Phone (419) 784-5136 | Address: 1933 E 2nd Street Defiance, Ohio 43512

Safe Place in the Classroom

POLICY:

NOCAC Head Start/Home Based staff will ensure that there is a Safe Place (Conscious Discipline) set up for the children to use with an adult when they need to calm and self-regulate their emotions.

PROCEDURES:

  1. Setting up the Safe Place – create a Safe Place in a quiet area in the classroom that the child can still be seen in the classroom.  A teacher will be available to be in or next to supporting the child.  Have a soft place for the child to sit on for comfort.  Place the “I Calm” (Conscious Discipline) materials in the area which are the 4 breathing strategies (S.T.A.R., balloon, drain and pretzel pictures).  “I Feel” tools, which consists of Feeling Buddies.  “I Choose” chart that gives the child options of activities to do when they have calmed themselves down.
  2. When the child goes to Safe Place, a teacher will follow them there to support them in using the tools.  The teacher can first lead them into the breathing tool the child picks and then repeats the breathing three times.
  3. After the child has done the breathing, they can then pick a Feeling Buddy of how they are feeling and discuss.  The teacher will have already completed a lesson for each of the Feeling Buddies so the children will know how to use them.
  4. After the discussion the children can pick an “I Choose” activity to do.  This could be journals, reading a book, looking at the friends and family book, holding/squeezing a soft toy or having a bottle with composure cream (child pretends to rub lotion onto his/her own hands to use pressure).
  5. There could also be blankets, stuffed animals or pillows for the child to use during his/her time in Safe Place.
  6. Once individual children have learned the necessary skills to self regulate their upset, they may use the Safe Place independently.

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:   1302.31(1)(i)
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:    

 

Effective Date:   8/7/17 Reviewed Date:   8/23/22
Approved By Policy Council:   8/7/17 Revision Approved By Policy Council:    

Monitoring Child Outcomes

POLICY:

The Head Start Child Development and Early Learning Outcomes Framework (ELOF) are used to promote school readiness and positive child outcomes. The Head Start Act of 2007 requires programs to align program goals and school readiness goals for children to the Framework. The Framework is used in curriculum, assessment, data collection, analysis, and reporting systems.

 

PROCEDURES:

  1. The Desired Results Developmental Profile (DRDP) is aligned to the ELOF and is the primary resource the program uses for monitoring child progress and outcomes.
    1. Information found within the Child Portfolio and DRDP reports tabs are monitored throughout the assessment period by the CCM.
    2. Information found within the Reports tab is analyzed within 15 days after final checkpoints are made.
    3. The following can be a part of the monitoring and analysis process.

 

MONITORING

For Center Based: ChildPlus DRDP observations are reviewed monthly by the CCM at Site Staffing to ensure children are consistently being observed and activities are planned to meet individual needs.

 

For HS/HB Home Based:  The HB/HS Home Base Manager will review home visitors observations weekly.

 

  1. Teachers checkpoint decisions are supported by observation for each assessment period.
  2. Activities and experiences are intentionally planned that help children progress on ChildPlus DRDP.
  3. The CCM ensures that observations support placement for each objective during the three assessment periods and provides feedback to teachers on the quality or need of data.
  4. The DRDP Parent Report (5024) shows what each child is currently able to do in relation to the selected objectives/dimensions. It also highlights the next level of development and learning.
    1. Teachers will review this report with families at the first and last parent teacher conference and the second home visit.
  5. The CCM will review the DRDP reports to determine if the objectives for the development and learning are being addressed on the Bi-Weekly Lesson Plan.
    1. A Bi-Weekly Lesson Plan reflects individualization for the children at all levels. Children will need to be exposed to higher level skills in order to progress.
  6. Teachers have a system for observations, data collection and data entry.
    1. Teaching staff and Home Visitors will enter children’s observations into DRDP on a weekly basis using the ChildPlus mobile link.
  7. Teachers show the relationship between assessment information and bi-weekly planning for the environment, the group, and individual goals of the children on the Bi-Weekly Lesson Plan.
  8. The Education Team has a system to ensure that children have sufficient observations to substantiate placement decisions and that all children are observed and included in the individualization process when planning.
    1. Teaching staff will collect a pre-determined number of observations per child in each DRDP Checkpoint Season. Two additional observations are needed if a child is learning English.
    2. Classrooms with ECE children will need additional observations to meet the ELA requirements.

Portfolios

  1. Portfolios are a way of keeping track of individual children’s progress and provide a basis for valuing the quality of individual children’s overall performance. Portfolios are also a way for children to participate in assessing their own work and communicate about the children’s work, especially to parents
  2. A binder will be assigned for each child. Binders will be reused so do not put stickers on permanent marks on the binder.
  3. the data team will create binders with appropriate tabs and page protectors for each classroom prior to the beginning of class. The tabs will include but are not limited to the following: art, fine motor, math, photos, and writing samples.
  4. Teaching staff will select work samples of art, fine motor, math, photos, and writing samples
    1. Whenever possible, involve the children in choosing items to preserve
    2. Teaching staff will add explanatory notes containing the state what the goal the child is exhibiting and/or the child’s comments.
  5. Teaching staff ensures each child has a binder with the dividers as soon as he/she enters the classroom.
  6. Insert work samples as they are completed. There must be at least 4 work samples for each area per quarter.
  7. If a child is transitioning out of a classroom, ensure all sections are up to date before giving the contents to the family/new site
  8. At the end of the year or when a child withdraws from the program, take all the contents out of the binder and give it to the family
  9. If the child is moving from your class to another class, update the portfolio and send the binder to the classroom the child is moving to.
  10. Teaching staff will use the portfolio to show evidence of the child’s progress.

 

PATTERNS AND TRENDS ANALYSIS – CENTER MANAGERS & TEACHERS 

  1. Teachers use their observations to plan activities and experiences to meet the needs of the children in the classroom using the DRDP’s Objectives for Development and Learning. They have a system to observe all children throughout the assessment period. Lack of observations will lead to less validity for the assessment and make planning more difficult. There are a variety of ways used to collect data and assess progress on objectives such as check lists, portfolios, photographs, work samples, language samples and observations. ChildPlus provides resource tools on-line to assist with data collection.
  2. ChildPlus DRDP Reports and the Head Start Child Development and Early Learning Framework are used to ensure planning decisions are made that address program, center, classroom and family School Readiness Goals.
    1. Look for patterns of progress and accomplishments for groups of children in different domains and dimensions of learning and development.
    2. Look for patterns of outcomes for children in different options.
    3. Look for patterns of outcome data for different groups of children, such as those that begin Head Start at different levels of functioning and children that receive one or two years of Head Start services.
    4. Analyze if staff training is needed in providing activities, experiences and environments to meet the objectives for development and learning.
    5. Analyze if materials in the environment or experiences provided on weekly planning forms may be adequate.
    6. Look for areas on lesson plans where progress has been static or decreased due to lack of activities and experiences and create activities that will increase activities at the appropriate developmental level.
    7. Look for balance between child and teacher directed activities.
    8. Look at the social and emotional climate in the classroom.
    9. Review staff changes, personal issues, experience and education of staff as part of the outcomes analysis.

 

PLANNING AND FOLLOW UP

  1. Center Managers will review patterns and trends from ChildPlus DRDP Reports and make an action plan.
  2. Identify changes the team will make in the environment as a result of the analysis. Include children in the plan who make little or no progress over time.

 

ADMINISTRATION AND LEADERSHIP TEAM REVIEW 

  1. Policy Council and the NOCAC board will review program outcomes and make recommendations.

 

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:   1302.101  1302.102
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:    
Effective Date:   8/7/17 Reviewed Date:   8/23/22
Approved By Policy Council:   8/7/17 Revision Approved By Policy Council:    

ChildPlus Desired Results Developmental Profile (DRDP) Assessment Report Analysis

POLICY:

ChildPlus Desired Results Developmental Profile (DRDP) is the on-going child assessment program used by NOCAC Head Start/Home Based. Reports are analyzed after each assessment period to determine how well children are meeting development and school readiness goals according to the Head Start Child Development and Early Learning (HSCDEL) Framework.

PROCEDURES:

  1. The Education Manager analyzes the DRDP reports at the Program, Site and Teacher levels.
    1. Analysis of the data is shared with Education Team, Management Team, Child Development Director, Policy Council and Governing Board
    2. Analysis shared with the teaching staff to aid in curriculum planning.
  2. The Education Manager has the responsibility to analyze data on child outcomes that centers on patterns of progress for groups of children over time as they receive services through the program year to address school readiness.
  3. Data is analyzed to answer the following questions:
    1. What are the patterns of progress and accomplishments for groups of children in different domains and indicators of learning and development?
    2. What are the patterns of outcomes for children in different program options, forms of service, and service areas?
    3. What are the patterns of outcome data for different groups of children, such as (a) those what begin Head Start at different levels of functioning and (b) children that receive one or two years of Head Start services?
    4. What are the trends in outcome data from year to year, in terms of stability and change in patterns of progress and levels of accomplishment?
    5. What are the patterns of outcome data for children on an IEP or CSP?
  4. Fall data is used to determine the baseline at each analysis level.
    1. The emphasis is to determine child entry status in terms of responding, exploring, building, or integrating widely held expectations (WHE) for all DRDP dimensions and particularly those that align to the program wide school readiness goals.
    2. Data will be presented in terms of number of students and percentages of those responding, exploring, building, or integrating the WHE
    3. Data will be compiled and presented by class type: full day, half day, and home based; if additional comparison is needed Project Manager will create additional reports with specific parameters.
  5. Winter and Spring DRDP reports are analyzed to determine progress and growth.
    1. Analyze all objectives and dimensions to answer questions and identify trends in terms of children being responding, exploring, building, integrating the DRDP WHE.
    2. Set teaching and learning goals based on assessment data.
    3. The emphasis is on performance, growth, readiness and end of year child outcomes.
    4. By the end of the year, expect to see children ready to transition to the next class/grade. DRDP readiness is where the current class/grade color band, meets but does not overlap the next class/grade color band.
    5. Project Manager will compile checkpoint assessment data within one week of checkpoint due dates, when possible.
  6. HBHV will have one additional assessment period in the 4th quarter of the year.  The Education Manager will
    1. Compare and analyze data between fall and winter, between winter and spring and between fall and spring
    2. Compare children with ratings in all checkpoint periods. Hide empty sites and classes
    3. Analyze DRDP reports prioritizing DRDP objectives that relate to program school readiness goals paying attention to those objectives where more than half of the children in the program scored “building” for the WHE in the FALL.
    4. Education Manager will provide data and visual representations demonstrating growth/progress throughout the program year.  Deficiencies/Areas of excellence will be highlighted.
  7. The Education Manager and Teachers will use the DRDP Group Detail Report (5040) to inform planning and take a quick pulse check of where their class is at any given time.
    1. The DRDP Group Detail Report (5040) is the primary report used by all to filter and analyze, to answer questions, to compare data and to identify trends. There are many options for running the report.  Detail view will contain the most information.
    2. Data will focus on positive gains as we use a strength based lens in our program.
  8. SUMMARIZE: The Education Manager will summarize the DRDP Data and train teaching staff to do so also by asking the following questions:
    1. What do you notice? What stands out as strengths or weaknesses? Are there any surprises and if so, what are they? What questions arise? Did you mine or dig deeper for some reason and if so why and what did you find out? How will this data analysis guide your practice between now and the next checkpoint period? Do you have other thoughts, wonderings and/or questions?
  9. PLAN: The Education Manager will develop goals at the program; site and classroom level based on the information learned from the data analysis that will support school readiness.  If planning is specific to a classroom, the CCM and center manager will collaboratively guide the process and monitor the classroom and outcomes.
  10. DOCUMENTATION: The Education Manager will maintain reports, data charts, Excel workbooks, data analysis, summaries, and plans.

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:   1302.32 (a)(iii)   1302.33 (b)(c)
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:   www.childplus.com/drdp
Effective Date:   8/7/17 Reviewed Date:   8/23/22
Approved By Policy Council:   8/7/17 Revision Approved By Policy Council:    

Cooking Experience in the Classroom

POLICY:

NOCAC Child Development teachers will ensure all plans are developmentally appropriate and make use of a variety of nutritious foods when planning cooking experiences for children.

PROCEDURES:

  1. NOCAC Staff will receive appropriate cooking project recipes from the Cooking Experience Book or may use an item that a staff member supplies for approval to the Nutrition Manager weeks prior.
  2. Each class may do one cooking experience per month.
    1. In an effort to be cost effective, please use the menu for the majority of experiences.
  3. Instructions for implementation of cooking projects are developed by the teaching staff and approved by the Education Manager (when needed, consultation will occur with the Nutrition Manager).
  4. Staff will use a separate clean tasting spoon for each child to prevent the spread of germs.
  5. All hands are washed before starting the project. Staff may refer to the hand washing policy for further guidance.
  6. Children need to help with clean up.
  7. All children will have the opportunity to learn and practice cooking skills. The experience will be a planned activity such as small or large group (during free play if the experience requires the child to complete their own individually).
  8. Teachers will document which cooking experience is being done on the lesson plan and notify Center Manager for approval.
  9. Staff must communicate and request needed materials from the cook at least seven days prior to the cooking experience to allow time for ordering or purchasing items.

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:    

 

Effective Date:   8/7/17 Reviewed Date:   9/30/20, 6/9/22
Approved By Policy Council:   8/7/17 Revision Approved By Policy Council:    

Family Style Meals

POLICY:

Family Style Meals are designed to promote the physical, social and emotional development of children, to increase knowledge about healthy eating and to assist children to make good decisions.

PROCEDURES:

  1. Children are involved in meal related activities which provide opportunities for decision making, communication, sharing, fine motor and eye-hand coordination (setting tables, preparing food, carrying trays, rinsing plates, etc)
  2. Every child will receive a quantity of food in meals and snacks which follows the CACFP USDA Meal Pattern Requirements.
  3. All children in the morning program s who have not received breakfast at the time they arrive will be served a nourishing breakfast per the  Breakfast Policy.
  4. All tables, chairs and eating utensils will be age appropriate.
  5. In order to ensure good appetites and a relaxing mealtime environment, calming transitional activities will occur before meals.
  6. Food will not be used as punishment of reward and children are encouraged, but not forced or coerced to eat or taste.
  7. Teachers will have children start with the minimum  CACFP USDA Meal Pattern required portions and allow for additional portions as the child desires.
  8. All staff, visitors and children will follow proper  hand washing procedures just prior to setting tables and meal service.
  9. Classroom staff designates one to three children to help set the tables as appropriate in each classroom.  Home Based children are offered opportunities for table setting as appropriate.
  10. Use of paper and disposable meal service products is limited to meals when the Cooks are absent or equipment is broken with the approval of site supervisor.
    1. Napkins should be available at every meal for a child to use to wipe their face
    2. Disposables may be used on the last day of the week for afternoon snack to facilitate additional time for weekend cleaning and sanitizing.
    3. Exception of collaborative sites, disposables may be used when there are no other options for dish washing.
  11. Utensils
    1.  Spoon and fork need to be available for the children at lunchtime to allow for children to choose which is most comfortable to them.
    2.  3 to 5 year old’s only will introduce the use of knives during breakfast, lunch and snacks in the beginning months of school.
    3.  Daily use of knives at lunch time will start January 1 of the school year.
  12. A variety of food is served to broaden each child’s food experience.
  13. When the majority of the children are finished, they are allowed to be excused. Staff continue to supervise children needing more time.
  14. Each child is responsible for clearing their table setting area which includes cleaning up spills on the table and the floor.
  15. Conversations at the table must be age appropriate and child driven.
  16. When possible, Family Style Meals are encouraged at Collaborative Sites.

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    1302.31 (e)(2); 1302.44
ODJFS Child Care Manual:    5101:2-12-22
CACFP Regulation:    Healthy Hungry Free Kids Act of 2010
Caring for Our Children:    
Other Sources:    

 

Effective Date:   8/7/17 Reviewed Date:   9/30/20, 6/17/22
Approved By Policy Council:   8/7/17 Revision Approved By Policy Council:    

Child Screenings Statement

POLICY:

NOCAC Head Start will conduct, within 45 calendar days of the child’s entry into the program, a developmental screening to identify concerns regarding a child’s developmental, behavioral, motor, language, social, cognitive and emotional skills.

 

PROCEDURES:

NOCAC Head Start Teachers/Appropriate Staff will:

  1. Use a research-based developmental standardized screening tool:
    1. ASQ-3 Ages and Stages Questionnaire 3rd ED is the screening tool used to screen developmental, motor, language, social, and cognitive skills. (refer to ASQ Procedure)
    2. The DECA is the screening tool used to screen social and emotional development.
  2. As a part of the screening process, additional information from family members will be obtained by:
    1. The DECA (Devereux Early Childhood Assessment) will be completed by the family at the first home visit.
    2. The ASQ3 will be completed by the family at the first home visit.

 

Hearing and Vision Screening

  1. Hearing Policy
  2. Vision Policy

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    1302.33
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:    

 

Effective Date:   8/17/17 Reviewed Date:   6/9/22
Approved By Policy Council:     Revision Approved By Policy Council: