource teachers who can augment the work of the regular teacher are an allowable expenditure. (2) Evaluation of Children. When warranted by screening or re-screening results, teacher observation or parent request, arrangements must be made for evaluation of the child's development and functioning. If, after referral for evaluation to the LEA, evaluations are not provided by the LEA, they are an allowable expenditure. (3) Services. Program funds may be used to pay for services which include special education, related services, and summer services deemed necessary on an individual basis and to prepare for serving children with disabilities in advance of the program year. (4) Making Services Accessible. Allowable costs include elimination of architectural barriers which affect the participation of children with disabilities, in conformance with 45 CFR Part 84, Nondiscrimination on the Basis of Handicap in Program and Activities Receiving or Benefiting from Federal Financial Assistance and with the Americans with Disabilities Act of 1990 (42 U.S.C. 12101). The Americans with Disabilities Act requires that public accommodations including private schools and day care centers may not discriminate on the basis of disability. Physical barriers in existing facilities must be removed if removal is readily achievable (i.e., easily accomplishable and able to be carried out without much difficulty or expense.) If not, alternative methods of providing the services must be offered, if those methods are readily achievable. Alterations must be accessible. When alterations to primary function areas are made, an accessible path of travel to the altered areas (and the bathrooms, telephones and drinking fountains serving that area) must be provided to the extent that the added accessibility costs are not disproportionate to the overall cost of the alterations. Program funds may be used for ramps, remodeling or modifications such as grab bars or railings. Grantees must 109 meet new statutory and regulatory requirements that are enacted. (5) Transportation. Transportation is a related service to be provided to children with disabilities. When transportation to the program site and to special services can be accessed from other agencies, it should be used. When it is not available, program funds are to be used to provide it. Special buses or use of taxis are allowable expenses if there are no alternatives available and they are necessary to enable a child to be served. (6) Special Equipment and Materials. Purchase or lease of special equipment and materials for use in the program and home is an allowable program expense. Grantees must make available assistive devices necessary to make it possible for a child to move, communicate, improve functioning or address objectives which are listed in the child's IEP. (7) Training and Technical Assistance. Increasing the abilities of staff to meet the special needs of children with disabilities is an allowable expense. Appropriate expenditures may include but are not limited to: (i) Travel and per diem expenses for disabilities coordinators, teachers and parents to attend training and technical assistance events related to special services for children with disabilities; (ii) The provision of substitute teaching staff to enable staff to attend training and technical assistance events; (iii) Fees for courses specifically related to the requirements of the disabilities service plan, a child's IEP or State certification to serve children with disabilities; and (iv) Fees and expenses for training/technical assistance consultants if such help is not available from another provider at no cost. The KI BOIS Head Start budget and application address all aspects of the Head Start program including services for children with disabilities. This is reviewed and approved by the Policy Council annually and revisions are made as needed. See page 66 & 86. 1308.5 - Recruitment and enrollment of children with disabilities. (a) The grantee or delegate agency outreach and recruitment activities must incorporate specific actions to actively locate and recruit children with disabilities. (b) A grantee must insure that staff engaged in recruitment and enrollment of children are knowledgeable about the provisions of 45 CFR Part 84, Nondiscrimination on the Basis of Disability in Programs and Activities Receiving or Benefiting from Federal Financial Assistance, and of the Americans with Disabilities Act of 1990, (42 U.S.C. 12101). (c) A grantee must not deny placement on the basis of a disability or its severity to any child when: (l) The parents wish to enroll the child, (2) The child meets the Head Start age and income eligibility criteria, (3) Head Start is an appropriate placement according to the child's IEP, and (4) The program has space to enroll more children, even though the program has made ten percent of its enrollment opportunities available to children with disabilities. In that case children who have a disability and non-disabled children would compete for the available enrollment opportunities. 110 (d) The grantee must access resources and plan for placement options, such as dual placement, use of resource staff and training so that a child with a disability for whom Head Start is an appropriate placement according to the IEP is not denied enrollment because of: (1) Staff attitudes and/or apprehensions; (2) Inaccessibility of facilities; (3) Need to access additional resources to serve a specific child; (4) Unfamiliarity with a disabling condition or special equipment, such as a prosthesis; and (5) Need for personalized special services such as feeding, suctioning, and assistance with toileting, including catheterization, diapering, and toilet training. (e) The same policies governing Head Start program eligibility for other children, such as priority for those most in need of the services, apply to children with disabilities. Grantees also must take the following factors into account when planning enrollment procedures: (1) The number of children with disabilities in the Head Start service area including types of disabilities and their severity; (2) The services and resources provided by other agencies; and (3) State laws regarding immunization of preschool children. Grantees must observe applicable State laws which usually require that children entering State preschool programs complete immunizations prior to or within thirty days after entering to reduce the spread of communicable diseases. (f) The recruitment effort of a Head Start grantee must include recruiting children who have severe disabilities, including children who have been previously identified as having disabilities. See page 13, 55, 56, & 59. 1308.6 - Assessment of children. (a) The disabilities coordinator must be involved with other program staff throughout the full process of assessment of children, which has three steps: (1) All children enrolled in Head Start are screened as the first step in the assessment process; 2) Staff also carry out on-going developmental assessment for all enrolled children throughout the year to determine progress and to plan program activities; (3) Only those children who need further specialized assessment to determine whether they have a disability and may require special education and related services proceed to the next step, evaluation. The disabilities coordinator has primary responsibility for this third step, evaluation, only. (b) Screening, the first step in the assessment process, consists of standardized health screening and developmental screening which includes speech, hearing and vision. It is a brief process, which can be repeated, and is never used to determine that a child has a disability. It only indicates that a child may need further evaluation to determine whether the child has a disability. Re-screening must be provided as needed. (1) Grantees must provide for developmental, hearing and vision screenings of all Early Head Start and Head Start children within 45 days of the child's entry into the program. 111 This does not preclude starting screening in the spring, before program services begin in the fall. (2) Grantees must make concerted efforts to reach and include the most in need and hardest to reach in the screening effort, providing assistance but urging parents to complete screening before the start of the program year. (3) Developmental screening is a brief check to identify children who need further evaluation to determine whether they may have disabilities. It provides information in three major developmental areas: visual/motor, language and cognition, and gross motor/body awareness for use along with observation data, parent reports and home visit information. When appropriate standardized developmental screening instruments exist, they must be used. The disabilities coordinator must coordinate with the health coordinator and staff who have the responsibility for implementing health screening and with the education staff who have the responsibility for implementing developmental screening. (c) Staff must inform parents of the types and purposes of the screening well in advance of the screening, the results of these screenings and the purposes and results of any subsequent evaluations. (d) Developmental assessment, the second step, is the collection of information on each child's functioning in these areas: gross and fine motor skills, perceptual discrimination, cognition, attention skills, self-help, social and receptive skills and expressive language. The disabilities coordinator must coordinate with the education coordinator in the on-going assessment of each Head Start child's functioning in all developmental areas by including this developmental information in later diagnostic and program planning activities for children with disabilities. (e) The disabilities coordinator must arrange for further, formal, evaluation of a child who has been identified as possibly having a disability, the third step. (1) The disabilities coordinator must refer a child to the LEA for evaluation as soon as the need is evident, starting as early as the child's third birthday. (2) If the LEA does not evaluate the child, Head Start is responsible for arranging or providing for an evaluation, using its own resources and accessing others. In this case, the evaluation must meet the following requirements: (i) Testing and evaluation procedures must be selected and administered so as not to be racially or culturally discriminatory, administered in the child's native language or mode of communication, unless it clearly is not feasible to do so. (ii) Testing and evaluation procedures must be administered by trained (State certified or licensed) personnel. (iii) No single procedure may be the sole criterion for determining an appropriate educational program for a child. (iv) The evaluation must be made by a multidisciplinary team or group of persons including at least one teacher or specialist with knowledge in the area of suspected disability. (v) Evaluators must use only assessment materials which have been validated for the specific purpose for which they are used. (vi) Tests used with children with impaired sensory, manual or communication skills must be administered so that they reflect the children's aptitudes and achievement levels and not 112 just the disabilities. (vii) Tests and materials must assess all areas related to the suspected disability. (viii) In the case of a child whose primary disability appears to be a speech or language impairment, the team must assure that enough tests are used to determine that the impairment is not a symptom of another disability and a speech or language pathologist should be involved in the evaluation. (3) Parental consent in writing must be obtained before a child can have an initial evaluation to determine whether the child has a disability. (4) Confidentiality must be maintained in accordance with grantee and State requirements. Parents must be given the opportunity to review their child's records in a timely manner and they must be notified and give permission if additional evaluations are proposed. Grantees must explain the purpose and results of the evaluation and make concerted efforts to help the parents understand them. (5) The multidisciplinary team provides the results of the evaluation, and its professional opinion that the child does or does not need special education and related services, to the disabilities coordinator. If it is their professional opinion that a child has a disability, the team is to state which of the eligibility criteria applies and provide recommendations for programming, along with their findings. Only children whom the evaluation team determines need special education and related services may be counted as children with disabilities. See pages 11 through 19. 1308.7 - Eligibility criteria: Health impairment. (a) A child is classified as health impaired who has limited strength, vitality or alertness due to a chronic or acute health problem which adversely affects learning. (b) The health impairment classification may include, but is not limited to, cancer, some neurological disorders, rheumatic fever, severe asthma, uncontrolled seizure disorders, heart conditions, lead poisoning, diabetes, AIDS, blood disorders, including hemophilia, sickle cell anemia, cystic fibrosis, heart disease and attention deficit disorder. (c) This category includes medically fragile children such as ventilator dependent children who are in need of special education and related services. (d) A child may be classified as having an attention deficit disorder under this category who has chronic and pervasive developmentally inappropriate inattention, hyperactivity, or impulsivity. To be considered a disorder, this behavior must affect the child's functioning severely. To avoid overuse of this category, grantees are cautioned to assure that only the enrolled children who most severely manifest this behavior must be classified in this category. 113 (1) The condition must severely affect the performance of a child who is trying to carry out a developmentally appropriate activity that requires orienting, focusing, or maintaining attention during classroom instructions and activities, planning and completing activities, following simple directions, organizing materials for play or other activities, or participating in group activities. It also may be manifested in over-activity or impulsive acts which appear to be or are interpreted as physical aggression. The disorder must manifest itself in at least two different settings, one of which must be the Head Start program site. (2) Children must not be classified as having attention deficit disorders based on: (i) Temporary problems in attending due to events such as a divorce, death of a family member or post-traumatic stress reactions to events such as sexual abuse or violence in the neighborhood; (ii) Problems in attention which occur suddenly and acutely with psychiatric disorders such as depression, anxiety and schizophrenia; (iii) Behaviors which may be caused by frustration stemming from inappropriate programming beyond the child's ability level or by developmentally inappropriate demands for long periods of inactive, passive activity; (iv) Intentional noncompliance or opposition to reasonable requests that are typical of good preschool programs; or (v) Inattention due to cultural or language differences. (3) An attention deficit disorder must have had its onset in early childhood and have persisted through the course of child development when children normally mature and become able to operate in a socialized preschool environment. Because many children younger than four have difficulty orienting, maintaining and focusing attention and are highly active, when Head Start is responsible for the evaluation, attention deficit disorder applies to four and five year old children in Head Start but not to three year olds. (4) Assessment procedures must include teacher reports which document the frequency and nature of indications of possible attention deficit disorders and describe the specific situations and events occurring just before the problems manifested themselves. Reports must indicate how the child's functioning was impaired and must be confirmed by independent information from a second observer. 1083.3 Eligibility Criteria: Emotional/Behavioral Disorders (a) An emotional/behavioral disorder is a condition in which a child's behavioral or emotional responses are so different from those of the generally accepted, age-appropriate norms of children with the same ethnic or cultural background as to result in significant impairment in social relationships, self-care, educational progress or classroom behavior. A child is classified as having an emotional/ behavioral disorder who exhibits one or more of the following characteristics with such frequency, intensity, or duration as to require intervention: (1) Seriously delayed social development including an inability to build or maintain satisfactory (age appropriate) interpersonal relationships with peers or adults (e.g., avoids playing with peers); (2) 114 Inappropriate behavior (e.g., dangerously aggressive towards others, self-destructive, severely withdrawn, non-communicative); (3) A general pervasive mood of unhappiness or depression, or evidence of excessive anxiety or fears (e.g., frequent crying episodes, constant need for reassurance); or (4) Has a professional diagnosis of serious emotional disturbance. (b) The eligibility decision must be based on multiple sources of data, including assessment of the child's behavior or emotional functioning in multiple settings. (c) The evaluation process must include a review of the child's regular Head Start physical examination to eliminate the possibility of misdiagnosis due to an underlying physical condition. 1308.9 - Eligibility criteria: Speech or language impairments. (a) A speech or language impairment means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment, which adversely affects a child's learning. (b) A child is classified as having a speech or language impairment whose speech is unintelligible much of the time, or who has been professionally diagnosed as having speech impairments which require intervention or who is professionally diagnosed as having a delay in development in his or her primary language which requires intervention. (c) A language disorder may be receptive or expressive. A language disorder may be characterized by difficulty in understanding and producing language, including word meanings (semantics), the components of words (morphology), the components of sentences (syntax), or the conventions of conversation (pragmatics). (d) A speech disorder occurs in the production of speech sounds (articulation), the loudness, pitch or quality of voice (voicing), or the rhythm of speech (fluency). (e) A child should not be classified as having a speech or language impairment whose speech or language differences may be attributed to: (1) Cultural, ethnic, bilingual, or dialectical differences or being non-English speaking; or (2) Disorders of a temporary nature due to conditions such as a dental problem; or (3) Delays in developing the ability to articulate only the most difficult consonants or blends of sounds within the broad general range for the child's age. 1308.10 - Eligibility criteria: Mental retardation. (a) A child is classified mentally retarded who exhibits significantly sub-average intellectual functioning and exhibits deficits in adaptive behavior which adversely affect learning. Adaptive behavior refers to age-appropriate coping with the demands of the environment through independent skills in self-care, communication and play. 115 (b) Measurement of adaptive behavior must reflect objective documentation through the use of an established scale and appropriate behavioral/anecdotal records. An assessment of the child's functioning must also be made in settings outside the classroom. (c) Valid and reliable instruments appropriate to the age range must be used. If they do not exist for the language and cultural group to which the child belongs, observation and professional judgment are to be used instead. (d) Determination that a child is mentally retarded is never to be made on the basis of any one test alone. 1308.11 - Eligibility criteria: Hearing impairment including deafness. (a) A child is classified as deaf if a hearing impairment exists which is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and learning is affected. A child is classified as hard of hearing who has a permanent or fluctuating hearing impairment which adversely affects learning; or (b) Meets the legal criteria for being hard of hearing established by the State of residence; or (c) Experiences recurrent temporary or fluctuating hearing loss caused by otitis media, allergies, or eardrum perforations and other outer or middle ear anomalies over a period of three months or more. Problems associated with temporary or fluctuating hearing loss can include impaired listening skills, delayed language development, and articulation problems. Children meeting these criteria must be referred for medical care, have their hearing checked frequently, and receive speech, language or hearing services as indicated by their IEPs. As soon as special services are no longer needed, these children must no longer be classified as having a disability. 1308.12 - Eligibility criteria: Orthopedic impairment. (a) A child is classified as having an orthopedic impairment if the condition is severe enough to adversely affect the child's learning. An orthopedic impairment involves muscles, bones, or joints and is characterized by impaired ability to maneuver in educational or non-educational settings to perform fine or gross motor activities, or to perform self-help skills and by adversely affected educational performance. (b) An orthopedic impairment includes, but is not limited to, spina bifida, cerebral palsy, loss of or deformed limbs, contractures caused by burns, arthritis, or muscular dystrophy. 1308.13 - Eligibility criteria: Visual impairment including blindness. (a) A child is classified as visually impaired when visual impairment, with correction, adversely affects a child's learning. The term includes both blind a partially seeing children. A child is visually impaired if: (1) The vision loss meets the definition of legal blindness in the State of residence; or (2) 116 Central acuity does not exceed 20/200 in the better eye with corrective lenses, or visual acuity is greater than 20/200, but is accompanied by a limitation in the field of vision such that the widest diameter of the visual field subtends an angle no greater than 20 degrees. (b) A child is classified as having a visual impairment if central acuity with corrective lenses is between 20/70 and 20/200 in either eye, or if visual acuity is undetermined, but there is demonstrated loss of visual function that adversely affects the learning process, including faulty muscular action, limited field of vision, cataracts, etc. 1308.14 - Eligibility criteria: Learning disabilities. (a) A child is classified as having a learning disability who has a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak or, for preschool age children, acquire the precursor skills for reading, writing, spelling or doing mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, and aphasia. (b) An evaluation team may recommend that a child be classified as having a learning disability if: (1) The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed in (a) above when provided with appropriate learning experiences for the age and ability; or (2) The child has a severe discrepancy between achievement of developmental milestones and intellectual ability in one or more of these areas: oral expression, listening comprehension, pre-reading, pre-writing and pre-mathematics; or (3) The child shows deficits in such abilities as memory, perceptual and perceptual-motor skills, thinking, language and non-verbal activities which are not due to visual, motor, hearing or emotional disabilities, mental retardation, cultural or language factors, or lack of experiences which would help develop these skills. (c) This definition for learning disabilities applies to four and five year old children in Head Start. It may be used at a program's discretion for children younger than four or when a three-year-old child is referred with a professional diagnosis of learning disability. But because of the difficulty of diagnosing learning disabilities for three year olds, when Head Start is responsible for the evaluation it is not a requirement to use this category for three year olds. 1308.15 - Eligibility criteria: Autism. A child is classified as having autism when the child has a developmental disability that significantly affects verbal and non-verbal communication and social interaction, that is generally evident before the age of three and that adversely affects educational performance. 1308.16 - Eligibility criteria: Traumatic brain injury. 117 A child is classified as having traumatic brain injury whose brain injuries are caused by an external physical source, or by an internal occurrence such as stroke or aneurysm, with resulting impairments that adversely affect educational performance. The term includes children with open or closed head injuries, but does not include children with brain injuries that are congenital or degenerative or caused by birth trauma. 1308.17 - Eligibility criteria: Other impairments. (a) The purposes of this classification, "Other impairments," are: (1) To further coordination with LEAs and reduce problems of recordkeeping; (2) To assist parents in making the transition from Head Start to other placements; and (3) To assure that no child enrolled in Head Start is denied services which would be available to other preschool children who are considered to have disabilities in their State. (b) If the State Education Agency eligibility criteria for preschool children include an additional category which is appropriate for a Head Start child, children meeting the criteria for that category must receive services as children with disabilities in Head Start programs. Examples are "preschool disabled," "in need of special education," "educationally handicapped," and "non-categorically handicapped." (c) Children ages three to five, inclusive, who are experiencing developmental delays, as defined by their State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, and who by reason thereof need special education and related services may receive services as children with disabilities in Head Start programs. (d) Children who are classified as deaf-blind, whose concomitant hearing and visual impairments cause such severe communication and other developmental problems that they cannot be accommodated in special education programs solely for deaf or blind children are eligible for services under this category. (e) Children classified as having multiple disabilities whose concomitant impairments (such as mental retardation and blindness), in combination, cause such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments are eligible for services under this category. The term does not include deaf-blind children, for recordkeeping purposes. See page 13. 1308.18 - Disabilities/health services coordination. (a) The grantee must ensure that the disabilities coordinator and the health coordinator work closely together in the assessment process and follow up to assure that the special needs of each child with disabilities are met. 118 (b) The grantee must ensure coordination between the disabilities coordinator and the staff person responsible for the mental health component to help teachers identify children who show signs of problems such as possible serious depression, withdrawal, anxiety or abuse. (c) Each Head Start director or designee must supervise the administration of all medications, including prescription and over-the-counter drugs, to children with disabilities in accordance with State requirements. (d) The health coordinator under the supervision of the Head Start director or designee must: (1) Obtain the doctor's instructions and parental consent before and medication is administered. (2) Maintain an individual record of all medications dispensed and review the record regularly with the child's parents. Record changes in a child's behavior which have implications for drug dosage or type and share this information with the staff, parents and the physician. Assure that all medications, including those required by staff and volunteers, are adequately labeled, stored under lock and key and out of reach of children, and refrigerated, if necessary. See pages 10 – 15 & 28 - 31. 1308.19 - Developing individualized education programs (IEPs). (a) When Head Start provides for the evaluation, the multidisciplinary evaluation team makes the determination whether the child meets the Head Start eligibility criteria. The multidisciplinary evaluation team must assure that the evaluation findings and recommendations, as well as information from develop-mental assessment, observations and parent reports, are considered in making the determination whether the child meets Head Start eligibility criteria. (b) Every child receiving services in Head Start who has been evaluated and found to have a disability and in need of special education must have an IEP before special education and related services are provided to ensure that comprehensive information is used to develop the child's program. (c) When the LEA develops the IEP, a representative from Head Start must attempt to participate in the IEP meeting and placement decision for any child meeting Head Start eligibility requirements. (d) If Head Start develops the IEP, the IEP must take into account the child's unique needs, strengths, developmental potential and the family strengths and circumstances as well as the child's disabilities. (e) The IEP must include: 119 (1) A statement of the child's present level of functioning in the social-emotional, motor, communication, self-help, and cognitive areas of development, and the identification of needs in those areas requiring specific programming. (2) A statement of annual goals, including short-term objectives for meeting these goals. (3) A statement of services to be provided by each Head Start component that are in addition to those services provided for all Head Start children, including transition services. (4) A statement of the specific special education services to be provided to the child and those related services necessary for the child to participate in a Head Start program. This includes services provided by other agencies and non-Head start professionals. (5) The identification of the personnel responsible for the planning and supervision of services and for the delivery of services. (6) The projected dates for initiation of services and the anticipated duration of services. (7) A statement of objective criteria and evaluation procedures for determining at least annually whether the short-term objectives are being achieved or need to be revised. (8) Family goals and objectives related to the child's disabilities when they are essential to the child's progress. (f) When Head Start develops the IEP, the team must include: (1) The Head Start disabilities coordinator or a representative who is qualified to provide or supervise the provision of special education services; (2) The child's teacher or home visitor; (3) One or both of the child's parents or guardians; and (4) At least one of the professional members of the multi-disciplinary team which evaluated the child. (g) An LEA representative must be invited in writing if Head Start is initiating the request for a meeting. (h) The grantee may also invite other individuals at the request of the parents and other individuals at the discretion of the Head Start program, including those component staff particularly involved due to the nature of the child's disability. (i) A meeting must be held at a time convenient for the parents and staff to develop the IEP within 30 calendar days of a determination that the child needs special education and related services. Services must begin as soon as possible after the development of the IEP. (j) Grantees and their delegates must make vigorous efforts to involve parents in the IEP process. The grantee must: (1) Notify parents in writing and, if necessary, also verbally or by other appropriate means of the purpose, attendees, time and location of the IEP meeting far enough in advance so that there is opportunity for them to participate; (2) Make every effort to assure that the parents understand the purpose and proceedings and that they are encouraged to provide information about their child and their desires for the child's program; (3) Provide interpreters, if needed, and offer the parents a copy of the IEP in the parents' language of understanding after it has been signed; (4) Hold the meeting without the parents only if neither parent can attend, after repeated 120 attempts to establish a date or facilitate their participation. In that case, document its efforts to secure the parents' participation, through records of phone calls, letters in the parents' native language or visits to parents' homes or places of work, along with any responses or results; and arrange an opportunity to meet with the parents to review the results of the meeting and secure their input and signature. (k) Grantees must initiate the implementation of the IEP as soon as possible after the IEP meeting by modifying the child's program in accordance with the IEP and arranging for the provision of related services. If a child enters Head Start with an IEP completed within two months prior to entry, services must begin within the first two weeks of program attendance. See pages 13 & 17 – 20. 1308.20 - Nutrition services. (a) The disabilities coordinator must work with staff to ensure that provisions to meet special needs are incorporated into the nutrition program. (b) Appropriate professionals, such as physical therapists, speech therapists, occupational therapists, nutritionists or dietitians must be consulted on ways to assist Head Start staff and parents of children with severe disabilities with problems of chewing, swallowing and feeding themselves. (c) The plan for services for children with disabilities must include activities to help children with disabilities participate in meal and snack times with classmates. (d) The plan for services for children with disabilities must address prevention of disabilities with a nutrition basis. See pages 35 & 36. 1308.21 - Parent participation and transition of children into Head Start and from Head Start to public school. (a) In addition to the many references to working with parents throughout these standards, the staff must carry out the following tasks: (1) Support parents of children with disabilities entering from infant/toddler programs. (2) Provide information to parents on how to foster the development of their child with disabilities. (3) Provide opportunities for parents to observe large group, small group and individual activities described in their child's IEP. (4) Provide follow-up assistance and activities to reinforce program activities at home. (5) Refer parents to groups of parents of children with similar disabilities who can provide helpful peer support. (6) Inform parents of their rights under IDEA. 121 (7) Inform parents of resources which may be available to them from the Supplemental Security Income (SSI) Program, the Early and Periodic Screening, Diagnosis and Treatment (EPSDT). (8) Identify needs (caused by the disability) of siblings and other family members. (9) Provide information in order to prevent disabilities among younger siblings. (10) Build parent confidence, skill and knowledge in accessing resources and advocating to meet the special needs of their children. (b) Grantees must plan to assist parents in the transition of children from Head Start to public school or other placement, beginning early in the program year. (c) Head Start grantees, in cooperation with the child's parents, must notify the school of the child's planned enrollment prior to the date of enrollment. See pages 13, 55, & 56. TRANSPORTATION REQUIREMENTS 1310.10 General. (a) Each agency must assist as many families as possible who need transportation in order for their children to attend the program in obtaining that transportation. (b) When an agency has decided not to provide transportation services, either for all or a portion of the children, it must provide reasonable assistance to the families of such children to arrange transportation to and from its activities. The specific types of assistance being offered must be made clear to all prospective families in the program's recruitment announcements. Transportation will be provided for as many children as possible who need assistance. This will be done by contracting with the KI BOIS Area Transit System (KATS) or occasionally by Head Start staff. Parents who can provide transportation for their own and/or other Head Start children will be encouraged to do so. Parents may also choose to obtain transportation from their local Public School or other transportation systems. (c) Each agency providing transportation services is responsible for compliance with the applicable requirements of this Part. When an agency provides transportation through another organization or an individual, the agency must ensure the compliance of the transportation provider with the requirements of this part. Head Start will provide KATS and other transportation providers with information concerning the Head Start Transportation Requirements. Every effort will be made to ensure that all requirements are met. 122 (d) Each agency providing transportation services, must ensure that each vehicle used in providing such services is equipped with: (1) a communication system to call for assistance in case of an emergency: (2) safety equipment for use in an emergency, including a charged fire extinguisher that is properly mounted near the driver's seat and a sign indicating its location; (3) a first aid kit and a sign indicating the location of such equipment; and (4) a seat belt cutter for use in an emergency evacuation and a sign indicating its location. Vehicles used for transportation of Head Start children will be equipped with a communication system for emergencies, safety equipment, including a fire extinguisher located near the driver’s seat with a sign indicating its location, a first aid kit with a sign indicating its location, and a seat belt cutter with a sign indicating its location. Drivers and monitors will be trained in the use of these devices. (e) Each agency providing transportation services must ensure that any auxiliary seating, such as temporary or folding jump seats, used in vehicles of any type providing such services are built into the vehicle by the manufacturer as part of its standard design, are maintained in proper working order, and are inspected as part of the annual inspection required under Sec. 1310.13(a) of this subpart. Any auxiliary seating in use will be built by the manufacturer and will be maintained in proper working order and inspected annually. (f) Each agency providing transportation services must ensure that all accidents involving vehicles that transport children receiving such services are reported in accordance with applicable State requirements. Accidents involving KATS will be reported to the KATS office according to KATS procedures. Accidents involving Head Start staff should be reported to the Center Director. All accidents involving vehicles that transport Head Start children will be reported immediately to the appropriate law enforcement officials and the KI BOIS Central Office. Head Start staff will obtain an accident report from appropriate law enforcement officials. (g) Each agency must ensure that children are only released to a parent or legal guardian, or other individual identified in writing by the parent or legal guardian. This regulation applies when children are not transported and are picked up from the classroom, as well as when they are dropped off by a vehicle. Agencies must maintain lists of the persons, including alternates in case of emergency, and up-to-date child rosters must be maintained at all times to ensure that no child is left behind, either at the classroom or on the vehicle at the end of the route. The KI BOIS Policy on Arrival and Departure of Children will be followed. Head Start children will be released only to parent or legal guardian or other individual identified in writing by the parent or legal guardian on Form KHS-320. Monitors will carry this information with them and documentation will be done on Form KHS-323. 123 Children will be signed into and out of the center each day on Form KHS-321. 1310.11 Child Restraint Systems. Effective January 20, 2004, each agency providing transportation services must ensure that each vehicle used to transport children receiving such services is equipped for use of height- and weight-appropriate child safety restraint systems. Height- and weight-appropriate child safety restraint systems will be used in transportation of all Head Start children. 1310.12 Required use of School Buses or Allowable Alternate Vehicles. (a) Effective January 18, 2006, each agency providing transportation services must ensure that children enrolled in its program are transported in school buses or allowable alternate vehicles that are equipped for use of height- and weight-appropriate child restraint systems, and that have reverse beepers. As provided in 45 CFR 1310.2(a), this paragraph does not apply to transportation services to children served under the home-based option for Head Start and Early Head Start. All KATS vehicles used to transport Head Start children on a regular basis meet the standards of the Allowable Alternative Vehicle. (b) Effective February 20, 2001, each Head Start and Early Head Start agency receiving permission from the responsible HHS official to purchase a vehicle with grant funds for use in providing transportation services to children in its program or a delegate agency's program must ensure that the funds are used to purchase a vehicle that is either a school bus or an allowable alternate vehicle and is equipped (1) for use of height- and weight-appropriate child restraint systems; and (2) with a reverse beeper. (c) as provided in 45 CFR 1310.2(a), paragraph. (b) of this section does not apply to vehicles purchased for use in transporting children served under the home-based option for Head Start and Early Head Start. Vehicles purchased for use in transportation of Head Start children will meet all requirements. 1310.13 Maintenance of vehicles. Each agency providing transportation services must ensure that vehicles used to provide such services are maintained in safe operating condition at all times. The organization operating the vehicle must establish and implement procedures for: (a) a thorough safety inspection of each vehicle on at least an annual basis through an inspection program licensed or operated by the State; 124 (b) systematic preventive maintenance on such vehicles; and (c) daily pre-trip inspection of the vehicles by the driver. Vehicles will be inspected annually. Preventive maintenance and daily pre-trip inspections of KATS vehicles will occur according to KATS policies. 1310.14 Inspection of new vehicles at the time of delivery. Each agency providing transportation services must ensure that bid announcements for school buses and allowable alternate vehicles for use in transporting children in its program include the correct specifications and a clear statement of the vehicle's intended use. Such agencies must ensure that there is a prescribed procedure for examining such vehicles at the time of delivery to ensure that they are equipped in accordance with the bid specifications and that the manufacturer's certification of compliance with the applicable FMVSS is included with the vehicle. New vehicles will be inspected by KATS personnel to ensure that they meet specifications and that they are in compliance with applicable FMVSS requirements. 1310.15 Operation of vehicles. Each agency providing transportation services, either directly or through an arrangement with another organization or an individual, to children enrolled in its program must ensure that: (a) On a vehicle equipped for use of such devices, any child weighing 50 pounds or less is seated in a child restraint system appropriate to the height and weight of the child while the vehicle is in motion. According to Oklahoma state law any child who is under 6 years of age shall be seated in a car seat or harness. (b) Baggage and other items transported in the passenger compartment are properly stored and secured and the aisles remain clear and the doors and emergency exits remain unobstructed at all times. Monitors will assist in storing items being transported to ensure that aisles remain clear and emergency exits remain unobstructed at all times. (c) Effective January 20, 2004, there is at least one bus monitor on board at all times, with additional bus monitors provided as necessary, such as when needed to accommodate the needs of children with disabilities. As provided in 45 CFR 1310.2(a), this paragraph does not apply to transportation services to children served under the home-based option for Head Start and Early Head Start. 125 Monitors will be utilized on KATS buses while children are being transported. Additional monitors will be used, as necessary to accommodate children with special needs. The monitor may be a staff person or volunteer, providing that they have been trained and can perform the duties as required. This will be documented on Form KHS-1028. (d) Except for bus monitors who are assisting children, all vehicle occupants must be seated and wearing height- and weight- appropriate safety restraints while the vehicle is in motion. All adults should utilize seat belts while the vehicle is in motion, except if the monitor must care for a child’s needs. 1310.16 Driver qualifications. (a) Each agency providing transportation services must ensure that persons who drive vehicles used to provide such services, at a minimum: (1) in States where such licenses are granted, have a valid Commercial Driver's License (CDL) for vehicles in the same class as the vehicle the driver will operating; and (2) meet any physical, mental, and other requirements established under applicable law or regulations as necessary to perform job-related functions with any necessary reasonable accommodations. KATS Drivers must meet the following qualifications: Must have the knowledge, skills and experience to perform their assigned job duties. Meet any physical, mental and other requirements necessary to perform their job duties. Maintain a valid CDL license required by the State of Oklahoma with no drug or alcohol related violations or accidents. Have no conviction of moral charges, physical violence or child abuse. Demonstrate good judgment and use appropriate authority in working with children. Provide a statement from a licensed medical doctor or osteopath verifying that they possess the physical ability to perform their job duties. Head Start staff must meet all of the above requirements, except they do not need a CDL License. (b) Each agency providing transportation services must ensure that there is an applicant review process for use in hiring drivers, that applicants for driver positions must be advised of the specific background checks required at the time application is made, and that there are criteria for the rejection of unacceptable applicants. The applicant review procedure must include, at minimum: (1) all elements specified in 45 CFR 1304.52(b), with additional disclosure by the applicant of all moving traffic violations, regardless of penalty; 126 (2) a check of the applicant's driving record through the appropriate State agency, including a check of the applicant's record through the National Driver Register, if available in the State; and (3) after a conditional offer of employment to the applicant and before the applicant begins work as a driver, a medical examination, performed by a licensed doctor of medicine or osteopathy, establishing that the individual possesses the physical ability to perform any job-related functions with any necessary accommodations. (c) As provided in 45 CFR 1310.2(a), this section does not apply to transportation services to children served under the home-based option for Head Start and Early Head Start. KATS Drivers are hired according to KATS policies and KI BOIS CAF, Inc. Personnel Policies and Procedures. All Head Start transportation requirements will be met. 1310.17 Driver and bus monitor training. (a) Each agency providing transportation services must ensure that persons employed to drive vehicles used in providing such services will have received the training required under paragraphs (b) and (c) of this section no later than 90 days after the effective date of this section as established by Sec. 1310.2 of this part. The agency must ensure that drivers who are hired to drive vehicles used in providing transportation services after the close of the 90-day period must receive the training required under paragraphs (b) and (c) prior to transporting any child enrolled in the agency's program. The agency must further ensure that at least annually after receiving the training required under paragraphs (b) and (c), all drivers who drive vehicles used to provide such services receive the training required under paragraph (d) of this section. (b) Drivers must receive a combination of classroom instruction and behind-the wheel instruction sufficient to enable each driver to: (1) operate the vehicle in a safe and efficient manner; (2) safely run a fixed route, including loading and unloading children, stopping at railroad crossings and performing other specialized driving maneuvers; (3) administer basic first aid in case of injury; (4) handle emergency situations, including vehicle evacuation procedures; (5) operate any special equipment, such as wheelchair lifts, assistance devices or special occupant restraints; (6) conduct routine maintenance and safety checks of the vehicle; and (7) maintain accurate records as necessary. KATS Drivers will be trained by KATS supervisors regarding transportation requirements. All Head Start Transportation requirements will be stressed. Bus Monitors will be trained by the local Center Director annually. All Head Start Transportation requirements will be stressed. 127 (c) Drivers must also receive instruction on the topics listed in 45 CFR 1304.52(k)(1), (2) and (3)(i) and the provisions of the Head Start Program Performance Standards for Children with Disabilities (45 CFR 1308) relating to transportation services for children with disabilities. KATS and Head Start staff will receive training on the following topics: Goals and philosophy of Head Start and ways they are implemented by the program. Building relationships among staff. Increasing knowledge and skills needed to fulfill their job responsibilities. Methods for identifying and reporting child abuse and neglect. Transporting services for children with disabilities. Disease and accident prevention measures. First aid techniques. Use of a fire extinguisher. Safety in driving techniques. Confidentiality. Universal precautions regarding body fluid clean-up. Head Start discipline procedures. KI BOIS policies regarding no smoking, no guns, and a drug-free workplace. (d) Drivers must receive refresher training courses including the topics listed in paragraphs (b) and (c) of this section and any additional necessary training to meet the requirements applicable in the State where the agency operates. (e) Each agency providing transportation services must ensure that drivers who transport children receiving the services qualify under the applicable driver training requirements in its State. Drivers will receive additional training at least annually and at other times deemed necessary by KATS or Head Start supervisors. Additional training will be provided when or if laws or regulations change. (f) Each agency providing transportation services must ensure that: (1) the annual evaluation of each driver of a vehicle used to provide such services includes an on-board observation of road performance; and Drivers will be evaluated annually according to KI BOIS Personnel Policies and Procedures and additional KATS policies. (2) before bus monitors assigned to vehicles used to provide such services begin their duties, they are trained on child boarding and exiting procedure, use of child restraint systems, any required paperwork, responses to emergencies, emergency evacuation procedures, use of special equipment, child pick-up and release procedures and pre- and post-trip vehicle check. Monitors will be trained before they begin their duties on the following procedures: 128 Use of height- and weight-appropriate child restraint systems. Storage of baggage and keeping emergency exits clear and unobstructed. Assisting children in getting on and off the vehicle. Child pick-up and release procedures. Assisting children with disabilities. Safety education for children and parents. Emergency evacuation procedures. Proper documentation and paperwork. Goals and philosophy of Head Start and ways they are implemented by the program. Building relationships among staff. Increasing knowledge and skills needed to fulfill their job responsibilities. Methods for identifying and reporting child abuse and neglect. Disease and accident prevention measures. First aid techniques. Use of a fire extinguisher. Head Start discipline policies. Confidentiality. Universal precautions regarding clean-up of body fluids. KI BOIS policies regarding no smoking, no guns, and a drug-free workplace. Subpart C--Special Requirements 1310.20 Trip routing. (a) Each agency providing transportation services must ensure that in planning fixed routes the safety of the children being transported is the primary consideration. (b) The agency must also ensure that the following basic principles of trip routing are adhered to: (1) The time a child is in transit to and from the Head Start or Early Head Start program must not exceed one hour unless there is no shorter route available or any alternative shorter route is either unsafe or impractical. (2) Vehicles must not be loaded beyond the maximum passenger capacity at any time. (3) Vehicles must not be required to back up or make “U” turns, except when necessary for reasons of safety or because of physical barriers. (4) Stops must be located to minimize traffic disruptions and to afford the driver a good field of view in front of and behind the vehicle. (5) When possible, stops must be located to eliminate the need for children to cross the street or highway to board or leave the vehicle. 129 (6) If children must cross the street before boarding or after leaving the vehicle because curbside drop off or pick up is impossible, they must be escorted across the street by the bus monitor or another adult. (7) Specific procedures must be established for use of alternate routes in the case of hazardous conditions that could affect the safety of the children who are being transported, such as ice or water build up, natural gas line breaks, or emergency road closing. In selecting among alternatives, transportation providers must choose routes that comply as much as possible with the requirements of this section. Drivers will provide a safe place for the child to get on and off of vehicle. The child will be picked up or let off on the same side of street of their home, it at all possible. If this is not possible, the parent or guardian should be asked to meet the bus to escort him across the street. If necessary, the monitor will walk the child across the street. The safety of the children being transported will be primary consideration in planning fixed routes. Buses are not to back up while delivering children unless in specific circumstances approved by the KATS Director or in extreme emergencies. Drivers will be assisted in the backing process by the monitor who is riding the bus. Routes will be established so that children will not ride more than 60 minutes. The public school decisions on weather conditions will be followed. Vehicles will not be used to transport children in excess of the maximum seating capacity. Drivers will ensure that all doors and windows are locked while the vehicles in moving. Alternative routes will be planned that meet the same requirements as the regular routes. 1310.21 Safety education. (a) Each agency must provide training for parents and children in pedestrian safety. The training provided to children must be developmentally appropriate and an integral part of program experiences. The need for an adult to accompany a preschool child while crossing the street must be emphasized in the training provided to parents and children. The required transportation and pedestrian safety education of children and parents, except for the bus evacuation drills required by paragraph (d) of this section, must be provided within the first thirty days of the program year. Transportation and pedestrian safety training will be provided to children and parents within the first 30 days of the school year. Pedestrian safety education will be included in the KI BOIS Head Start Parent Handbook and the Pedestrian Safety Pamphlet and given to parents at enrollment. Pedestrian safety will be discussed at parent orientation. Parents will be given the information on how to access the KI BOIS Community Action web page that allows them to view videos concerning transportation and pedestrian safety. Pedestrian safety training provided to parents will be documented on the Family Contact Record. (KHS-901) 130 (b) Each agency providing transportation services, directly or through another organization or an individual, must ensure that children who receive such services are taught: (1) safe riding practices; (2) safety procedures for boarding and leaving the vehicle; (3) safety procedures in crossing the street to and from the vehicle at stops; (4) recognition of the danger zones around the vehicle; and (5) emergency evacuation procedures, including participating in an emergency evacuation drill conducted on the vehicle the child will be riding. Transportation and pedestrian safety activities for children will be developmentally appropriate and shown on the Weekly Lesson Plan throughout the school year. Safety education and activities will include: Safe riding practices. Safety procedures for boarding and leaving the vehicle. Safety procedures in crossing the street. Recognition of danger zones around the vehicles. Bus evacuation drill procedures, including participating in an emergency evacuation drill conducted on the vehicle that the child will be riding. Classroom materials and resources will be provided to incorporate these safety issues into the daily program. (c) Each agency providing transportation services must provide training for parents that: (1) emphasizes the importance of escorting their children to the vehicle stop and the importance of reinforcing the training provided to children regarding vehicle safety; and (2) complements the training provided to their children so that safety practices can be reinforced both in Head Start and at home by the parent. Training that emphasizes the importance of escorting children to the vehicle stop will be provided for parents. This will also emphasize the importance of reinforcing the vehicle safety training that the classroom staff provides to children. (d) Each agency providing transportation services must ensure that at least two bus evacuation drills in addition to the one required under paragraph (b)(5) of this section are conducted during the program year. At least three bus evacuation drills will be conducted during the school year. The first within 30 days after the beginning of the school year. Documentation of these drills will be maintained at the Head Start center. (e) Each agency providing transportation services must develop activities to remind children of the safety procedures. These activities must be developmentally appropriate, 131 individualized and be an integral part of the Head Start or Early Head Start program activities. Activities will be on-going throughout the year to remind children of safety procedures. They will be developmentally appropriate, individualized and incorporated into the daily program. The Weekly Lesson Plan will be used to document these activities. 1310.22 Children with disabilities. (a) Effective January 18, 2006 each agency must ensure that there are school buses or allowable alternate vehicles adapted or designed for transportation of children with disabilities available as necessary to transport such children enrolled in the program. This requirement does not apply to the transportation of children receiving home-based services unless school buses or allowable alternate vehicles are used to transport the other children served under the home-based option by the grantee. Whenever possible, children with disabilities must be transported in the same vehicles used to transport other children enrolled in the Head Start or Early Head Start program. Children with disabilities will be transported as necessary by use of appropriate vehicles and equipment. They will be transported with other children whenever possible. (b) Each Head Start, Early Head Start and delegate agency must ensure compliance with the Americans with Disabilities Act (42 U.S.C. 12101 et seq.), the HHS regulations at 45 CFR part 84, implementing Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), and the Head Start Program Performance Standards on Services for Children with Disabilities (45 CFR part 1308) as they apply to transportation services. Transportation services will comply with all required laws and requirements regarding children with disabilities if at all possible. (c) Each agency must specify any special transportation requirements for a child with a disability when preparing the child's Individual Education Plan (IEP) or Individual Family Service Plan (IFSP), and ensure that in all cases special transportation requirements in a child's IEP or IFSP are followed, including: (1) special pick-up and drop-off requirements; (2) special seating requirements; (3) special equipment needs; (4) any special assistance that may be required; and (5) any special training for bus drivers and monitors. Specific transportation needs of individual children will be discussed at IEP meetings. The Disabilities Coordinator will assist training for monitors and drivers regarding these needs. 1310.23 Coordinated transportation. 132 (a) Each agency providing transportation services must make reasonable efforts to coordinate transportation resources with other human services agencies in its community in order to control costs and to improve the quality and the availability of transportation services. (b) At a minimum, the agency must: (1) identify the true costs of providing transportation in order to knowledgeably compare the costs of providing transportation directly versus contracting for the service; 2) explore the option of participating in any coordinated public or private transportation ( systems existing in the community; and (3) where no coordinated public or private non-profit transportation system exists in the community, make every effort to identify other human services agencies also providing transportation services and, where reasonable, to participate in the establishment of a local transportation coordinating council. KI BOIS Head Start and the KI BOIS Area Transit System have determined that by working together the transportation needs of children and families can be met in a cost effective manner to ensure quality services. Efforts will continue to expand the partnership to include all children and families needing transportation services. Additional funding will be sought to purchase additional vehicles which meet Head Start Transportation Requirements. DEFINITIONS Assessment - means the ongoing procedures used by appropriate qualified personnel throughout the period of a child’s eligibility to identify: (i) The child’s unique strengths and needs and the services appropriate to 133 meet those needs; and (ii) The resources, priorities, and concerns of the family and the supports and services necessary to enhance the family’s capacity to meet the developmental needs of their child. Assistant Teacher - supports the Teacher in planning, implementing and maintaining a nurturing and supportive educational program for participating children. Allowable Alternate Vehicle – means a vehicle designed for carrying eleven or more people, including the driver, that meets all the Federal Motor Vehicle Safety Standards applicable to school buses, except 49 CFR 571.108 and 571.131. Bus Monitor – means a person with specific responsibilities for assisting the driver in ensuring the safety of the children while they ride, board, or exit the vehicle and for assisting the driver during emergencies. Center-based program option - means Head Start services provided to children primarily in classroom settings. Child Restraint System – means any device designed to restrain, seat or position children who weigh 50 pounds or less which meets the requirements of Federal Motor Vehicle Safety Standard No. 213, Child Restraint Systems, 49 CFR 571.213. Children with disabilities - means for children 3 to 5, those with mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities, deaf- blindness, or multiple disabilities, and who, by reason thereof, need special education and related services. The term ―children with disabilities‖ for children aged 3 to 5, inclusive, may at a State’s discretion, include children experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and who, by reason thereof, need special education and related services. Infants and toddlers with disabilities are those from birth to three years, as identified under the Part C Program (Individuals with Disabilities Education Act) in their State. CLASS – Classroom Assessment Scoring System – an observation tool that focuses on the effectiveness of classroom interaction among teachers and children. Collaboration and collaborative relationships: (i) With other agencies, means planning and working with them in order to improve, share and augment services, staff, information and funds; and (ii) With parents, means working in partnership with them. 134 Commercial Driver’s License (CDL) – means a license issued by a State of other jurisdiction, in accordance with the standards contained in 40 CFR part 383, to an individual which authorizes the individual to operate a class of commercial motor vehicles. Contagious - means capable of being transmitted from one person to another. Curriculum - means a written plan that includes: (i) The goals for children’s development and learning; (ii) The experiences through which they will achieve these goals; (iii) What staff and parents do to help children achieve these goals; and (iv) The materials needed to support the implementation of the curriculum. The curriculum is consistent with the Head Start Program Performance Standards and is based on sound child development principles about how children grow and learn. Deficiency - means: (i) An area or areas of performance in which an Early Head Start or Head Start grantee agency is not in compliance with State or Federal requirements, including but not limited to, the Head Start Act or one or more of the regulations under parts 1301, 1304, 1305, 1306, or 1308 of this title, and which involves: (A) A threat to the health, safety, or civil rights of children or staff; (B) A denial to parents of the exercise of their full roles and responsibilities related to program governance; (C) A failure to perform substantially the requirements related to Early Childhood Development and Health Services, Family and Community Partnerships, or Program Design and Management; or (D) The misuse of Head Start grant funds. (ii) The loss of legal status or financial viability, as defined in part 1302 of this title, loss of permits, debarment from receiving Federal grants or contracts or the improper use of Federal funds; or (iii) Any other violation of Federal or State requirements including, but not limited to, the Head Start Act or one or more of the regulations under parts 1301, 1304, 1305, 1306, or 1308 of this title, and which the grantee has shown an unwillingness or inability to correct within the period specified by the responsible HHS official, of which the responsible HHS official has given the grantee written notice of pursuant to section 1305.61. Developmentally appropriate - means any behavior or experience that is appropriate for the age span of the children and is implemented with attention to the different needs, interests, and developmental levels and cultural backgrounds of individual children. Early Head Start program - means a program that provides low-income pregnant women and families with children from birth to age 3 with family-centered services that facilitate child development, support parental roles, and promote self-sufficiency. 135 Enrollment - means the official acceptance of a family by a Head Start program and the completion of all procedures necessary for a child and family to begin receiving services. Enrollment opportunities - mean vacancies that exist at the beginning of the enrollment year, or during the year because of children who leave the program, that must be filled for a program to achieve and maintain its funded enrollment. Family - means for the purposes of the regulations in this part all persons: (i) Living in the same household who are: (A) Supported by the income of the parent(s) or guardian(s) of the child enrolling or participating in the program; or (B) Related to the child by blood, marriage, or adoption; or (ii) Related to the child enrolling or participating in the program as parents or siblings, by blood, marriage, or adoption. Father/Male Involvement – The Male and Father-Involvement Initiative’s mission is to define and implement strategies for increasing and improving Head Start programs’ support of, and interaction with, Head Start males and fathers. Promoting Responsible Fatherhood is a federally funded initiative designed to support and strengthen the roles of fathers in families. Federal Motor Vehicle Safety Standards (FMVSS) – means the National Highway and Traffic Safety Administration’s standards for motor vehicles and motor vehicle equipment (49 CFR part 571) established under section 30111 of Title 49, United States Code. Fixed route – means the established routes to be traveled on a regular basis by vehicles that transport children to and from Head Start or Early Head Start program activities, and which include specifically designated stops where children board or exit the vehicle. Foster care – means that a child is placed in the care of persons other than their parents, regardless of whether payment is received or not. Documentation from the court or DHS must be provided. Funded enrollment - means the number of children which the Head Start grantee is to serve, as indicated on the grant award. Galileo - a computer program for tracking services provided to each child and family. Grantee - means the public or private non-profit agency which has been granted financial assistance by ACYF to administer a Head Start program. Guardian - means a person legally responsible for a child. Head Start Act – the document passed by Congress and signed by the President which 136 authorizes the continued operation of the Head Start program for a specific number of years and sets the ceiling for the budget for that time period. Head Start class - means a group of children supervised and taught by two paid staff members (a Teacher and a Teacher aide or two Teacher) and, where possible, a volunteer. Head Start eligible - means a child that meets the requirements for age and family income as established in this regulation or, if applicable, as established by grantees that meet the requirements of section 645(a)(2) of the Head Start Act. Up to ten percent of the children enrolled may be from families that exceed the low-income guidelines. Head Start parent - means a Head Start child’s mother or father, other family member who is a primary caregiver, foster parent, guardian or the person with whom the child has been placed for purposes of adoption pending a final adoption decree. Head Start program - is one operated by a Head Start grantee or delegate agency. Health - means medical, dental, and mental well-being. Home-based program option - means Head Start services provided to children, primarily in the child’s home, through intensive work with the child’s parents and family as the primary factor in the growth and development of the child. Homeless - Individuals who lack a fixed, regular, and adequate nighttime residence. Home visits - means the visits made to a child’s home by the class Teacher in a center-based program option, or home visitors in a home-based program option, for the purpose of assisting parents in fostering the growth and development of their child. Income - means gross cash income and includes earned income, military income (including pay and allowances), veteran’s benefits, social security benefits, unemployment compensation and public assistance benefits. Income guidelines - means the official poverty line specified in section 652 of the Head Start Act. Individualized education program (IEP) - means a written statement for a child with disabilities, developed by the public agency responsible for providing free appropriate public education to a child, and contains the special education and related services to be provided to an individual child. Least restrictive environment - means an environment in which services to children with disabilities are provided: (i) to the maximum extent appropriate, with children who are not disabled and in which; (ii) special classes or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of 137 the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Low-income family - means a family whose total annual income before taxes is equal to, or less than, the income guidelines. For the purpose of eligibility, a child from a family that is receiving public assistance or a child in foster care is eligible even if the family income exceeds the income guidelines. National Driver Register – means the National Highway Traffic Safety Administration’s automated system for assisting State driver license officials in obtaining information regarding the driving records of individuals who have been denied licenses for cause; had their licenses denied for cause, had their licenses canceled, revoked, or suspended for cause, or have been convicted of certain serious driving offenses. National Standards for School Buses and School Bus Operations – means the recommendations resulting from the Eleventh National Conference on School Transportation, May 1990, published by the National Safety Council, Chicago, Ill. Parent-Teacher conference - means the meeting held at the Head Start center between the child’s Teacher and the child’s parents during which the child’s progress and accomplishments are discussed. Performance Standards - means the Head Start program functions, activities and facilities required and necessary to meet the objectives and goals of the Head Start program as they relate directly to children and their families. Policy group - means the formal group of parents and community representatives required to be established by the agency to assist in decisions about the planning and operation of the program. Policy Group is the same as Policy Council. Program attendance - means the actual presence and participation in the program of a child enrolled in an Early Head Start or Head Start program. Recruitment - means the systematic ways in which a Head Start program identified families whose children are eligible for Head Start services, informs them of the services available, and encourages them to apply for enrollment in the program. Referral - means directing an Early Head Start or Head Start child or family member(s) to an appropriate source or resource for help, treatment or information. Related services - means transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech pathology and audiology, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work 138 services, and parent counseling and training. It includes other developmental, corrective or supportive services if they are required to assist a child with a disability to benefit from special education, including assistive technology services and devices. (i) Assistive technology device - means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. (ii) Assistive technology service - means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Reverse beeper – means a device which automatically sounds an intermittent alarm whenever the vehicle is engaged in reverse. Seat belt cutter – means a special device that may be used in an emergency to rapidly cut through the seat belts used on vehicles in conjunction with child restraint systems. Selection - means the systematic process used to review all applications for Head Start services and to identify those children and families that are to be enrolled in the program. SoonerCare – Oklahoma’s Medicaid program. Special education - means specially designed instruction, at no cost to parents or guardians, to meet the unique needs of a child with a disability. These services include classroom or home-based instruction, instruction in hospitals and institutions, and specially designed physical education, if necessary. Special Needs Worker – Part-time staff hired to work with children with disabilities as indicated on the IEP. Staff - means paid adults who have responsibilities related to children and their families who are enrolled in Early Head Start or Head Start programs. Teacher - means an adult who has direct responsibility for the care and development of children from birth to 5 years of age in a center-based setting. Transportation Services – means the planned transporting of children to and from sites where an agency provides services funded under the Head Start Act. Transportation services can involve the pick-up and discharge of children at regularly scheduled times and pre-arranged sites, including trips between children’s homes and program settings. The term includes services provided directly by Head Start and Early Head Start grantee or delegate agency and services which such agencies arrange to be provided by another organization or an individual. Incidental trips, such as transporting a sick child home before the end of the day, or such as might be required to transport small groups of children to and from necessary services, are not included under the term. 139 Trip routing – means the determination of the fixed routes to be traveled on a regular basis for the purpose of transporting children to and from the Head Start or Early Head Start program or activities. Vacancy - means an unfilled enrollment opportunity for a child and family in the Head Start program. Volunteer - means an unpaid person who is trained to assist in implementing ongoing program activities on a regular basis under the supervision of a staff person in areas such as health, education, transportation, nutrition, and management. ACRONYMS ACF Administration for Children and Families (part of HHS/ACYF) 140 ACYF Administration on Children, Youth and Families (part of HHS) ADA Americans with Disabilities Act ADA Average daily attendance CACFP Child and Adult Care Food Program (part of USDA, provides reimbursement for food service costs) CAF Community Action Foundation CDA Child Development Associate (national credential indicating competence in working with young children) CDL Commercial Driver’s License CFR Code of Federal Register (numbering system for Federal Regulations) CLASS Classroom Assessment Scoring System DHS Oklahoma Department of Human Services ECLKC Early Childhood Learning and Knowledge Center (Head Start) EI Early Intervention (provides services to children with disabilities ahoma’s program is called Sooner Start) from birth to 3 years, Okl ELCCT Entry-Level Child Care Training (Orientation for staff working with with children required by DHS Licensing) EPSDT Early Periodic Screening, Diagnosis and Treatment (program of the Medicaid services for children) FES Family Education Survey FMVSS Federal Motor Vehicle Safety Standards FPA Family Partnership Agreement FSW Family Service Worker HHS The U.S. Department of Health and Human Services (Federal funding source for Head Start programs) IEP Individual Education Plan (documents services for children with disabilities) 141 IDEA Individuals with Disabilities Education Act (requires free and appropriate education for children with disabilities) IFSP Individual Family Service Plan (written plan stating services for children with disabilities from birth to 3 years) KATS KI BOIS Area Transit System LEA Local Education Agency (Public School) MEEGS Multidisciplinary Evaluation and Eligibility Group Summary OHS Office of Head Start OSBI Oklahoma State Bureau of Investigation (provides criminal background checks) PC Head Start Policy Council PCA Part-time Classroom Aide PTA Part-time Teacher Aide PIR Program Information Report (required at end of each year to provide information to HHS and Congress) SAAM Self Assessment Assistance Model (program in Oklahoma to help Head Start agencies with local self-assessment in the year of their Federal Monitoring Review) SNW Special Needs Worker SSI Supplemental Security Income TANF Temporary Aide to Needy Families (DHS program, formerly AFDC) TTA Training and Technical Assistance (Training for staff, parents, volunteers, etc. Specific funds are provided.) USDA U.S. Department of Agriculture (source of funding for CACFP) 142