table of contents - saisd · ongoing observations anecdotal notes, ... daily safety inspection...

1. Home Visits & Parent Conferences ……….……………………………………………………… ECD 001

2. School Readiness ….………………………………………………………………………………………. ECD 002

3. Individualization ………………………………………………………………………………………….. ECD 003

4. Indoor & Outdoor Environment …………………………………………………………………… ECD 004

5. Development and Behavior Screening (ASQ/ASQ‐SE) .…………………………………. ECD 005

6. Curriculum & Daily Schedule ………………………………………………………………………… ECD 006

7. Ongoing Assessment Data ……………………………………………………………………………. ECD 007

8. Child’s Classroom File …………………………………………………………………………………. ECD 008

9. Data Reporting for Education ………………………………………………………………………. ECD 009

10. Lesson Plans …………………………………………………………………………………………………. ECD 010

11. Discipline & Guidance ………………………….……………………………………………………….. ECD 011

12. Classroom Assessment Scoring System (CLASS) &

Classroom Environment Observation ………………………………………… ECD 012

San Antonio Independent School District

Table of Contents

Education and Early Childhood Development

Education and Early Childhood Development Policy ID: Education 1 Subject: Home Visits/ Conferences Head Start Performance Standards: 1304.40(e)(3) ‐ 1304.40(5) ‐1304.21(2)(i) 1304.21(2)(iii) Policy: Head Start Teachers are responsible for ensuring that two Home Visits are conducted each school year. In addition teachers must conduct Teacher‐Parent conferences, as needed, but no less than two per program year. Exceptions may be made if the child enters the program after January 31st. If enrollment occurs after that point in time, a minimum of one home visit and one Teacher‐Parent conference must be completed by the last day of school. An explanation must be entered into Child Plus and/or the child’s file documenting the situation and the reason why all four have not been conducted. Home Visits and Teacher‐Parent conferences will be conducted in the family’s home language and when necessary, using the services of an interpreter. The Home Visits and Teacher‐Parent conferences should be scheduled at the parent’s convenience. Home Visits and Teacher‐Parent conferences offer opportunities for parents to enhance their observational skills, knowledge, and understanding of the educational and developmental needs and activities of their child and to share concerns about their child with program staff. The first Home Visit or Teacher‐Parent Conference will be conducted within the first 45 days of the child’s entry date and data must be entered into Child Plus on or before the 45th day to be in compliance. Documentation of the Home Visit and Teacher‐Parent Conference must be maintained in the Child File upon completion and accessible to the teachers. The teacher will document and discuss with the parent the child’s strengths and interest, and share with the parent the portfolio work samples and educational assessment/screenings as appropriate. Procedures ‐ Home Visits:

Teachers are required to conduct two home visits during the academic year.

One home visit will be conducted in the Fall semester and one in the Spring semester.

During the home visit, the teacher will discuss and complete the Teacher Home Visit forms (1st and 2nd).

The parent and teacher sign and date the forms.

The Home Visit forms will be maintained by the teacher in the Child Classroom File/Portfolio.

San Antonio Independent School DistrictDate Revised:July 31, 2012

Date Approved:

The teacher will enter the dates of the home visit into Child Plus and enter comments about the visit in the Notes section under the Education Tab.

The teacher will scan and attach the signed forms in the Education tab of the child’s record in Child Plus, OR give a copy of the forms to the Parent Advocate for processing at the ECE Office. (The teacher must allow sufficient processing time to meet the deadline.)

*Note: If enrollment occurs after the first home visit due date, but before January 31st, the teachers are still

required to complete two home visits. Enter the home visit dates in Child Plus in the order they were conducted, even if the first home visit occurs during the second home visit time frame. Document “Late Enrollment” in the Education Tab if the home visit was conducted after the original due date.

Procedures – Parent/Teacher Conference:

Teachers are to conduct two (2) Teacher/Parent Conferences per instructional year.

One Teacher/Parent Conference will be held in the Fall semester and one in the Spring Semester.

During the Teacher/Parent Conference, teacher will discuss and complete the Parent/ Teacher Conference forms (1st and 2nd).

The parent and teacher sign and date the forms.

The original Parent/Teacher Conference forms will be maintained by the teacher in the Child Classroom File/Portfolio.

The teacher will enter the dates of the Parent/ Teacher Conference into Child Plus under the Education Tab.

The teacher will scan and attach the signed forms in the Education tab of the child’s record in Child Plus, OR give a copy of the forms to the Parent Advocate for processing at the ECE Office. (The teacher must allow sufficient processing time to meet the deadline.)

*Note: If enrollment occurs after the first parent/teacher conference due date, but before January 31st, the teachers are still required to complete two parent/teacher conferences. Enter the parent/teacher conference dates in Child Plus in the order they were conducted, even if the first parent/teacher conference occurs during the second parent/teacher conference time frame. Document “Late Enrollment” in the Education Tab if the parent/teacher conference was conducted after the original due date.

Education and Early Childhood Development Policy ID: Education 2 Subject: School Readiness Head Start Performance Standards: 1304.21 (c) (ii) Other References: Head Start ACT: Sec. 641 A. Standards; Monitoring of Head Start Agencies and Programs Policy: Head Start Education Service Provider will enhance school readiness by utilizing the Head Start Development and Early Learning Framework to focus on developing the whole child, emphasizing skills, self‐esteem and academic preparation. Each Education Service Provider will establish program goals for improving school readiness for children that are aligned with the Head Start Development and Early Learning Framework, Pre‐K Guidelines and Early Learning Standards as appropriate, and requirements and expectations of the schools the children will be attending. Teachers will use intentional instruction and scaffolded learning, documented through weekly lesson plans, and incorporate the 11 domains of the Head Start Child Development and Early Learning Framework for all children including children who are dual language learners and children with disabilities. COSA and Education Service Providers will work collaboratively to develop a School Readiness Implementation Plan. Procedures:

Teacher will use research based state adopted curriculum and other resources to encourage children to develop their cognitive and language skills in conjunction to the district Focus Document which outlines the sequence of Pre‐Kindergarten Guidelines and Specifications.

Authentic assessments will be used to plan intentional instruction as indicated in weekly lesson plans.

Parents will be provided with information on family engagement and activities regarding school readiness goals.

CLASS observations will be used to guide professional development focusing on interactions between teachers and students and what teachers do with the materials they have.


Date Revised:July 31, 2012

Date Approved:

Education and Early Childhood Development Policy ID: Education 3 Subject: Individualization Head Start Performance Standards: 1304.20 Child Health and Developmental Services (f)(1) Individualization of the Program for all children. Related Performance Standards: 1304.20 (f)(2) To support individualization for children with disabilities in their programs Policy: The Head Start program will individualize to meet each child’s unique characteristics, strengths, pattern of development, and learning as determined in consultation with the family. Strategies to individualize activities to enhance each child’s learning should include:

Results of ongoing child assessment

Insights from parents on each child’s individual characteristics, interest, strengths and needs.

Large and small groups, or one (1) on one (1), activities incorporated into the daily lesson plans

Ongoing observations anecdotal notes, parent input and work samples/portfolios

Information from the developmental (ASQ 3), behavioral (ASQ‐ SE), sensory (hearing and vision) screenings and medical/dental evaluations/treatments and mental wellness referrals.

Integration of the IEP goals into the daily lesson plan for children with disabilities

Procedures: During the first couple of weeks of school, teachers will work on getting to know each child in their classroom. They will use ASQ‐3 and ASQ‐SE scores, classroom observations, work samples, and anecdotal notes to identify students’ abilities, strengths, needs, preferred learning styles, developmental rates, cultural backgrounds, likes, and dislikes. Teachers will also use the developmental/educational goals established with the parents during their first home visit to plan their individualized instruction. As teachers learn about their students, individualization will be reflected in their instruction during small group time, center/work time, daily schedule, or room arrangement.

A variety of documentation systems can be utilized and should be readily available for review by

district and CoSA monitors (i.e. Head Start Child Development and Early Learning Framework

wheel, chart, or embedded in the weekly lesson plans).

For privacy purposes, teachers will code students and keep a separate document notating the

students receiving individualized instruction and the skill(s) being addressed during the week.

If a child has an IEP, the teacher is expected to implement the contents of an IEP to the fullest

extent and involve the child’s family in the IEP process.


Date Approved:

Teachers will continue to monitor students’ progress through classroom observations, anecdotal

notes, work samples, and our district assessment tool.

They will share progress and concerns with the child’s family during parent conferences or home

visits to develop a partnership that will allow them to work together and support the child’s

development and learning.

Education and Early Childhood Development Policy ID: Education 4 Subject: Indoor and Outdoor Environment Head Start Performance Standards: 1304.21(a)(5)(i) &(iii) (c); 1304.53

Policy: Head Start Service Providers will provide appropriate space and materials 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 daily. A variety of activities that balance teacher directed and child initiated free play, playful learning, large group, small group and individual learning experiences will be offered. Indoor and outdoor environments must be organized into interest centers recognizable by the children and allow for individual activities, social interactions and help support positive behaviors. The physical environment must provide an appropriate environment and adult guidance for the participation of children with special needs and also supports and respects gender, culture, language, ethnicity and family composition. Daily safety inspection checks will be conducted on indoor and outdoor spaces.

Procedures: The classroom environment should be divided into a minimum of five clearly defined interest areas/centers. Staff must insure that the indoor environment is safe at all times.

Outlets are covered using appropriate plug covers

Adult scissors are kept out of children’s reach (including drawers accessible to children)

Hazardous cleaning materials are out of reach and sight

Cords are secured to prevent dangling or tripping hazards

First Aid Kit needs to be clearly labeled, accessible, and kept fully stocked

Refer to Policy ID: Procedure 045 Subject: Safe Environments ‐ Indoor

Staff must insure that the outdoor environment is safe prior to children using the space.

Close and secure gates

Make sure outdoor materials and equipment are in good condition

Inspect grounds and remove trash. Contact appropriate school personnel if further assistance is needed

with removing hazardous materials.

The development of gross motor skills is obtained through group games, music and movement, outdoor activities, and free play. As stated in the ECE Pre‐Kindergarten Framework, outdoor play consists of 15 minutes

San Antonio Independent School DistrictDate Revised: August 6, 2012 Date Approved:

of structured activities followed by 15 minutes of free play. The outdoor environment must be arranged into clearly defined interest areas/centers. In these areas/centers, provide opportunities that encourage dancing, jumping, galloping, skipping, bouncing balls and moving scarves. A quiet area/center should also be provided which may include books, puzzles, lacing, painting materials, etc. Include the use of the supplemental curriculum ‘I am Moving, I am Learning’ which contains physical activities that will help enhance wellness as well as brain stimulation.

Education and Early Childhood Development Policy ID: Education 5 Subject: Development and Behavior Screening Head Start Performance Standards: 1304.20 (b)(1), 1308.6 (b)(3) Policy: In collaboration with each Head Start child’s parent/guardian, on or before the 45th calendar day of the child’s entry, Education Service Providers must complete the Ages and Stages Questionnaire‐Third Edition (ASQ‐3) and Ages and Stages Questionnaire‐Social and Emotional (ASQ‐SE). If the parent or guardian needs assistance completing the questionnaire, the teacher or Education staff member must provide the most appropriate accommodation for completion. To the greatest extent possible, the screening procedures must be sensitive to the child’s cultural background and home language. Each lead teacher will score the screenings and make timely referrals as needed. Each child will be screened annually. A system must be in place to meet the following schedule:

50% of ASQ screenings must be entered into Child Plus by the third week of September 100% of ASQ screenings must be entered into Child Plus by the 45th day Or within two weeks of entry into the program (late entries only)

Education Service Providers must ensure all data for the development and behavior screenings are 100% completed and entered into Child Plus on or before the 45th day of the child’s entry into the program. Developmental and behavioral screenings must be completed within the timeframe to identify early concerns regarding a child’s developmental, sensory, behavioral, motor, language, social, cognitive, perceptual and emotional skills so timely referrals are made. Any follow up must be appropriately documented in Child Plus.

Procedures:

The Education Specialist will distribute (or otherwise make available) the ASQ‐3 (Developmental) and ASQ‐SE (Behavioral) forms to teachers

1. Teacher completes ASQs during the initial home visit or as a time saver, the questionnaires may be distributed to parents prior to the visit and then reviewed during the visit to ensure accurate completion.

2. The ASQ screenings are completed at the beginning of each program year for all students; to include‐ all returning Head Start students, new students and all PPCD students.

Calculate the student’s age by using the Chronological Age Calculator (provided on the Teacher Tool Kit), then use the following chart to determine the correct form to complete. Forms are available in both English and Spanish. Have parent fill out the form in their preferred language.

San Antonio Independent School DistrictDate Revised: July 31, 2012

Date Approved:

ASQ‐3

Age in Months Form to Complete 34 months & 16 days ‐ 38 months & 30 days 36 month Questionnaire 39 months ‐ 44 months and 30 days 42 month Questionnaire 45 months ‐ 50 months & 30 days 48 month Questionnaire 51 months ‐ 56 months & 30 days 54 month Questionnaire 57 months ‐ 66 months 60 month Questionnaire

ASQ‐SE

Age in Months Form to Complete 33 months ‐ 41 months 36 month Questionnaire 42 months ‐ 53 months 48 month Questionnaire 54 months ‐ 65 months 60 month Questionnaire

Completing the ASQ‐3 Parents should complete the ASQ‐3 in its entirety. Teachers will ensure that all items are answered completely. If parent needs assistance, the teacher can read the questions and ask the parents how to answer them. The parent’s answer of “yes,” “sometimes,” or “not yet” should be marked in the appropriate box. If a parent answers that they do not know or are unsure how to answer a question, the teacher and / or parents should have the child attempt to do the activity in question. Completing the ASQ‐SE Parents should complete the ASQ‐SE in its entirety. Teachers will ensure that all items are answered completely. The teacher can ask the parents if they are comfortable filling out the document themselves or the teacher can read the questions and ask the parents how to answer them. The parent’s answer of “most of the time,” “sometimes,” or “rarely or never” should be marked in the appropriate box. The circle next to each question should be checked if the parent feels this is an area of concern. Scoring Legend:

Once all the questions have been answered, write the appropriate score in the blank: ASQ‐3 Not Yet = 0 Sometimes = 5 Yes = 10 ASQ‐SE Z = 0 V = 5 X = 10 The circle (concern) is worth an additional 5 points.

Teachers need to be extremely careful when scoring the ASQ‐SE. The score is not the same for

each column. The Z’s, V’s, and X’s can move from column to column. Do Not score by column,

use the above legend. Remember to include the additional 5 points for each checked circle

(concern).

Scoring the ASQ‐3:

1. Add and record the scores for each section. If you are unsure of adding the scores, use a

calculator. Each sub‐section of the questionnaire will have a score between 0‐60. Transfer the

scores to the back page of the ASQ and shade in the circle under the corresponding score.

Repeat this for each of the 5 subsections.

2. If one or more scores fall in the gray or black‐shaded areas, the teacher must indicate on the

score sheet, in item number 4, how he/she will individualize and address the area concern. At

this point in time it is usually sufficient to provide opportunities within the classroom for the

child to develop and to monitor using ongoing assessment.

3. If the teacher continues to see a concern after a period of time, he/she should begin the RTI

process.

Scoring the ASQ – SE:

1. The teacher will complete all information at the top of the Information Summary page beginning with the child’s name and ending with administering program/provider.

2. Carefully add the scores for each page and record the points in the space provided at the bottom of the page. Transfer the points from each page to the Information Summary sheet.

3. Add the page totals together and record the Child’s total score on the blank provided. Teachers must also record the score in the box provided next to the cutoff score (Number 2 under Score Interpretation).

4. If the child’s total score is above the cutoff listed on this questionnaire, you must complete the Center for Health Care Services (CHCS) referral forms found on the Teacher Tool Kit and submit to the Mental Health Coordinator.

5. The Mental Health Coordinator and Education Specialist will review the referral forms and determine whether or not the referral shall be submitted to CHCS. If not, the teacher will be given some suggestions for supporting the child and/or parent.

Child Plus Data Entry

1. Once the scores have been calculated and the score sheet completed, the teacher will enter the

scores into both the Health and Education tabs of Child Plus. If there was an area of concern identified, they will indicate the area and the plan to address the concern in the notes section under the Education tab.

2. The teacher will scan and attach the entire document in the Education tab of the child’s record

in Child Plus, OR give a copy of the forms to the Parent Advocate for processing at the ECE

Office. (The teacher must allow sufficient processing time to meet the deadline.)

3. The teacher will keep the original document in the Child Classroom File.

Education and Early Childhood Development Policy ID: Education 6 Subject: Curriculum & Daily Schedule Head Start Performance Standards: 1304.21 (c) (1) ‐ 1304.21 (a)(2)(i) – 1304.21 (c)(1)(vii) Policy: Curriculum The Head Start curriculum is a planned management of time, materials and activities to guide children’s individual pattern of learning and development. The curriculum helps children gain skills and confidence and should integrate with various Head Start components which form a foundation for school readiness. The curriculum must be research‐based and align with the Head Start Child Development and Early Learning Framework and Pre‐K Guidelines. The curriculum will address the 11 domains in an integrated way, using intentional instruction and scaffold learning to support children’s academic progress while respecting the way they grow and develop. Parents will be invited to become involved in the development of the program’s curriculum and approach to child development and education. Daily Schedule The Head Start Education Service Providers will establish daily schedules that reflect individual needs of the children and offers:

Alternating active and quiet times;

Large‐group activities and small‐group activities;

Indoor and outdoor playtimes;

Time for children to select their own activities and for teacher‐ directed activities. The daily schedule will be prominently posted for parents to easily view.

Procedures:

Curriculum

The SAISD Focus Document which is available online through the curriculum management web page,

integrates High Scope, Frog Street Press, I am moving…I am learning and the Cavity Free Kit into all

educational domains of the Pre‐K Guidelines.


Date Approved:

Daily Schedule

Developed by all classroom teachers to highlight the schedule that they follow during the instructional

day.

The schedule will include the time for each part of the daily routine:

o Arrival/Family Style Breakfast

o Hygiene/tooth brushing/hand washing

o Morning message/songs for movement

o Literacy Focus Small Group

o Gross Motor Development

o Family Style Lunch

o Plan‐do‐Review, Small Group Time, Large group time, etc.

o Read Alouds

o Indoor/Outdoor movement

o Rest – Time

o ESL (for bilingual classrooms)

o Snack

o Math Focus Small Group

o Dismissal Time

The daily schedule is to be posted on a parent board in all classrooms.

A separate, child friendly (pictorial) schedule should be posted at the child’s eye level and used

interactively throughout the day.

Education and Early Childhood Development Policy ID: Education 7 Subject: Ongoing Assessment Data Head Start Performance Standards: 1304.21 (c) (2) Education and early childhood development Related Performance Standards: 1304.20(b), 1304.20(d) and 1304.20(e)

Policy: Head Start Education Service Providers will establish a seamless system to ensure ongoing assessments are aligned with the Head Start Child Development and Early Learning Framework and conducted on all children’s developmental and behavioral growth and learning. Data will be reported three times (Beginning, Mid and End of year) during the program year utilizing the COSA Benchmarks and Due Date reporting chart. Education Providers will be responsible for submitting reports on mandated outcomes to COSA when requested to ensure compliance.

Procedures: 1. Teaching staff will utilize the Frog Street Press summative assessment to assess and observe students within

the classroom setting.

2. The ongoing assessment and observation information will be used to guide the instructional planning of

activities and modify when appropriate.

*Further procedures are pending until a review of the new assessment tool is available.


Date Approved:

Education and Early Childhood Development Policy ID: Education 8 Subject: Child’s Classroom File Head Start Performance Standards: COSA Head Start Requirement for all Head Start Education Service Providers

Policy: Head Start Education Service Providers will develop a classroom child file that organizes and contains multiple sources of information used for ongoing assessment.

Policy Guidelines: The Child’s Classroom File will contain:

Collaboration / Parent input from Home Visits and Conferences; Ongoing observations / anecdotal notes; Child’s work samples; Progress reports; Developmental Screening; Social and Emotional Screening; Beginning, Mid and End of year assessment information;

Other items pertaining to educational development (IEP goals if applicable).

The Child’s Classroom File will be located in the teacher’s classroom and any screening and assessment data must be locked and kept confidential. The file must be accessible to the parent and/or monitors/reviewers upon request.

Procedures: 1. Teachers will maintain a Child’s Classroom File (formerly known as a Portfolio), and secure it in a locked

area.

2. The following items may be kept in the file, or the file must contain a note indicating where the item is

located in Child Plus, online or on the teacher’s computer:

a. Home Visit and Parent Conference Forms

b. Development and Behavioral Screenings

c. Child’s work samples

d. Ongoing observation/anecdotal notes

e. Frog Street Press reports

f. IEP goals (a paper copy of IEP goals MUST be maintained in the Child’s Classroom File, if

applicable).

3. The File and all of its contents may be given to the parents at the end of the program year or when the child

leaves the program, provided that the forms and screenings have been properly scanned and attached to

the child’s record in Child Plus.

San Antonio Independent School DistrictDate Revised:August 6, 2012 Date Approved:

Education and Early Childhood Development Policy ID: Education 9 Subject: Data Reporting for Education Head Start Performance Standards: 1304.51 (g) and (h) (1) (2) Policy: The Head Start Education Service Providers will follow the City of San Antonio’s (COSA) Content Area Benchmarks and Due Dates reporting chart for entering data information into the automated Child Plus system:

Education Home Visits – Service Provider staff will enter dates of two Home Visits during the school year into the Child Plus automated system.

Parent Conference –Service Provider staff will enter two conference dates into the Child Plus automated system twice during the school year.

ASQ‐3 – On or before 45 days of the child’s entrance into the program, Service Provider staff must enter the date the ASQ‐3 was completed and the scores for Communication, Gross Motor, Fine Motor, Problem Solving and Personal/Social into the Child Plus automated system.

ASQ:SE – On or before 45 days of the child’s entrance into the program Service Provider staff must enter the date the ASQ‐SE was completed, the total score and cut off score

On‐Going Assessments – Completion dates will be entered into the automated Child Plus system three times during the school year. ( Beginning, mid and end) Any exceptions outside the data entry fields must be logged manually.

Assessment Checkpoints – Beginning, mid and end of year checkpoints will be entered to show percentage of completion dates into their automated systems.

Comment Section – Should be completed in the Child Plus automated system to ensure other staff members receive beneficial child information.

Child Plus/Automated system reports will be generated regularly for status updates. Education Providers will be responsible for submitting any data reports to COSA when requested to ensure compliance. Procedures: 1. Teachers will enter into Child Plus, the dates and notes for no less than 2 Home Visits, 2 Parent Conferences

per school year according to District benchmarks and due dates.

2. Teachers will enter into Child Plus (Health & Education tabs), the dates, scores and plans to address all areas

of concern for the ASQ‐3 and ASQ‐SE on or before the 45 day deadline, or benchmark for late enrollment

dates.

3. A full assessment will be completed three times during the year. (Beginning of Year‐BOY, Middle of Year‐

MOY, End of Year‐EOY

San Antonio Independent School DistrictDate Revised: July 31, 2012

Date Approved:

Education and Early Childhood Development Policy ID: Education 10 Subject: Lesson Plans Reference: SEC.641A. (a) (1)(B)(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)(ix)(x) Policy: COSA Head Start Education Service Providers will develop lesson plans that provide a balanced program of child initiated and adult directed activities including individual and small group, routines and transitions to support social, emotional, cognitive, physical development, and language skills. Education Service Providers will implement lesson plans in each Head Start classroom that aligns with the Head Start Child Development and Early Learning Framework (11 domains) and the Texas Pre‐K Guidelines. The 11 domains represent the overarching areas of child development and early learning essential for school readiness. The 11 domains are:

Physical Development & Health

Social & Emotional Development

Approaches to Learning

Language Development

Literacy Knowledge & Skills

Math Knowledge & Skills

Science Knowledge & Skills

Creative Arts Expression

Logic & Reasoning

Social Studies Knowledge & Stills

English Language Development

Please refer to the Head Start Child Development and Early Learning Framework (Promoting Positive Outcomes in Early Childhood Programs Serving Children 3‐5 Years Old) for guidance.

Procedures:

Each teacher will develop a weekly lesson plan.

Teachers may use a form that fits their personal teaching style or one that the team or campus has

agreed upon. There is not a specific or uniform way of recording the lesson plans. (The Education

Specialists can provide examples).

The weekly lesson plan should include all components of the ECE Pre‐Kindergarten Framework.

Suggested information to include:

a. Objective

b. Learning activities

c. Resources


Date Approved:

d. Assessment methods/strategies

e. Individualization documentation

Lesson plans must be prominently displayed in the classroom for parents, other staff and visitors

to review.

Plans for instruction must be available for a substitute in a form that is readily usable by a

substitute.

Education and Early Childhood Development Policy ID: Education 11 Subject: Discipline and Guidance Head Start Performance Standards: 1304.21 (a)(3)(i)(C), 1304.52 (i)(1)(iv), 1304.23 (c)(2) Other references: Texas Department of Family and Protective Services, Minimum Standards for Child Care Centers, Subchapter L Policy: Discipline in a Head Start classroom must be:

Constructive, individualized and consistent for each child Appropriate to the child’s level of understanding Directed toward teaching the child acceptable behavior and self‐control

Positive methods of discipline and guidance that encourage self‐esteem, self‐control, and self‐direction may be used, such as:

Using praise and encouragement of good behavior instead of focusing only upon the unacceptable behavior

Reminding a child of behavior expectations daily by using clear, positive statements

Redirecting behavior using positive statements

Using brief supervised separation or time out from the group, when appropriate for the child’s age and development, which is limited to no more than one minute per year of the child’s age

There must be no harsh, cruel or unusual treatment of any child. The following are examples of discipline which are prohibited:

Corporal punishment or threats of corporal punishment

Punishment associated with food, naps, toilet training

Pinching, shaking or biting a child

Hitting a child with a hand or instrument

Putting anything in or on a child’s mouth

Humiliating, ridiculing, rejecting or yelling at a child

Subjecting a child to harsh, abusive, or profane language

Placing a child in a locked or dark room, bathroom, or closet with the door closed

Requiring a child to remain silent or inactive for inappropriately long periods of time for the child’s age

San Antonio Independent School DistrictDate Revised: August 6, 2012 Date Approved:

Head Start Service Providers must have a written discipline and guidance policy. A copy must be provided to parents and staff. Documentation must be maintained showing that all parents and employees have received a copy of the written discipline and guidance policy.

Procedures: SAISD follows the campus‐based model of the Texas Positive Behavior Support Initiative (PBSI). This model is based on the development and implementation of positive behavior support systems and interventions for three tiers: school‐wide, classroom and small group, and the individual student. PBSI teaches and develops personal responsibility, appropriate social communication, and behavior skills among all members of the school community. Use of the PBSI model develops a supportive learning environment for all students and is aligned with the Response to Intervention (RTI) model for behavior. Teachers will:

guide children by modeling the desired behaviors for success in school and home

create an environment where students will choose to cooperate and feel safe

provide predictability through routines

provide consistency through rules and limits that are safe

assist students in problem solving skills and conflict resolution Teachers may use a problem solving approach for conflict resolution. This method involves the teacher as a facilitator or mediator to engage children in a dialogue to achieve peaceful endings. One such source of this method is explained in the High Scope curriculum. High Scope offers a process that encourages students to discuss what happened and reach an agreement about how to solve their problem. The goal is for children to internalize these steps and learn to resolve problems independently. This is the six step problem‐solving approach:

approach calmly, stopping any hurtful actions

acknowledge children’s feelings

gather information

restate the problem

ask for ideas for solutions and choose one together

be prepared to give follow‐up support

For severe behaviors – Seek the assistance of the Principal or Director. Administrators will follow the SAISD Administrative Procedures F11 Documentation for Student Discipline; including the use of form F11‐B Discipline Referral and F11‐A Witness Statement. If needed, administration will follow F9 Critical Incident Protocol and notify the SAISD Sr. Director of ECE immediately.


Education and Early Childhood Development Policy ID: Education 12 Subject: Classroom Assessment Scoring SystemTM (CLASS) and Classroom Environment Observations Head Start Performance Standards: 1307.3, Basis for determining whether a Head Start agency will be subject to an open completion; 1307.8, Use of CLASS: Pre‐K Instrument in the Designation Renewal System Head Start Monitoring Protocol: CDE 5.6, CDE 5.7, CDE 5.8 Information Memorandum ACF‐IM‐HS‐08‐11, Classroom Assessment Scoring System (CLASS) Policies: Classroom Assessment Scoring SystemTM (CLASS) The City of San Antonio (Grantee), Training & Technical Assistance (T&TA) Provider and the Head Start Education Service Providers (Service Providers) will coordinate efforts and develop a system to utilize the Classroom Assessment Scoring SystemTM (CLASS) to measure interactions between children and teachers. The standard of excellence is a score of six (6). Service Providers must have an average score across all classrooms of no less than the following:

For the Emotional Support domain the minimum threshold is four (4);

For the Classroom Organization domain, the minimum threshold is three (3); and

For the Instructional Support domain, the minimum threshold is two (2).

A CLASS Team will be developed with representation from each of the Service Providers and facilitated by the T&TA Provider. Service Providers will strive to have one (1) CLASS Reliable Observer per fifteen (15) classrooms. Data obtained from utilizing CLASS will serve as an indicator of school readiness, guide professional development and help teaching staff to improve classroom interactions that support children’s learning and improving child outcomes. Strategies to increase the average CLASS scores to or above the standard of excellence of six (6) will be included in the annual School Readiness Goals. Classroom Environment Observations In addition to the CLASS observations, Service Providers will implement a system for conducting monthly classroom observations during a continuous, 30 minute timeframe (at a minimum) by the Service Providers’ Coordinator and/or designated staff (i.e. Directors, Site Administrators, etc). Service Providers will review (on a minimum) the following areas:

Indoor classroom environment

Outdoor classroom environment

Health & Safety

Curriculum

Teacher / Child interactions and relationships

Date Revised:July 31, 2012

Date Approved:

Nutrition

Individualization

Family Involvement

All areas listed above must be reviewed at least once during each semester (August‐December and January‐May) in each classroom. Service Providers must also ensure that all applicable standards are in compliance. Classroom observation documentation will be shared with the teacher and teacher assistant and used to guide professional development. Service Providers may also use the information for staff evaluation. Procedures (are currently being worked on by CoSA and partners):

CLASS reliable staff will observe classroom teachers at least twice a school year.

Observation results will be shared with the teacher and the teacher assistant in a debriefing session.

Data obtained from utilizing CLASS will serve as an indicator of school readiness, guide professional development and help teaching staff to improve classroom interactions that support children’s learning and improving child outcomes

1. Home Visits & Parent Conferences ……….……………………………………………………… ECD 001

2. School Readiness ….………………………………………………………………………………………. ECD 002

3. Individualization ………………………………………………………………………………………….. ECD 003

4. Indoor & Outdoor Environment …………………………………………………………………… ECD 004

5. Development and Behavior Screening (ASQ/ASQ-SE) .…………………………………. ECD 005

6. Curriculum & Daily Schedule ………………………………………………………………………… ECD 006

7. Ongoing Assessment Data ……………………………………………………………………………. ECD 007

8. Child’s Classroom File …………………………………………………………………………………. ECD 008

9. Data Reporting for Education ………………………………………………………………………. ECD 009

10. Lesson Plans …………………………………………………………………………………………………. ECD 010

11. Discipline & Guidance ………………………….……………………………………………………….. ECD 011

12. Classroom Assessment Scoring System (CLASS) &

Classroom Environment Observation ………………………………………… ECD 012


Table of Contents



Policy ID: Education 1 Subject: Home Visits/ Conferences Head Start Performance Standards: 1304.40(e)(3) - 1304.40(5) -1304.21(2)(i) 1304.21(2)(iii) Policy: Head Start Teachers are responsible for ensuring that two Home Visits are conducted each school year. In addition teachers must conduct Teacher-Parent conferences, as needed, but no less than two per program year. Exceptions may be made if the child enters the program after January 31st. If enrollment occurs after that point in time, a minimum of one home visit and one Teacher-Parent conference must be completed by the last day of school. An explanation must be entered into Child Plus and/or the child’s file documenting the situation and the reason why all four have not been conducted. Home Visits and Teacher-Parent conferences will be conducted in the family’s home language and when necessary, using the services of an interpreter. The Home Visits and Teacher-Parent conferences should be scheduled at the parent’s convenience. Home Visits and Teacher-Parent conferences offer opportunities for parents to enhance their observational skills, knowledge, and understanding of the educational and developmental needs and activities of their child and to share concerns about their child with program staff. The first Home Visit or Teacher-Parent Conference will be conducted within the first 45 days of the child’s entry date and data must be entered into Child Plus on or before the 45th

day to be in compliance. Documentation of the Home Visit and Teacher-Parent Conference must be maintained in the Child File upon completion and accessible to the teachers.

The teacher will document and discuss with the parent the child’s strengths and interest, and share with the parent the portfolio work samples and educational assessment/screenings as appropriate. Procedures - Home Visits: • Teachers are required to conduct two home visits during the academic year. • One home visit will be conducted in the Fall semester and one in the Spring semester. • During the home visit, the teacher will discuss and complete the Teacher Home Visit forms (1st and 2nd

• The parent and teacher sign and date the forms. ).

• The Home Visit forms will be maintained by the teacher in the Child Classroom File/Portfolio.


Date Revised: July 31, 2012

Date Approved:

• The teacher will enter the dates of the home visit into Child Plus and enter comments about the visit in the Notes section under the Education Tab.

• The teacher will scan and attach the signed forms in the Education tab of the child’s record in Child Plus, OR give a copy

of the forms to the Parent Advocate for processing at the ECE Office. (The teacher must allow sufficient processing time to meet the deadline.)

*Note: If enrollment occurs after the first home visit due date, but before January 31st

, the teachers are still required to complete two home visits. Enter the home visit dates in Child Plus in the order they were conducted, even if the first home visit occurs during the second home visit time frame. Document “Late Enrollment” in the Education Tab if the home visit was conducted after the original due date.

Procedures – Parent/Teacher Conference: • Teachers are to conduct two (2) Teacher/Parent Conferences per instructional year. • One Teacher/Parent Conference will be held in the Fall semester and one in the Spring Semester. • During the Teacher/Parent Conference, teacher will discuss and complete the Parent/ Teacher Conference

forms (1st and 2nd

• The parent and teacher sign and date the forms. ).

• The original Parent/Teacher Conference forms will be maintained by the teacher in the Child Classroom File/Portfolio.

• The teacher will enter the dates of the Parent/ Teacher Conference into Child Plus under the Education Tab. • The teacher will scan and attach the signed forms in the Education tab of the child’s record in Child Plus, OR

give a copy


*Note: If enrollment occurs after the first parent/teacher conference due date, but before January 31st

the teachers are still required to complete two parent/teacher conferences. Enter the ,

parent/teacher conference dates in Child Plus in the order they were conducted, even if the first parent/teacher conference occurs during the second parent/teacher conference time frame. Document “Late Enrollment” in the Education Tab if the parent/teacher conference was conducted after the original due date.


Policy ID: Education 2 Subject: School Readiness Head Start Performance Standards: 1304.21 (c) (ii) Other References: Head Start ACT: Sec. 641 A. Standards; Monitoring of Head Start Agencies and Programs Policy: Head Start Education Service Provider will enhance school readiness by utilizing the Head Start Development and Early Learning Framework to focus on developing the whole child, emphasizing skills, self-esteem and academic preparation. Each Education Service Provider will establish program goals for improving school readiness for children that are aligned with the Head Start Development and Early Learning Framework, Pre-K Guidelines and Early Learning Standards as appropriate, and requirements and expectations of the schools the children will be attending. Teachers will use intentional instruction and scaffolded learning, documented through weekly lesson plans, and incorporate the 11 domains of the Head Start Child Development and Early Learning Framework for all children including children who are dual language learners and children with disabilities. COSA and Education Service Providers will work collaboratively to develop a School Readiness Implementation Plan. Procedures:

• Teacher will use research based state adopted curriculum and other resources to encourage children to develop their cognitive and language skills in conjunction to the district Focus Document which outlines the sequence of Pre-Kindergarten Guidelines and Specifications.

• Authentic assessments will be used to plan intentional instruction as indicated in weekly lesson plans. • Parents will be provided with information on family engagement and activities regarding school

readiness goals. • CLASS observations will be used to guide professional development focusing on interactions between

teachers and students and what teachers do with the materials they have.



Date Approved:


Policy ID: Education 3 Subject: Individualization Head Start Performance Standards: 1304.20 Child Health and Developmental Services (f)(1) Individualization of the Program for all children. Related Performance Standards: 1304.20 (f)(2) To support individualization for children with disabilities in their programs Policy: The Head Start program will individualize to meet each child’s unique characteristics, strengths, pattern of development, and learning as determined in consultation with the family. Strategies to individualize activities to enhance each child’s learning should include:

• Results of ongoing child assessment • Insights from parents on each child’s individual characteristics, interest, strengths and needs. • Large and small groups, or one (1) on one (1), activities incorporated into the daily lesson plans • Ongoing observations anecdotal notes, parent input and work samples/portfolios • Information from the developmental (ASQ 3), behavioral (ASQ- SE), sensory (hearing and vision)

screenings and medical/dental evaluations/treatments and mental wellness referrals. • Integration of the IEP goals into the daily lesson plan for children with disabilities

Procedures: During the first couple of weeks of school, teachers will work on getting to know each child in their classroom. They will use ASQ-3 and ASQ-SE scores, classroom observations, work samples, and anecdotal notes to identify students’ abilities, strengths, needs, preferred learning styles, developmental rates, cultural backgrounds, likes, and dislikes. Teachers will also use the developmental/educational goals established with the parents during their first home visit to plan their individualized instruction. As teachers learn about their students, individualization will be reflected in their instruction during small group time, center/work time, daily schedule, or room arrangement.

• A variety of documentation systems can be utilized and should be readily available for review by district and CoSA monitors (i.e. Head Start Child Development and Early Learning Framework wheel, chart, or embedded in the weekly lesson plans).

• For privacy purposes, teachers will code students and keep a separate document notating the students receiving individualized instruction and the skill(s) being addressed during the week.

• If a child has an IEP, the teacher is expected to implement the contents of an IEP to the fullest extent and involve the child’s family in the IEP process.



Date Approved:

• Teachers will continue to monitor students’ progress through classroom observations, anecdotal notes, work samples, and our district assessment tool.

• They will share progress and concerns with the child’s family during parent conferences or home visits to develop a partnership that will allow them to work together and support the child’s development and learning.

Education and Early Childhood Development Policy ID: Education 4 Subject: Indoor and Outdoor Environment Head Start Performance Standards: 1304.21(a)(5)(i) &(iii) (c); 1304.53

Policy: Head Start Service Providers will provide appropriate space and materials 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 daily. A variety of activities that balance teacher directed and child initiated free play, playful learning, large group, small group and individual learning experiences will be offered. Indoor and outdoor environments must be organized into interest centers recognizable by the children and allow for individual activities, social interactions and help support positive behaviors. The physical environment must provide an appropriate environment and adult guidance for the participation of children with special needs and also supports and respects gender, culture, language, ethnicity and family composition. Daily safety inspection checks will be conducted on indoor and outdoor spaces.

Procedures: The classroom environment should be divided into a minimum of five clearly defined interest areas/centers. Staff must insure that the indoor environment is safe at all times.

• Outlets are covered using appropriate plug covers • Adult scissors are kept out of children’s reach (including drawers accessible to children) • Hazardous cleaning materials are out of reach and sight • Cords are secured to prevent dangling or tripping hazards • First Aid Kit needs to be clearly labeled, accessible, and kept fully stocked • Refer to Policy ID: Procedure 045 Subject: Safe Environments - Indoor

Staff must insure that the outdoor environment is safe prior to children using the space.

• Close and secure gates • Make sure outdoor materials and equipment are in good condition • Inspect grounds and remove trash. Contact appropriate school personnel if further assistance is needed

with removing hazardous materials.

The development of gross motor skills is obtained through group games, music and movement, outdoor activities, and free play. As stated in the ECE Pre-Kindergarten Framework, outdoor play consists of 15 minutes


Date Revised: August 6, 2012 Date Approved:

of structured activities followed by 15 minutes of free play. The outdoor environment must be arranged into clearly defined interest areas/centers. In these areas/centers, provide opportunities that encourage dancing, jumping, galloping, skipping, bouncing balls and moving scarves. A quiet area/center should also be provided which may include books, puzzles, lacing, painting materials, etc. Include the use of the supplemental curriculum ‘I am Moving, I am Learning’ which contains physical activities that will help enhance wellness as well as brain stimulation.


Policy ID: Education 5 Subject: Development and Behavior Screening Head Start Performance Standards: 1304.20 (b)(1), 1308.6 (b)(3) Policy: In collaboration with each Head Start child’s parent/guardian, on or before the 45th calendar day of the child’s entry, Education Service Providers must complete the Ages and Stages Questionnaire-Third Edition (ASQ-3) and Ages and Stages Questionnaire-Social and Emotional (ASQ-SE). If the parent or guardian needs assistance completing the questionnaire, the teacher or Education staff member must provide the most appropriate accommodation for completion. To the greatest extent possible, the screening procedures must be sensitive to the child’s cultural background and home language. Each lead teacher will score the screenings and make timely referrals as needed. Each child will be screened annually. A system must be in place to meet the following schedule:

� 50% of ASQ screenings must be entered into Child Plus by the third week of September � 100% of ASQ screenings must be entered into Child Plus by the 45th day

� Or within two weeks of entry into the program (late entries only)

Education Service Providers must ensure all data for the development and behavior screenings are 100% completed and entered into Child Plus on or before the 45th day of the child’s entry into the program. Developmental and behavioral screenings must be completed within the timeframe to identify early concerns regarding a child’s developmental, sensory, behavioral, motor, language, social, cognitive, perceptual and emotional skills so timely referrals are made. Any follow up must be appropriately documented in Child Plus.

Procedures:

The Education Specialist will distribute (or otherwise make available) the ASQ-3 (Developmental) and ASQ-SE (Behavioral) forms to teachers

1. Teacher completes ASQs during the initial home visit or as a time saver, the questionnaires may be distributed to parents prior to the visit and then reviewed during the visit to ensure accurate completion.

2. The ASQ screenings are completed at the beginning of each

program year for all students; to include- all returning Head Start students, new students and all PPCD students.

Calculate the student’s age by using the Chronological Age Calculator (provided on the Teacher Tool Kit), then use the following chart to determine the correct form to complete. Forms are available in both English and Spanish. Have parent fill out the form in their preferred language.


Date Revised:

July 31, 2012 Date Approved:

Age in Months Form to Complete ASQ-3

34 months & 16 days - 38 months & 30 days 36 month Questionnaire 39 months - 44 months and 30 days 42 month Questionnaire 45 months - 50 months & 30 days 48 month Questionnaire 51 months - 56 months & 30 days 54 month Questionnaire 57 months - 66 months 60 month Questionnaire

ASQ-SE

Age in Months Form to Complete 33 months - 41 months 36 month Questionnaire 42 months - 53 months 48 month Questionnaire 54 months - 65 months 60 month Questionnaire

Completing the ASQ-3 Parents should complete the ASQ-3 in its entirety. Teachers will ensure that all items are answered completely. If parent needs assistance, the teacher can read the questions and ask the parents how to answer them. The parent’s answer of “yes,” “sometimes,” or “not yet” should be marked in the appropriate box. If a parent answers that they do not know or are unsure how to answer a question, the teacher and / or parents should have the child attempt to do the activity in question. Completing the ASQ-SE Parents should complete the ASQ-SE in its entirety. Teachers will ensure that all items are answered completely. The teacher can ask the parents if they are comfortable filling out the document themselves or the teacher can read the questions and ask the parents how to answer them. The parent’s answer of “most of the time,” “sometimes,” or “rarely or never” should be marked in the appropriate box. The circle next to each question should be checked if the parent feels this is an area of concern. Scoring Legend:

Once all the questions have been answered, write the appropriate score in the blank: ASQ-3 Not Yet = 0 Sometimes = 5 Yes = 10 ASQ-SE Z = 0 V = 5 X = 10 The circle (concern) is worth an additional 5 points.

• Teachers need to be extremely careful when scoring the ASQ-SE. The score is not the same for each column. The Z’s, V’s, and X’s can move from column to column. Do Not score by column, use the above legend. Remember to include the additional 5 points for each checked circle (concern).

Scoring the ASQ-3:

1. Add and record the scores for each section. If you are unsure of adding the scores, use a calculator. Each sub-section of the questionnaire will have a score between 0-60. Transfer the scores to the back page of the ASQ and shade in the circle under the corresponding score. Repeat this for each of the 5 subsections.

2. If one or more scores fall in the gray or black-shaded areas, the teacher must indicate on the score sheet, in item number 4, how he/she will individualize and address the area concern. At this point in time it is usually sufficient to provide opportunities within the classroom for the child to develop and to monitor using ongoing assessment.

3. If the teacher continues to see a concern after a period of time, he/she should begin the RTI process.

Scoring the ASQ – SE:

1. The teacher will complete all information at the top of the Information Summary page beginning with the child’s name and ending with administering program/provider.

2. Carefully add the scores for each page and record the points in the space provided at the bottom of the page. Transfer the points from each page to the Information Summary sheet.

3. Add the page totals together and record the Child’s total score on the blank provided. Teachers must also record the score in the box provided next to the cutoff score (Number 2 under Score Interpretation).

4. If the child’s total score is above the cutoff listed on this questionnaire, you must

5. The Mental Health Coordinator and Education Specialist will review the referral forms and determine whether or not the referral shall be submitted to CHCS. If not, the teacher will be given some suggestions for supporting the child and/or parent.

complete the Center for Health Care Services (CHCS) referral forms found on the Teacher Tool Kit and submit to the Mental Health Coordinator.

Child Plus Data Entry

1. Once the scores have been calculated and the score sheet completed, the teacher will enter the scores into both the Health and Education tabs of Child Plus. If there was an area of concern identified, they will indicate the area and the plan to address the concern in the notes section under the Education tab.

2. The teacher will scan and attach the entire document in the Education tab of the child’s record in Child Plus, OR give a copy

3. The teacher will keep the original document in the Child Classroom File.



Policy ID: Education 6 Subject: Curriculum & Daily Schedule Head Start Performance Standards: 1304.21 (c) (1) - 1304.21 (a)(2)(i) – 1304.21 (c)(1)(vii) Policy: Curriculum The Head Start curriculum is a planned management of time, materials and activities to guide children’s individual pattern of learning and development. The curriculum helps children gain skills and confidence and should integrate with various Head Start components which form a foundation for school readiness. The curriculum must be research-based and align with the Head Start Child Development and Early Learning Framework and Pre-K Guidelines. The curriculum will address the 11 domains in an integrated way, using intentional instruction and scaffold learning to support children’s academic progress while respecting the way they grow and develop. Parents will be invited to become involved in the development of the program’s curriculum and approach to child development and education. Daily Schedule The Head Start Education Service Providers will establish daily schedules that reflect individual needs of the children and offers:

� Alternating active and quiet times; � Large-group activities and small-group activities; � Indoor and outdoor playtimes; � Time for children to select their own activities and for teacher- directed activities.

The daily schedule will be prominently posted for parents to easily view.

Procedures:

Curriculum • The SAISD Focus Document which is available online through the curriculum management web page,

integrates High Scope, Frog Street Press, I am moving…I am learning and the Cavity Free Kit into all educational domains of the Pre-K Guidelines.



Date Approved:

Daily Schedule

• Developed by all classroom teachers to highlight the schedule that they follow during the instructional day.

• The schedule will include the time for each part of the daily routine: o Arrival/Family Style Breakfast o Hygiene/tooth brushing/hand washing o Morning message/songs for movement o Literacy Focus Small Group o Gross Motor Development o Family Style Lunch o Plan-do-Review, Small Group Time, Large group time, etc. o Read Alouds o Indoor/Outdoor movement o Rest – Time o ESL (for bilingual classrooms) o Snack o Math Focus Small Group o Dismissal Time

• The daily schedule is to be posted on a parent board in all classrooms. • A separate, child friendly (pictorial) schedule should be posted at the child’s eye level and used

interactively throughout the day.


Policy ID: Education 7 Subject: Ongoing Assessment Data Head Start Performance Standards: 1304.21 (c) (2) Education and early childhood development Related Performance Standards: 1304.20(b), 1304.20(d) and 1304.20(e)

Policy: Head Start Education Service Providers will establish a seamless system to ensure ongoing assessments are aligned with the Head Start Child Development and Early Learning Framework and conducted on all children’s developmental and behavioral growth and learning. Data will be reported three times (Beginning, Mid and End of year) during the program year utilizing the COSA Benchmarks and Due Date reporting chart. Education Providers will be responsible for submitting reports on mandated outcomes to COSA when requested to ensure compliance.

Procedures: 1. Teaching staff will utilize the Frog Street Press summative assessment to assess and observe students within

the classroom setting. 2. The ongoing assessment and observation information will be used to guide the instructional planning of

activities and modify when appropriate.

*Further procedures are pending until a review of the new assessment tool is available.



Date Approved:


Policy ID: Education 8 Subject: Child’s Classroom File Head Start Performance Standards: COSA Head Start Requirement for all Head Start Education Service Providers

Policy: Head Start Education Service Providers will develop a classroom child file that organizes and contains multiple sources of information used for ongoing assessment.

Policy Guidelines: The Child’s Classroom File will contain: � Collaboration / Parent input from Home Visits and Conferences; � Ongoing observations / anecdotal notes; � Child’s work samples; � Progress reports; � Developmental Screening; � Social and Emotional Screening; � Beginning, Mid and End of year assessment information; � Other items pertaining to educational development (IEP goals if applicable).

The Child’s Classroom File will be located in the teacher’s classroom and any screening and assessment data must be locked and kept confidential. The file must be accessible to the parent and/or monitors/reviewers upon request.

Procedures: 1. Teachers will maintain a Child’s Classroom File (formerly known as a Portfolio), and secure it in a locked

area. 2. The following items may be kept in the file, or the file must contain a note indicating where the item is

located in Child Plus, online or on the teacher’s computer: a. Home Visit and Parent Conference Forms b. Development and Behavioral Screenings c. Child’s work samples d. Ongoing observation/anecdotal notes e. Frog Street Press reports f. IEP goals (a paper copy of IEP goals MUST be maintained in the Child’s Classroom File, if

applicable). 3. The File and all of its contents may be given to the parents at the end of the program year or when the child

leaves the program, provided that the forms and screenings have been properly scanned and attached to the child’s record in Child Plus.




Policy ID: Education 9 Subject: Data Reporting for Education Head Start Performance Standards: 1304.51 (g) and (h) (1) (2) Policy: The Head Start Education Service Providers will follow the City of San Antonio’s (COSA) Content Area Benchmarks and Due Dates reporting chart for entering data information into the automated Child Plus system:

• Education Home Visits – Service Provider staff will enter dates of two Home Visits during the

school year into the Child Plus automated system. • Parent Conference –Service Provider staff will enter two conference dates into the Child Plus

automated system twice during the school year. • ASQ-3 – On or before 45 days of the child’s entrance into the program, Service Provider staff

must enter the date the ASQ-3 was completed and the scores for Communication, Gross Motor, Fine Motor, Problem Solving and Personal/Social into the Child Plus automated system.

• ASQ:SE – On or before 45 days of the child’s entrance into the program Service Provider staff must enter the date the ASQ-SE was completed, the total score and cut off score

• On-Going Assessments – Completion dates will be entered into the automated Child Plus system three times during the school year. ( Beginning, mid and end) Any exceptions outside the data entry fields must be logged manually.

• Assessment Checkpoints – Beginning, mid and end of year checkpoints will be entered to show percentage of completion dates into their automated systems.

• Comment Section – Should be completed in the Child Plus automated system to ensure other staff members receive beneficial child information.

Child Plus/Automated system reports will be generated regularly for status updates. Education Providers will be responsible for submitting any data reports to COSA when requested to ensure compliance. Procedures: 1. Teachers will enter into Child Plus, the dates and notes for no less than 2 Home Visits, 2 Parent Conferences

per school year according to District benchmarks and due dates. 2. Teachers will enter into Child Plus (Health & Education tabs), the dates, scores and plans to address all areas

of concern for the ASQ-3 and ASQ-SE on or before the 45 day deadline, or benchmark for late enrollment dates.

3. A full assessment will be completed three times during the year. (Beginning of Year-BOY, Middle of Year-MOY, End of Year-EOY



Date Approved:


Policy ID: Education 10 Subject: Lesson Plans Reference: SEC.641A. (a) (1)(B)(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)(ix)(x) Policy: COSA Head Start Education Service Providers will develop lesson plans that provide a balanced program of child initiated and adult directed activities including individual and small group, routines and transitions to support social, emotional, cognitive, physical development, and language skills. Education Service Providers will implement lesson plans in each Head Start classroom that aligns with the Head Start Child Development and Early Learning Framework (11 domains) and the Texas Pre-K Guidelines. The 11 domains represent the overarching areas of child development and early learning essential for school readiness. The 11 domains are:

• Physical Development & Health • Social & Emotional Development • Approaches to Learning • Language Development • Literacy Knowledge & Skills • Math Knowledge & Skills • Science Knowledge & Skills • Creative Arts Expression • Logic & Reasoning • Social Studies Knowledge & Stills • English Language Development

Please refer to the Head Start Child Development and Early Learning Framework (Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old) for guidance.

Procedures:

• Each teacher will develop a weekly lesson plan. • Teachers may use a form that fits their personal teaching style or one that the team or campus has

agreed upon. There is not a specific or uniform way of recording the lesson plans. (The Education Specialists can provide examples).

• The weekly lesson plan should include all components of the ECE Pre-Kindergarten Framework. Suggested information to include:

a. Objective b. Learning activities c. Resources



Date Approved:

d. Assessment methods/strategies e. Individualization documentation

• Lesson plans must be prominently displayed in the classroom for parents, other staff and visitors to review.

• Plans for instruction must be available for a substitute in a form that is readily usable by a substitute.


Policy ID: Education 11 Subject: Discipline and Guidance Head Start Performance Standards: 1304.21 (a)(3)(i)(C), 1304.52 (i)(1)(iv), 1304.23 (c)(2) Other references: Texas Department of Family and Protective Services, Minimum Standards for Child Care Centers, Subchapter L Policy: Discipline in a Head Start classroom must be:

• Constructive, individualized and consistent for each child • Appropriate to the child’s level of understanding • Directed toward teaching the child acceptable behavior and self-control

Positive methods of discipline and guidance that encourage self-esteem, self-control, and self-direction may be used, such as:

• Using praise and encouragement of good behavior instead of focusing only upon the unacceptable behavior

• Reminding a child of behavior expectations daily by using clear, positive statements • Redirecting behavior using positive statements • Using brief supervised separation or time out from the group, when appropriate for the child’s age

and development, which is limited to no more than one minute per year of the child’s age

There must be no harsh, cruel or unusual treatment of any child. The following are examples of discipline which are prohibited:

• Corporal punishment or threats of corporal punishment • Punishment associated with food, naps, toilet training • Pinching, shaking or biting a child • Hitting a child with a hand or instrument • Putting anything in or on a child’s mouth • Humiliating, ridiculing, rejecting or yelling at a child • Subjecting a child to harsh, abusive, or profane language • Placing a child in a locked or dark room, bathroom, or closet with the door closed • Requiring a child to remain silent or inactive for inappropriately long periods of time for the child’s

age



Head Start Service Providers must have a written discipline and guidance policy. A copy must be provided to parents and staff. Documentation must be maintained showing that all parents and employees have received a copy of the written discipline and guidance policy.

Procedures: SAISD follows the campus-based model of the Texas Positive Behavior Support Initiative (PBSI). This model is based on the development and implementation of positive behavior support systems and interventions for three tiers: school-wide, classroom and small group, and the individual student. PBSI teaches and develops personal responsibility, appropriate social communication, and behavior skills among all members of the school community. Use of the PBSI model develops a supportive learning environment for all students and is aligned with the Response to Intervention (RTI) model for behavior. Teachers will:

• guide children by modeling the desired behaviors for success in school and home • create an environment where students will choose to cooperate and feel safe • provide predictability through routines • provide consistency through rules and limits that are safe • assist students in problem solving skills and conflict resolution

Teachers may use a problem solving approach for conflict resolution. This method involves the teacher as a facilitator or mediator to engage children in a dialogue to achieve peaceful endings. One such source of this method is explained in the High Scope curriculum. High Scope offers a process that encourages students to discuss what happened and reach an agreement about how to solve their problem. The goal is for children to internalize these steps and learn to resolve problems independently. This is the six step problem-solving approach:

• approach calmly, stopping any hurtful actions • acknowledge children’s feelings • gather information • restate the problem • ask for ideas for solutions and choose one together • be prepared to give follow-up support

For severe behaviors – Seek the assistance of the Principal or Director. Administrators will follow the SAISD Administrative Procedures F11 Documentation for Student Discipline; including the use of form F11-B Discipline Referral and F11-A Witness Statement. If needed, administration will follow F9 Critical Incident Protocol and notify the SAISD Sr. Director of ECE immediately.



Policy ID: Education 12 Subject: Classroom Assessment Scoring SystemTM

(CLASS) and Classroom Environment Observations

Head Start Performance Standards: 1307.3, Basis for determining whether a Head Start agency will be subject to an open completion; 1307.8, Use of CLASS: Pre-K Instrument in the Designation Renewal System Head Start Monitoring Protocol: CDE 5.6, CDE 5.7, CDE 5.8 Information Memorandum ACF-IM-HS-08-11, Classroom Assessment Scoring System (CLASS) Policies: Classroom Assessment Scoring SystemTM

The City of San Antonio (Grantee), Training & Technical Assistance (T&TA) Provider and the Head Start Education Service Providers (Service Providers) will coordinate efforts and develop a system to utilize the Classroom Assessment Scoring System

(CLASS)

TM

• For the Emotional Support domain the minimum threshold is four (4);

(CLASS) to measure interactions between children and teachers. The standard of excellence is a score of six (6). Service Providers must have an average score across all classrooms of no less than the following:

• For the Classroom Organization domain, the minimum threshold is three (3); and • For the Instructional Support domain, the minimum threshold is two (2).

A CLASS Team will be developed with representation from each of the Service Providers and facilitated by the T&TA Provider. Service Providers will strive to have one (1) CLASS Reliable Observer per fifteen (15) classrooms. Data obtained from utilizing CLASS will serve as an indicator of school readiness, guide professional development and help teaching staff to improve classroom interactions that support children’s learning and improving child outcomes. Strategies to increase the average CLASS scores to or above the standard of excellence of six (6) will be included in the annual School Readiness Goals.

In addition to the CLASS observations, Service Providers will implement a system for conducting monthly Classroom Environment Observations

classroom observations during a continuous, 30 minute timeframe (at a minimum) by the Service Providers’ Coordinator and/or designated staff (i.e. Directors, Site Administrators, etc). Service Providers will review (on a minimum) the following areas:

• Indoor classroom environment • Outdoor classroom environment • Health & Safety • Curriculum • Teacher / Child interactions and relationships


Date Approved:

• Nutrition • Individualization • Family Involvement

All areas listed above must be reviewed at least once during each semester (August-December and January-May) in each classroom. Service Providers must also ensure that all applicable standards are in compliance. Classroom observation documentation will be shared with the teacher and teacher assistant and used to guide professional development. Service Providers may also use the information for staff evaluation. Procedures (are currently being worked on by CoSA and partners):

• CLASS reliable staff will observe classroom teachers at least twice a school year. • Observation results will be shared with the teacher and the teacher assistant in a debriefing session. • Data obtained from utilizing CLASS will serve as an indicator of school readiness, guide professional

development and help teaching staff to improve classroom interactions that support children’s learning and improving child outcomes

table of contents - saisd · ongoing observations anecdotal notes, ... daily safety inspection...

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