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In order to develop a quality comprehensive child development

By Joshua Elliott,2014-05-20 11:29
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To promote healthy development, every child needs a source of continuous,Height, Weight and Blood Work; Individual Health Plan; Infant Feeding Schedule

    Early Childhood Development and Health Early Childhood Development and Health

    SPCAA Head Start and Early Head Start provide quality

    comprehensive child development program that addresses a child’s

    total learning environment to include: health, social, emotional,

    cognitive and physical development including children with differing

    abilities. Parent involvement is the key to the success of the

    development and well being of their children.

Our program has developed opportunities for parents to be involved and provide

    continual support for the development of competency in parenting and child

    development. Commitment of staff to the program’s goals, vision and mission

    statement create an atmosphere of teamwork, cooperation, communication and feelings

    of trust, respect, and confidence in self and others help lead to the development of the

    “total child”.

A. Education

As children explore their environment inside, outside and away from the classroom,

    uninhibited by unnecessary adult interference, they will achieve developmental

    milestones and emerging skills at their own pace. Adult patience combined with early

    childhood knowledge ensures that infants, toddlers and preschool children, through

    uninterrupted play, will discover the world. However, adults must intervene when the

    child experiences danger or threatens to harm himself or someone else or the

    environment. Quality learning environments incorporating developmentally age

    appropriate written curriculums are in accordance with Performance Standards and best

    practices. Promoting Positive Child Outcomes is a key cornerstone of the Education

    area.

    We embrace the concept that the PARENT is the child’s primary teacher.

Policies and procedures that guide staff in quality environments, lesson planning,

    monitoring, etc. are as follows to include our Parent Handbook:

    ?Daily Outdoor Safety Checklist Form

    ?Education Parent Home Visits & Missed Home Visits

    ?Education Screening & Assessments

    ?Education Requisition Forms

    ?Emergency Information-Child Plus Report 1520

    ?Lesson Plan & Anecdotal Observation Documentation

    ?Mentor Requests & Training Documentation Form

    ?Monthly Safety Checks/Drills

    ?On-going Monitoring

    ?Parent Conferences

    ?Safety Education, Bus and Pedestrian Safety

    ?TDFPS Center License Annual Fee Renewal Process

B. Health/Nutrition

A child’s health status has a great influence on how they are able to learn and

    participate in their educational experiences. To promote healthy development, every

    child needs a source of continuous, accessible health care that is available even after

    the child leaves Head Start/Early Head Start. Parents have the primary long term

    responsibility for their children’s health, it is critical for them to be involved as much as possible in the health care process. SPCAA Head Start/Early Head Start participates in

    the USDA Child and Adult Care Food Program. Each class day, Head Start and Early

    Head Start children receive balanced meals and snacks that include a wide variety of

    wholesome foods based on the CACFP required meal components. The program

    provides nutrition needs to establish good eating habits that nurture healthy

    development and promote life-long well-being.

Policies and procedures that guide staff in promoting healthy development, meeting

    nutritional needs, monitoring, etc. are as follows:

    ? Administration of Medication Policy

    ? Child and Adult Care Food Program

    ? Community Agencies

    ? Community Nutrition

    ? Daily Health Check

    ? Dental Exam, Treatment & Homes; and Dental Hygiene [tooth cleaning]

    ? Diet History for Children

    ? Exposure Control Plan for Blood borne Pathogens

    ? Family Nutrition Education

    ? Feeding Schedules

    ? Food Safety and Sanitation

    ? Food Served Outside of Meal Service

    ? Grantee and Partnership Agencies Health Services Advisory

    ? Hand Washing

    ? Head Lice

    ? Health History

    ? Health Statement and Immunizations

    ? Height, Weight and Blood Work

    ? Individual Health Plan

    ? Infant Feeding Schedule

    ? Infant Nutritional Needs

    ? Meal Service

    ? Meals and Snacks

    ? Nutrition Services

    ? On-going Monitoring

    ? Physical Exam

    ? Policy for Breakfast

    ? Pregnant Woman

    ? Pregnant Women Prenatal & Postpartum Care

    ? Procedures for Transition

    ? Record Keeping Systems

    ? Reporting Child Abuse and/or Neglect

    ? Requisition Form

    ? Short-Term Exclusion and Admittance

    ? Staff and Volunteer Health Procedures

    ? Storage of Breast Milk & Infant Formula

    ? Vision and Hearing Screening

C. Mental Health/Disability

SPCAA Head Start and Early Head Start recognizes that the early years set the stage

    for life time of emotional well-being , social skills competencies, identification of social-

    emotional problems, disabilities and special needs. The program values and includes

    all children who meet eligibility requirements. Close attention is given to those who are

    in need regardless of the nature or severity of the disability. The program focuses on

    providing quality experiences to assist in the development of skills to be emotionally

    healthy, socially competent and ready to learn in the least restrictive environment.

    Opportunities for social interaction with their environment, contact and modeling from

    adults and meaningful interaction with peers will provide the stage for a lifetime of

    success. We support the families by identifying and providing resources and advocating

    for their child.

Our program has developed and is implementing the following policies and procedures

    for Mental Health and Disability services:

    ?Behavior Tracking Form

    ?Child with Extreme Negative Behaviors Continues and Other Options to

    Explore

    ?Comprehensive Referral Process and Procedure Regarding Children with

    Suspected Disabilities

    ?Confidentiality

    ?Consent for Mental Health Assessment or/Services

    ?Consent for Release or to Request Confidential Information

    ?Dealing with Aggressive/Harmful Behaviors

    ?Disability Referral and Services

    ?Discipline and Guidance

    ?Follow Up/Follow Through Form

    ?Intra-Inter Agency Referral Form

    ?Mental Health Referral

    ?On-going Monitoring

    ?Parent/Teacher Conferences and Communication Concerning Children with

    Behavioral/Emotional Problems

    ?Refusal of Services by Parent(s) and/or Legal Guardian(s)

    ?Severe Behavioral Problems

    ?Time Out

    ?Training Provided for Parent and Staff on Disciplinary Interventions and Other

    Related Areas

    ?Transition Services

    June

    ? Assist education staff with closure of classrooms for summer. ? Assist staff to determine needed resources for center order/purchases for

    upcoming program year.

    ? Revise forms, timelines, written plans and policies/procedures ? Inventory supplies and submit purchase requisitions

    ? Report vision/hearing report to state

    ? Update MOU’s for providers

    ? Prepare center staff trainings for summer, pre-service and upcoming school year ? Organize and file last program year materials

    ? Attend Policy Council Meetings to give updates and reports from Service Areas

    and obtain approvals/input (monthly)

    ? Ensure the completion of PIR

    ? Complete annual performance evaluations for staff supervised

    July

    ? Order supplies for upcoming school year

    ? Complete revisions for forms, timelines, written plans and policies/procedures

    begun in June

    ? Revise center menus

    ? Service/Maintenance equipment

    August

    ? Complete USDA/Child and Adult Care Food Program paperwork

    ? Distribute necessary forms/postings for upcoming school year to center staff ? Participate in planning and implementing annual pre-service

    ? Provide center staff trainings for summer, pre-service and upcoming school year

    (on-going)

    ? Provide CPR/first aid training for all staff

    ? Provide and be a resource for center staff, family service staff and parents in

    obtaining records as necessary

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Begin classroom/child observations

    ? Monitor Child Plus Data through reports and cross referencing children’s folders

    (on-going)

    ? Monitor PIR data being entered into Child Plus (on-going)

    ? Ensure individualization is conducted on a daily basis to include IEP’s (Individual

    Education Plans), IFSP’s (Individual Family Service Plans) and IHP’s (Individual

    Health Plans) and documented as required (on-going)

    ? Begin data collection for on-going assessment-Positive Child Outcomes (LAP-3) ? Lesson Plans are implemented and reflect positive child outcomes (nutrition,

    health, safety, mental health, reflect adaptations for disabilities, individualization,

    oral health, parental involvement, Pedestrian/Bus Safety) (weekly) ? Review children’s Brown Folder’s for all required documentation, report findings

    to Team Leader (on-going)

    ? Order certificates from Vision Service Plan (Sight for Students)

    ? Submit USDA/CACFP paperwork for reimbursement (monthly)

    ? Provide Handouts of information to parents on a monthly basis to include:

    nutrition, health, oral health, child abuse, positive child outcomes, literacy, mental

    health, upcoming training opportunities, disabilities, safety, etc. ? Conduct parent/teacher home visits within 45 days of each child’s enrollment (on-

    going as needed)

    September

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Administer and utilize screening tools and assessments to be completed within

    45 days of enrollment-rescreen within 2 weeks as needed ? Restock and distribute supplies (on-going)

    ? Continue classroom/child observations (on-going)

    ? Conduct Health and Education Advisory Committee Meetings

    ? Continue data collection for on-going assessment-Positive Child Outcomes

    (LAP-3) (on-going)

    ? Begin follow up procedures for all screenings and assessments by providing

    information and results to parents

    ? Begin referral process as necessary

    ? Conduct any necessary comprehensive staffings to include home visits as

    needed

    ? Conduct Bus Safety and Pedestrian Training within 30 days of first day of school

    October

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Continue classroom/child observations

? Input data into the Redelearner website-Positive Child Outcomes (LAP-3)

    ? Complete first set of Anecdotal Observations

    ? Continue follow up procedures for all screenings and assessments necessary by

    providing information and results to parents (on-going) ? Continue referral process as necessary (on-going)

    ? Review all items completed within the initial 45 day timeline (unique to each

    child/center)

    ? Conduct Reading Connection Event

    ? Begin school to home Reading Connection (lending library)

    November

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Continue classroom/child observations

    ? Conduct parent/teacher conferences (on-going as needed)

    ? Prepare beginning-year positive child outcomes report

    December

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Continue classroom/child observations

    ? Revise LSA (Local Self-Assessment) questions/data

    ? Conduct Bus Safety and Pedestrian Training

    January

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Conduct Health and Education Advisory Committee Meetings

    ? Continue classroom/child observations

    ? Conduct LSA (Local Self-Assessment)

    ? Input data into the Redelearner website-Positive Child Outcomes (LAP-3)

    ? Complete second set of Anecdotal Observations

    February

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Continue classroom/child observations

? Use LSA (Local Self-Assessment) data to begin and implement PIP (Program

    Improvement Plans)

    ? Conduct Reading Connection Event

    ? Prepare mid-year positive child outcomes report

    ? Conduct parent/teacher conferences (on-going as needed)

    March

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Continue classroom/child observations

    ? Begin transitions for Head Start children-Early Head Start children will transition

    into Head Start on a child by child basis

    April

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Conduct Education Advisory Committee Meeting

    ? Continue classroom/child observations

    ? Conduct Reading Connection Event

    ? Conduct parent/teacher home visits (on-going as needed)

    ? Input data into the Redelearner website-Positive Child Outcomes (LAP-3)

    ? Complete third set of Anecdotal Observations

    ? Conduct Bus Safety and Pedestrian Training

    May

    ? Monitor sites to ensure compliance with USDA/CACFP, ADA, Department of

    State Health Services, TDFPS Minimum Standards and Head Start Performance

    Standards

    ? Conduct Health Advisory Committee Meeting

    ? Continue classroom/child observations

    ? Prepare end-year positive child outcomes report (LAP-3)

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