Boo da fool - United Planning Organization

Transcription

PARENT POLICY
HANDBOOK
2015 - 2016
OFFICE OF EARLY LEARNING (OEL)
The United Planning Organization: Office of Early Learning
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TABLE OF CONTENTS
United Planning Organization
About UPO ................................................................................................................................................. 1
Office of Early Learning............................................................................................................................... 2
Letter to Parents ......................................................................................................................................... 3
OEL Directory ……………............................................................................................................................ 4
Head Start/Early Head Start Childhood Programs Overview ............................................................... 5
Birth to Five Services: Early Care and Education .......................................................................... 5
OEL Center Locations .................................................................................................................... 6
Program Benefits ............................................................................................................................ 7
Parent Rights & Responsibilities .................................................................................................... 8
Our Early Learning Centers ...................................................................................................................... 9
Our Home Based Program ……………………………………………………………………………………...10
Abandonment and Neglect..................................................................................................................... 13
Center Policies & Procedures ............................................................................................................... 14
Intake Policies and Procedures ............................................................................................................. 17
Infant, Toddlers, And Twos Policies and Procedures ................................................................... 17
Toilet Learning .............................................................................................................................. 20
Screening and Assessment .......................................................................................................... 23
Education, Learning and Development ................................................................................................ 24
Education ..................................................................................................................................... 24
Bilingual Curriculum Focus ........................................................................................................... 25
Transition ...................................................................................................................................... 25
Health ........................................................................................................................................... 26
Nutrition ........................................................................................................................................ 28
Disabilities .................................................................................................................................... 33
Social and Emotional Development ............................................................................................. 34
Partnerships, and Parent Engagement ................................................................................................. 38
Family partnership …………………………………………………………………………………….....38
Community Partnership ………………………………………………………………………………….38
Parent Policy Council ................................................................................................................... 39
Volunteer Guidelines .................................................................................................................... 40
Parent Volunteer Form .......................................................................................................... 42
Parent Signature of Receipt ......................................................................................................... 43
Parent Notes ................................................................................................................................ 44
The United Planning Organization: Office of Early Learning i
Parent Handbook 2015 - Back To Top
UNITED PLANNING ORGANIZATION
ABOUT UPO
Philosophy
The United Planning Organization is committed to developmental enrichment practices in its Head
Start / Early Head Start, Preschool Programs. The approach is multi-disciplinary and considers
the developmental and emotional levels of all children as well as family support service areas. The
approach focuses upon all domains of early childhood development as well as family development.
Our program provides an individualized curriculum for all children, health services coordination,
safe facilities and environments, family support services, and nutritional meals. Every child will
be provided with opportunities to grow and enhance their cognitive and social skills. We have
qualified staff that is committed to this philosophy by providing a variety of individualized planned
activities. In addition, we are committed to involving parents in every aspect of their child’s
education and the program decision making process. Given the consideration of the aspirations
for their families we will enhance our ability to provide appropriate services to children and
families.
Our Vision
UPO’s Washington: A City of thriving communities and self-sufficient residents.
Our Mission
Uniting People with Opportunities
Our Promise
Community Action changes people’s lives, embodies the spirit of hope, improves communities,
and makes America a better place to live. We care about the entire community, and we are
dedicated to helping people help themselves and each other.
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OFFICE OF EARLY LEARNING
OEL’s Mission
In collaboration with families and the community, we will educate, empower and support children
by providing continuous high quality comprehensive services to achieve successful parent
engagement and positive child outcomes OEL’s Vision
To exercise leadership in the planning, development, and implementation of comprehensive child
and family development service systems in collaboration with our delegate agencies and other
public and private partners.
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Dear Families,
Welcome to the UPO Family! We are excited that you chose UPO to be a part of your child’s
educational experience and we are looking forward to an exciting year. For some, this is a new
experience and for others, it is a return to a positive and rewarding relationship. Our goal is to
foster and continue to build partnerships based on mutual respect and trust; geared towards
assisting you in meeting the needs of your child and strengthening family outcomes.
UPO’s Office of Early Learning provides high quality programs designed to help prepare your
child for kindergarten and help him/her on the road to a lifetime of learning. Your involvement in
the organization will help us strengthen the program and better meet the needs of the children and
families we serve. Policy Council and parent engagement are the foundation of our program. We
encourage you to become an active participant in Policy Council and help support us in the
administration and shared governance of the program.
This handbook is intended to provide helpful information about the program and its operating
policies and procedures. Please read the handbook thoroughly and let the center director know if
you have any questions.
Thank you for entrusting UPO with the educational growth and development of your child. If
there is any way that I can assist you during the program year please feel free to call me at 2022384686.
Warm Regards,
Gail Govoni, Director
Office of Early Learning
301 Rhode Island Avenue NW • Washington, D.C. 20001 • Phone: 202-238-4609 • E-Mail: [email protected] • www.upo.org
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HEAD START/EARLY HEAD START
CHILDHOOD PROGRAMS OVERVIEW
BIRTH TO FIVE SERVICES
Early Care and Education Infant, Toddlers, and Twos
The Office of Early Learning (OEL) provides
comprehensive child development services to age and
income eligible children and families in the District of
Columbia. We have a special focus on helping children
birth to five develop the social-emotional, physical,
cognitive, and language skills required for successful
transition to their next level of education. We also
provide services for pregnant women. Through meeting
Early Head Start/Head Start and OSSE standards, we
promote healthy prenatal outcomes, enhance the
development of infants and toddlers, and promote positive adult-child relationships.
PreschoolersThree to Five Years Old
We promote school readiness by enhancing the
social/emotional, physical, and cognitive development of
children through the provision of educational, health,
nutritional, social and various other services. UPO
recognizes the important role that parents play as their
child’s first teacher in the child’s lifelong educational
development, learning and school success. When you
enroll at a UPO OEL, we foster a partnership with you in
acknowledging the parents as the child’s first teacher, all while helping you make progress toward
your own education, literacy, and employment goals. Significant emphasis is placed on the
involvement of parents in the administration of our Head Start program to ensure school readiness.
The Office of Early Learning takes pride in making sure that we work with parents to help get
their children ready for school, prepared for the Kindergarten Entrance Assessment (KEA’s), and
ready for a successful life.
The United Planning Organization: Office of Early Learning 5
OEL CENTER LOCATIONS
Marcia Claggett- Regional Services Integration Manager—[email protected]
CENTER NAME/ WARD
CONTACT
ADDRESS/LICENSE
444 16th Street, NE
Azeeze Bates
Director, Shanika Lipscomb
Capacity: 20 Ward
Email: [email protected]
Washington, DC 20002
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Assistant: Taressa Young
202-388-7960 Fax: 202-238-4773
301 53rd Street, SE
C. W. Harris Elementary School
Director, Sandra Yates
Capacity: 20 Ward
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Assistant: Rita Atkinson
202-575-9394 (9395) (9397)
Edgewood
Capacity: 60 Ward
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H. D. Woodson High School
Capacity: 11 Ward
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Marie Reed Elementary School
Capacity: 16 Ward
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Paradise
Capacity: 20 Ward
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Director, Anita Fuller- White
Assistant: Mary Kiptepkut
601 Edgewood Terrace, NE
202-529-1582 or 202-529-1376
Fax: 202-529-1610
Director, Lisa Greene
Assistant: Cheryl Gilbert-Robinson
540 55th Street, NE
Washington, DC 20019 P:
202-724-8841
Director, Joyce Koskey
Assistant: Matilde Gorski
2200 Champlain St, NW
Washington DC. 20009
202-234-5852 or 202-234-2162
Fax: 202-234-9564
Director, Rebecca Hines
3513 Jay Street, N.E., Suites A & B,
Washington, DC, 20019
P: 202-627-2220
Royace Hagler- Regional Services Integration Manager—[email protected]
CENTER NAME/ WARD
CONTACT
ADDRESS/LICENSE
1601 16th Street SE
Director, Shirleeta Williams
Anacostia High School
Washington, DC 20032 202-724Capacity: 41 Ward
Assistant: Karen McPherson
7470
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Atlantic Gardens
Capacity: 20 Ward
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Ballou High School
Capacity: 20 Ward
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Dunbar Senior High School
Capacity: 10 Ward
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Frederick Douglass
Capacity: 55 Ward
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Director, Tanisha Chase
Assistant: Erica Belton
4228 4th Street, SE,
P: 202-758-0339
Director, Lashawn Butler
Assistant: Gayniel Silver
3401 4th Street, SE
Washington, DC 20032 202-6456689
Director, Victorine Fonge
Assistant: Elizabeth Sanchez
Director, Natasha Terry
Assistant: Juliet Wright-Fuller
101 N Street, NW
202-238-0748
3240 Stanton Road, SE
202-889-2080
Ext. 701 (Center Director)
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Luke C. Moore High School
Capacity: 8 Ward
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Director, Charmie Salas
Assistant: Charletta Wade
1001 Monroe Street, NE
202-671-6313 Fax: 202-526-5913
Hours of Operations 7:00 am – 6:00 pm
The United Planning Organization: Office of Early Learning 6
PROGRAM BENEFITS
The benefits associated with UPO OEL program are:
High quality learning environments that promote and foster cognitive development,
creativity and independent thinking,
Physical activities that develop fine and gross motor skills,
Environments that are healthy and safe,
Ongoing Teacher development and teachers that exceed State Regulations,
Health services that focus on early intervention and prevention with linkages to health care
providers in the larger community if needed,
Nutritious meals that include breakfast, lunch and snacks Monday through Friday,
Instructional lessons that meet the individual needs of your child,
Developmental Screenings are conducted yearly and ongoing assessment three times per
year for Head Start and four times per year for Early Head Start.
Individual assessments and instruction for every child, along with child outcomes and
progress reports four times per year,
Parent engagement and family support,
Recognition of diversity and culture, along with culturally competent activities and staff,
and
Home - Based program offers weekly home visits and bi-weekly socializations
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PARENT RIGHTS AND RESPONSIBILITIES
Head Start’s purpose is to promote school readiness by enhancing the social and cognitive
development of children. Head Start believes that parents are the child’s first teacher. It is the
right of every parent to understand the role and impact of parent engagement in life success.
•.It is my right to learn as much as possible about the program and to take part in monthly parent committee and/or policy 1
council meetings.
•It is my right to take part in and be an active participant in adult education and various other programs offered by The United
2 Planning Organization, which will improve standards of living for me and my family.
•I have the right to be informed daily about my child's progress in Head Start as well as make regular inquiries to program staff
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and leadership.
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•It is my right to always be treated with respect, dignity, and as an individual.
•It is my right to expect effective communication and guidance for my child/ren from Head Start staff which will help his/her
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development.
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•It is my right to learn about the operation and administration of the program, including the budget and program performance.
•It is my right to be informed of all community resources in regards to health, education, and other programs that may aid and
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•It is my right to be a role model for other Head Start and Early Head Start parents by participating in Parent Committee
meetings, Parent Council meetings, and being an advocate for the program.
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•I have the right to participate in two (2) home visits and two (2) parent conferences per year to discuss my child’s progress in
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the program.
•It my responsibility to understand the importance of my child’s regular and timely attendance at the Head Start or Early Head
10 Start center.
•It is my right to actively participate in The Office of Early Learning’s program self-assessment and help to develop long and
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short term goals and objectives for the program.
•It is my responsibility to make a good faith effort to inform my child’s Center Director, Family Service Worker, or Teachers if
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I am unable to keep a scheduled appointment or my child is unable to attend school for any reason. In return, it is the
program's responsibility to notify me of any cancellations or emergencies.
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•It is my right to be a lifelong advocate for my child/ren.
OUR EARLY LEARNING CENTERS
Each of our Early Learning Centers is led by a Center Director. Our teaching staff consists of
qualified degreed teachers. As per OSSE and Head Start regulations, we maintain a safe teacher–
child ratio from 7:00 a.m. to 6:00 p.m., Monday through Friday. We take every measure to ensure
that the teachers within our Centers are credentialed and have the appropriate amount of experience
needed to provide your child with the best education possible. Additionally, to ensure our teachers
are continuously learning the newest and best practices in Early Education, all staff are required
to participate in a minimum of 30 hours of training every year.
Each Center is supported by a
multidisciplinary team of service area
specialists. These specialists provide
ongoing training and technical assistance
to staff and parents. Members of the multidisciplinary team represent Education,
Health, Mental Health, Nutrition,
Disabilities, and Family Advocacy.
Our Centers are supported by a Health and
Family Services Manager who works with
staff and parents. All Centers provide
regular
and
periodic
screenings,
assessments, and services for every enrolled child. Family Engagement Specialists are assigned
to each Center and provide ongoing case management, referral, support, and crisis intervention
services.
The primary goal of each Center is to provide a learning environment that supports your child’s
thinking, stimulates self-exploration of their own ideas, and provides developmentally appropriate
experiences for children to observe, explore, and solve problems. The expected outcomes from our
carefully designed learning environments include enhanced socio-emotional, intellectual, and
physical development. Learning activities and environments are child-directed and teacherinitiated.
Every Early Head Start center/classroom follows the framework of the Creative Curriculum and
every Pre-K classroom follows Every Child Ready Curriculum while uploading and submitting
data using the Teaching Strategies Gold database. The Creative Curriculum and Every Child Ready
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are designed to support teachers at all levels of experience in planning and implementing high
quality comprehensive developmentally appropriate practices in all of our classrooms. Active
instruction and play in addition to quiet time and activities serve to pace each child’s cognitive,
social–emotional and physical development.
Apple Tree Statement of Partnership
Your child’s center is in partnership with the Apple Tree Institute. As part of the regular program,
your child's teachers will assess your child’s academic and social skills. Apple Tree Institute
reviews the data internally and with your child’s teacher to improve instruction. Identified data are
also shared with staff, consultants, educators, and in educational reports. Within this partnership,
Apple Tree Institute reserves the right to photograph/videotape students, faculty, staff and facilities
in connection with the activities of the school and to reproduce such images to promote, publicize,
or explain the school or its activities. These images may appear in any of a variety of formats and
media now available or that may be available in the future, including but not limited to print,
broadcast, videotape, and electronic/on-line media. Parents who do not wish to have their child
included in the above coverage should inform the Center Director in writing.
OUR HOME BASED PROGRAM
The Early Head Start Home Base Program provides free services to pregnant women and
children up to the age of three years old who meet the Federal Income Poverty Guidelines and
are residents of the District of Columbia.
Trained Home Visitors conduct a 90-minute session once a week to help enhance children's
physical, social, emotional and intellectual development through activities provided from the
Partners for a Healthy Baby Home Visiting Curriculum, and to assist pregnant women with
prenatal and post- partum supports and resources.
Attendance Policies
Head Start requires regular attendance. By doing this we can give children the best possible
education and can insure a consistent educational experience.
• Parents are expected to contact their assigned home visitor if they cannot keep their
scheduled home visit.
• All home visits cancelled by the home visitor will be rescheduled for a later date.
• If a parent or guardian missed a home visit without notice or contact, they will be contacted
immediately by their home visitor to find out if and when visits will continue.
• Four missed home visits without notice or contact, can result in termination from the EHS
Home Base Program.
45 Day Requirements
Early Head Start is a federally funded program; therefore we must follow all federal regulations
developed for the program. The 45 day requirement is one of the regulations that we must
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follow. Within 45 days of enrolling into the Early Head Start program every child must have
completed:
• A vision screening
• A hearing screening
• Developmental screening (given by the home visitor)
Failure to obtain this information for every child within the 45 day timeframe can cause the
program to receive a failing report and can lead to the program closing permanently.
Home Visit Schedule
Arrival (10 min) Greeting Time
Parent, Child & Home Visitor: Discuss briefly
• How the week went for the family
• Follow up on activity left for the parent and child from the previous home visit.
Parent/Child Activity (20 min)
Parent & Child: Spend time on an activity chosen the previous week using items from the home
or materials supplied by the home visitor.
Home Visitor: Offer support to the parent by helping to plan the activity, by offering
encouraging words to both parent and child, and by suggesting tips or ideas to make the activity
enjoyable for everyone.
Family/Home Visitor Activity (30 min)
Home Visitor: Share activities with the parent and child from one or more of the developmental
domains of learning. Give ideas on how to teach the skills in the home using everyday items.
Parent & Child: Join in the activity together to learn new skills!
Parent/Home Visitor Time (30 min)
Child: Plays independently
Home Visitor & Parent: Take time to discuss:
• How the day’s visit went—any surprises?
• What skills the family will focus on during the next week
• Plan for next week’s Parent/Child Activity • Family Strengths, Needs, and Goals
• Plan for next week’s visit!
Curriculum
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The Early Head Start Home Base Program uses the Partners for a Healthy Baby Curriculum.
This is a comprehensive curriculum that addresses issues of family development and child health
and development. The home visitor will meet with each home base family for ninety minutes
each week. During this meeting the home visitor will engage in parent and child activities
appropriate to the child’s development. The Parent child activities provide a time for parents to
observe their child and apply the information presented and discussed in the visit. The home visitor
will provide the following resources for parent child activities:
 Materials necessary to do the activity
 Help the parents understand how the activity supports their child’s development
 Answer questions that facilitate observation of the child’s development by the parents and
parent educator
 Instructions for doing the activity
 Involving the parents so that they can repeat it at a later time with their child
 An additional activity which extends the main activity for visits where time permits
 A follow-up activity that parents and child participate in between visits which further
reinforces skills
 Book sharing and literacy activities
Socialization
Home Base children enjoy getting together each month!
Two Socializations will be planned each month. They are a time for all the children and parents
in home base to get together. Parents can meet each other and talk. Children can play with each
other, explore experiment, solve problems, create, and learn self-control. All the things children
need to learn for kindergarten. You and your Home Visitor will work out times that work for the
group and activities that will be fun for everyone.
2014-2015 Socialization Schedules
•
•
•
•
•
•
August
8/28/15
September • February
9/11/15 and 9/25//15
October
• March
10/8/15 and 10/23/15
2/5/16 and 2/19/16
3/4/16 and 3/18/16
November
• April
11/6/15 and 11/20/15
December
• May
12/3/15 and 12/18/15
January
• June
1/6/16 and 1/21/16
4/07/16, 4/11/16, 4/15/16
5/5/16 and 5/20/16
6/3/16 and 6/24/16
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Well Child Checkup (Well baby exam)
Every child enrolled in Early Head Start between the ages of 0-18 months needs a well-baby exam
according to the District of Columbia’s EPDST Periodicity Schedule
• 6weeks
• 9months
• 2months
• 12 months
• 4months
• 15months
• 6months
• 18 months.
Children ages 2 and up is required to have a physical examination by their doctor once a year. The
Well baby or Well Child Checkup include: A doctor looking at your child’s whole body, height,
weight and blood pressure measurements, a check of your child’s development, hemoglobin (blood
test for iron), lead (a blood test for lead poisoning) at 12 months of age, immunization and vision
and hearing screening
You will be given health notices to remind you of your child’s upcoming well baby checkups or
physical examinations while they are enrolled in Early Head Start Program.
Mental Health
Parents are their child’s first teachers and that is a big responsibility. Both children and parents
grow and develop over time and there are many things that influence their overall health.
Everyone is different, yet we are all similar in many ways. The EHS/ HS program contracts with
a Mental Health Professional who is available to assist and support children and families.
Contact your home visitor if you would like more information on how to use our Mental Health
consultant services.
CHILD ABUSE AND NEGLECT
At Early Head Start, we strongly believe that children should
grow up in a community where adults care about them and keep them
safe. Providing this safe community takes the determination and
commitment on the part of everyone involved in your child’s life. The law
for the District of Columbia mandates a professional or his delegate who
is engaged in the practice of child care, education, social services, or the
healing arts to report known and suspected child abuse or neglect cases to
Law Enforcement. Therefore all Early Head Start staff members are
mandated reporters. Failure to report is a misdemeanor and punishable by
law. If you suspect a child is being abused or neglected, please call child
protection services if you feel that a child is in IMMEDIATE DANGER
report directly to Law Enforcement.
In keeping with the Department of Human Services (DHS) licensing and
Head Start policies, withholding of food, light, warmth, clothing, or
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medication will not be used as a form of punishment. Corporal punishment
which includes but is not limited to, rough handling, shoving, hair pulling,
ear pulling, shaking, slapping, kicking, biting, pinching, hitting, and
spanking are PROHIBITED. A child will not be punished for toileting
accidents.
Private hot lines for parenting questions and concerns at no charge to you:
Hot Line: 235-SEEK (7335)
Child Abuse Hot Line: 1-800-422-4453
Please call the Home Base Coordinator at 202-281-2722 with any questions.
CENTER POLICIES AND PROCEDURES Hours of Operation
9:00am – 2:30pm
8:45am – 2:45pm
7:00am – 9:00am
2:30pm – 6:00pm
8:45am – 2:45pm
Early Head Start / Private Slots -August-August
Head Start/ August-May
Before Care/OSSE
After Care/ OSSE (VERIFY TIMELINE)
Pre-K/ August-August
Attendance
The Office of Early Learning is striving for 100% attendance from all children and families who
attend our program. When possible, please inform your Center Director, Family Engagement
Specialist, or child’s teachers if you anticipate your child missing a day or more of school. In an
attempt to ensure consistent communication and a great partnership between parents and OEL
staff, please expect a phone call from your child’s teacher, Center Director, or Family Engagement
Specialist if he or she is absent from school without prior notice.
Corporal Punishment
Corporal punishment of children by staff or parents is strictly forbidden in our Early Childhood
Development Centers.
Communication
Materials and communications are placed in your child’s cubby or backpack regularly. Please
check for distributed material on a regular basis, as to not miss important information. Parent alerts
and newsletter, and the OEL Buzz and bulletins are sent out on a weekly and monthly basis. At
least quarterly, you will receive a notice to attend a parent teacher conferences individual to your
child to discuss your child`s developmental progress. Family Engagement Specialist are located at
your child`s center to coach you on how to set up and follow your progress on your family goal
plans and support you as a parent and/or guardian. Parent feedback is strongly encouraged as
we invite parents to send comments and recommendations in writing. Every center provides
a comment box for you to share your thoughts or concerns. Meals
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Children receive breakfast, a hot lunch, and an afternoon snack that meet USDA nutritional
standards. Children are not allowed to bring outside food items and/or drinks into the center.
Provision will be made for children with food allergies supported with a signed Doctor’s note.
Center Closing
The center will be closed for holidays, professional development, pre-determined leave, and
facility emergencies. Advance notice will be given for professional development days and
predetermined leave dates. Due to the nature of some emergencies, advanced notice cannot be
given. However, in the event of an emergency, your Center Director or Family Engagement
Specialist will ensure that you receive a phone call providing you with as much information and
details about the emergency as possible.
Inclement Weather
The Office of Early Learning follows the District of Columbia Public Schools (DCPS) inclement
weather policy. Therefore, if the District of Columbia Public Schools (DCPS) are closed due to
inclement weather, the Early Childhood Development Center will also be closed. If DCPS
announces a two-hour delay opening, our Early Learning Centers will also delay opening by
two hours. If DCPS announces an early dismissal, UPO centers will close for that early dismissal
period, and parents should make every effort necessary to pick their children up early. Drop off
& Pick-up
Only parents/guardians or persons authorized by the parent(s) in writing may pick up children
from the center. Persons authorized to pick up children must be at least 16 years of age. In an
effort to ensure your child’s safety, individuals on the pickup/drop off list who do not frequently
pick up the child will be asked to show picture identification before gaining access to the child/ren.
Children must be accompanied into the classroom and a classroom staff person must be present.
Health and Safety
All UPO sites are a Smoke-Free Zone. Smoking is not permitted on center grounds, parking lots
and center surrounding areas.
Transportation
Transportation is provided for field trips only. Parents must sign permission forms before their
child can participate in field trips. Transportation is also provided for socializations and Policy
Council meetings.
Emergency Contact
In the event of an emergency, please provide correct telephone number(s), Address, and the
names of at least two (2) contact persons. All changes must be reported immediately.
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Emergency Contingency
Centers’ contingency sites will be posted and provided to parents by Center Directors.
Outdoor Activity
For the health and safety of children, limited access to outdoors (including nature walks and
playground access) will be in affect when there is a code red or orange weather alert or when the
temperature is below thirty-two degrees (32°) or above eighty-six degrees (86). Tax Letter
Policy (Center Based Option)
Tax letters will be mailed out, upon request and annually before January 31st, reflecting the total amount
paid and the tax ID number. This information will only be provided to parents who enrolled their child
(ren) in the before and after care program.
Late Pick-up Policy (Center Based Option)
 The administrative and center staff will make every effort to contact you and all
emergency contacts in the event that your child is left at the center for extended periods
of time past their regular pick up time and closing time of the center. It is extremely
important that you regularly update your emergency contacts information and phone
numbers so that in an emergency staff can reach those individuals who are eligible to
pick up your child/ren. When our efforts to contact parents or other emergency persons
are not successful or when children are left in our care for significant periods beyond
closing we will have no choice but to report the child as “abandoned” and “neglected”.
The report will be made to:
Child Protective Services 400
6th Street, SW Washington,
DC
(202) 671-7233
INTAKE POLICIES AND PROCEDURES
Parents are encouraged to support our recruitment and enrollment efforts by referring friends,
neighbors and family members to our program. If you have any questions or concerns, please
contact the Center Director or your Home Visitor. Eligibility
We are expecting 100% enrollment
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In order to be eligible for services through the Office of Early Learning, your family must meet
eligibility requirements. To ensure eligibility, the Office of Early Learning requires three (3)
documents from you. These documents include:
Proof of birth
Proof of income for 30 days preceding the date of application
Proof of D.C. residency
NOTE: In some cases additional documents may be required
*
*
*
INFANT, TODDLERS, AND TWOS POLICIES AND PROCEDURES:
SIX WEEKS- THIRTY MONTHS
Welcome to the Infants, Toddlers and Twos (ITT) groups. To better serve you, your cooperation
is needed in the following areas:
Morning Routine
Office of Early Learning encourages parents to
partake in the morning routine at your center.
This routine consists of hand washing before and
after diapering and/or toileting of both parent and
child and transitioning the child to the breakfast
table or the carpet, where his/her teacher has
maintained a reliable, safe and comfortable
atmosphere. By creating this partnership with our
families, this provides
children a developmental appropriate experience
as well as an ongoing nurturing relationship
Change of Clothing
In case of accidents and emergencies, if possible, please provide at least 1 labeled change of
clothing for your child. Additionally, for those children sleeping on cots during naptime, it is
important that a cot sheet and blanket be provided for your child. Parents, please try your best to
provide clothing that is age and weather appropriate for your child. In certain cases, soiled or
messy clothes will be stored in a zip-locked plastic bag and returned to you upon pickup of the
child. If you’re unable to provide these items, please contact your Center Director.
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Label Items
If you provide your child with an extra set of clothing, or are not comfortable with the brand of
diapers, wipes, and/or formula provided by UPO; and have decided to provide your own diapers,
formula, and wipes, please label all items with your child’s name. Additionally, your child will
need his or her own set of sheets and blankets for nap time. Provided sheets and blankets should
be labeled with the child’s name as well. In the event that items are misplaced, forgotten, or lost,
a label with the child’s name makes it much easier to return the items to the correct family. If
you are unable to provide these items then please contact your Center Director.
Food/Changing Foods
UPO, in conjunction with an approved vendor, will provide food and formula for all children
enrolled in the program. If you wish to use a brand of formula other than that which is provided
by UPO, please notify your Center Director, and complete an Infant Formula Notification form.
When your child is ready for table food or whole milk, it is best to notify your child’s teachers and
Center Director so that we can work with you and your child’s needs. Breast Feeding
UPO encourages breast feeding at any time during the day. Mothers are welcome to nurse their
child(ren) safely in the centers’ designated breast feeding area. Milk Bottles
Just as diapers and clothing, it is important that you label your infants’ milk bottles. Please be sure
to take the bottles that you provide at the center home with you every evening and sanitize them.
Milk left over at the close of business will be disposed. (See Nutrition for bottle feeding policy).
Diaper Supply/Changing Diapers
United Planning Organization (UPO) provides diapers and wipes to all Early Head Start infants
and toddlers who participate in the program, starting at age 6 weeks. If you wish to use a different
brand of diapers and/or wipes, please contact the Center Director.
Diaper Change Checks
Diaper changing policies and procedures are posted in all classrooms and follow the National
Association for the Education of Young Children (NAEYC) guidelines. Procedures for diaper
changing can be seen on the toileting area walls on the NAEYC Diaper Changing Poster. In
addition, parents will receive written documentation of their child’s daily diaper changes and
toileting routines every day during pick up hours.
Parent Conferences
Parent – Teacher conferences will be offered three and four times per year. UPO teachers are more
than happy to discuss your child’s development with you. Please feel free to discuss any concerns
or issues with classroom staff by arranging a Parent Conference at a time that is convenient for
19
both you and your child’s teachers. In our push to provide the best early education for children and
ensure we are meeting your child’s school readiness goals, an individualized instruction plan will
be developed for your child. During the parent conference, the teacher will discuss your child’s
progress and with your input, they will develop a goal plan for your child’s success.
TOILET LEARNING
The most important factor in making the toileting experience successful and stress free for children
is a family and center partnership that supports the child’s need. There are numerous viewpoints
and different cultural practices on the strategies and approaches to toilet training. Research
indicates that young children will have a hard time successfully learning to use the toilet if they
are not physically, mentally, and emotionally ready (insert research). These three (3) milestones
must go hand in hand and are key elements to a child’s positive toilet learning experience.
While there are always exceptions to the rule, many Pediatricians agree that children under twentyfour (24) months of age are not physically capable of easily regulating bladder and bowel muscles.
Additionally, Psychologists maintain that children will give cues when they are mentally and
emotionally ready for toilet learning. Thus, toilet learning is most successful when it is led by the
child, is a positive experience, and when children show signs of physical awareness of their bodily
20
functions and demonstrate an interest or curiosity in the process. Toilet Learning Policy &
Procedures
Our Early Childhood Development toilet learning procedures follow the recommendations of the
American Academy of Pediatrics (AAP). It is the policy of the UPO Office of Early Learning to
work with you to make sure that toilet learning is conducted in a manner that is consistent with
your child’s physical and emotional abilities and your family’s concerns.
The following signs suggest that your child may be ready to begin the toileting process:
 Able to follow single step instructions.
 Able to put items where they belong.
 Understand words related to the toileting process.
 Regulate the muscles responsible for elimination.
 Verbally express a need to go to the bathroom.
 Keep a diaper dry for two (2) or more hours.
 Get to the potty on his or her own.
 Pull down pull-ups, diapers, or underpants.
Procedures
In accordance with OSSE and Head Start regulations and performance standards, the following
procedures will be followed: All children will continue to wear their clothing throughout the day.
“Bathroom runs” are only done for those children who are showing signs of readiness. The signs
of readiness are provided under the Toilet Learning Policy.
For children who are showing signs of readiness, a “bathroom run” schedule will be created.
Children will be taken to the bathroom before breakfast, after breakfast, before lunch, after lunch
and after naptime. “Bathroom runs” are done in groups. We understand and respect the fact that
children will have their individual schedule and time for toileting.
Up to four (4) children per staff member will be taken on a “bathroom run”.
 Toileting supplies, aids, or materials should follow a very specific sequence. The
sequence is as follows:
 The child will go from diapers to pull-ups or training pants and finally to underwear
or briefs.
21
 Once parents, in partnership with teaching staff, have decided on the specific
toileting supply (i.e., pull ups or training pants) and sequence of toileting
procedures, consistency is critical to ensure a smooth transition and confusion free
process. We strongly discourage using one toileting material (i.e. pull-ups or
training pants) at the Center and another supply during the weekend. Again,
consistency during training is very important.
 Mastery occurs when the child is able to stay dry during waking and sleeping hours
 In complying with NAEYC accreditation and developmentally appropriate
practices, no child will be awakened during naptime to use the toilet.
Due to a number of different reasons, you may find that during the toilet training process your
child will regress. Signs of regression can include, thumb sucking, reverting to baby talk, or having
numerous toileting accidents after toileting has been done successfully numerous times. Such
regression is likely to occur when there are changes in the family dynamics, including birth of a
sibling, loss of a significant family member, or changes in everyday routines.
In order to minimize your child’s chances of regression, be sure to praise children for their efforts.
Accidents will happen, but it is important that children are not made to feel isolated or ashamed
when accidents do occur. Instead, let them know that they had an accident and offer your support.
Additionally, praise children’s attempts to use the toilet, even if nothing happens.
When children are out with you, take multiple bathroom breaks whenever possible. Finally, it is
important to follow your child’s center bathroom routine even when the child is not in the center.
If there are any concerns beyond what has been outlined in this policy, such as concerns voiced to
the parent by the health care provider, the parents in partnership with teaching staff, center director,
developmental specialist, and education coordinators will collaborate to determine what is in the
child’s best interest.
Tips for Toilet Training
 Children should wear easily removable clothing, such as: tee-shirts sweat pants, elastic
waist clothing, dresses, and the like. We discourage the use of belts, zippers, “onesies”
and overalls during this learning process.
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 Children must be supervised during toilet
training and praised for their efforts and
accomplishments.
 Toilet learning shall not be coerced.
Individual developmental abilities of each
child shall be considered. Children shall
not be punished emotionally or physically
for soiling or wetting their clothing, nor
should they be punished for not using the
toilet.
 Families will provide 2-3 extra changes of
clothing for their children. If an accident
occurs, the child shall be changed into
clean clothes. Families will be informed in a timely fashion when additionally clothing
is necessary.
 Families shall be kept updated about their child’s progress on a daily basis.
SCREENING AND ASSESSMENT
To ensure that all children enrolled in Head Start receive high quality services, our Early
Childhood Education program includes comprehensive screening and assessment processes.
Screenings and assessments provide important information that is used to assist in the cognitive,
physical, and social emotional development of children. In our program, child screenings and
assessments include: the Ages and Stages Questionnaire III Screening Tool, the Creative
Curriculum Individual Child Teaching Strategies GOLD, individualized goals, observations, child
progress and planning reports, family conferences and weekly lesson plans. Screening and
assessment help us to determine your child’s strengths and weaknesses and to help them
successfully master skills.
Your child/ren will be screened within forty-five (45) days of enrollment into an Early
Learning Center and Home-Based Program. The Ages and Stages Questionnaire-3 Screening
Tool is the screening instrument that is completed with parent and teacher. Information from the
Ages and Stages Questionnaire-3 Screening Tool is used by your child’s teacher or home visitor
and Early Learning Specialist to create individualized learning plans and experiences.
Children identified as needing additional support and services to reach their
developmental milestones will acquire a specialized and experienced team of professionals to aid
the family through the Individual Education Plan (IEP) for preschoolers, and Individual Family
Services Plan (IFSP) for infant and toddlers. Both the IEP and IFSP plans include measurable
behavioral objectives and the identification of skills your child needs to learn and master in each
of the developmental areas. An individualized curriculum will be created by the parent and the
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teacher and/or home visitor which addresses all areas of development, and focuses more
attention on the identified development areas. For more information regarding the IEP and IFSP
process or if you have a concern with your child’s development, please feel free to talk your
child’s teacher, home visitor and Center Director.
EDUCATION, LEARNING, AND DEVELOPMENT
EDUCATION
Education and Early Childhood Development
In the area of education and early childhood development, our program, is designed to support
each child’s individual pattern of development and learning. Our efforts are also designed to ensure
that the classroom environment helps children thrive, through routines and experiences that will
develop their cognitive, social-emotional language, and physical abilities. Instruction includes
individual and small group experiences, both indoors and outdoors. In order to ensure a wellbalanced and comprehensive curriculum, our early childhood development program integrates
aspects of nutrition into daily activities.
Classroom Discipline Policy
The following practices have been established by the UPO Office of Early Learning for classroom
staff in managing discipline and behavior modification of children.
1. Under no circumstances must a child be disciplined through the use of corporal
punishment, i.e. hitting, grabbing, punching or holding tight. Staff found guilty of such will
be terminated.
2. UPO staffs are responsible for developing a classroom atmosphere of mutual trust and
respect whereby there are many positive and encouraging moments and few negative or
disapproving experiences. Staff is required to serve as a positive role model for children at
all times. Staff`s exemplary character and use of sound judgment develop a positive pattern
for young children to follow.
3. Appropriate discipline techniques will include the following.
a. Showing acceptance through verbalizations; children engaging in inappropriate
behavior will be redirected.
b. Setting limits.
c. Supporting the child during uncontrolled/inappropriate behavior.
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BILINGUAL CURRICULUM FOCUS
Our Early Childhood Development Centers are rich in culture and diversity. We have a global
community of children and families that represents many cultures and many different languages.
We recognize the need for our program to be responsive to
children and their families who do not speak English or whose
Spanish
cultural backgrounds are different. It is our goal to meet the needs
Chinese
of all enrolled children regardless of language or cultural
Arabic
background. For many of our children and families, English is
Korean
their second language.
French
The Office of Early Learning recognizes the cultural and
African Dialects
linguistic differences among our families. Due to this fact, it is our
And more!
goal to staff each center with teachers who speak at least one (1)
of the major languages spoken within the DC/Metropolitan
area. In some instances, parents serve as resource persons. In an
effort to ensure we meet the needs of all parents, the Office of Early Learning and center staff will
do their best to refer parents to community agencies where their language is fluently spoken. Other
efforts to respond to bilingual children and families include:
 Recruitment of early childhood development bilingual teachers and Family Engagement
Specialist
 Use of multicultural materials and exposure to cultural experiences
 Use of volunteers from communities that are fluent in the child’s primary language and/or
knowledgeable of the culture
TRANSITION
Transition services help parents to communicate with teachers and other school personnel so that
parents can participate in decisions related to their child’s education. Transition services include:
Providing information on how to foster the development of a child with disabilities.
Parent education and training in exercising their rights and responsibilities concerning their
children in schools.
Preparing parents to become their child’s advocate through various periods of transition
based on the child’s enrollment and progression at the completion of their Head Start
experience.
Children enrolled in Early Head Start will begin to transition to Head Start six month prior to their
3rd birthday. At age three, Early Head Start children will fully transition into a Head Start program.
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Every child will be screened using the Ages and Stages Questionnaire to ensure they are on track
or exceeding in their development. If children display developmental concerns, UPO and DCPS
will begin the intervention and referral process. The Center Director will coordinate the process
with the parents and staff.
HEALTH
These policies are in reference to those laid out by OSSE regulations per the DCMR29 and the
Early Head Start and Head Start Performance Standards, if you have any questions please contact
your Center Director.
Health/Immunizations/Dental
1. The Universal Health Certificate must be completed, including the parent signature and the
indication that the child has received all age appropriate screenings. Please follow the DC
Medicaid Health Check Periodicity Schedule for Health Care and Dental provided to you
during your parent meeting.
2. Please obtain a current immunization schedule so that you can keep your child on schedule.
This will also be provided during your center’s parent meeting.
3. Children who receive a referral for medical treatment, oral health treatment, speech and
vision and hearing follow up, must obtain a status report on the referral and provide to the
Center Director and/or Family Engagement Specialist.
4. Any child whose physician has indicated on a medical release form “no physical activity”
the program will comply with. Therefore, once your child has been cleared to attend and
participate and documentation has been received at the center he/she can return.
5. The child development center must comply with all licensing regulations. Therefore, a
physical examination must be up-to-date and immunizations must be kept up-to-date and
at three years of age an oral health examination must be obtained
and maintained annually. You will be informed of your child’s
expired health information in order for you to make the necessary
appointments. In addition, we encourage parents to see the dentist
when your child gets their first tooth.
6. Failure to maintain current heath information will result in
temporary suspension of your child until such time the
information is provided. Center Directors, Family Engagement
Specialist and your Health and Family Service Manager are
available to offer resources.
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27
Communicable Diseases
1. If your child is exposed to a communicable disease, please provide the documentation to
the Center Director who in turn must report the exposure to the proper Public Health
Authorities.
2. Please provide the center staff with documentation from your child’s physician regarding
when they may return to school, following their exposure.
3. A Parent Alert notice about the occurrence of communicable diseases within your
perspective center will be posted and distributed to all parents at that center. Please note
the child’s information will remain confidential.
Medication Administration Policy
1. Please be sure to alert staff to all medications and/or surgical procedures that your child is
receiving.
2. Children requiring medication at school must have permission from the doctor for certified
staff to administer medication. The physician must complete the Medication Authorization
Form and update as needed.
3. Prescribed medication must have the original label on the container. The medication
permission must include the name of the child for whom the medication is intended, name
of the medication, dosage, the physician’s name, how often the medication is to be given,
and by what method the medication is to be given.
4. Medicine should be given to a staff member in order for it to be placed in a safe and
appropriate place. Medicine should never be placed in the child’s cubby or backpack.
Short Term and Long Term Illness
1. Should your child become ill, injured or an evacuation occurs while in the care of the staff,
you will be contacted immediately. It is critical to have updated telephone numbers and
reliable emergency contact information at all times.
2. If staff observes signs and symptoms of a suspected illness or disease during the day, you
will be called and a Physician Referral Slip will be given to you and placed into your child`s
folder. Please be aware that you are required to take your child to the doctor to be “cleared
to attend and participate in school activities.”
3. If your child is sick three (3) days or more, please present a written physician statement to
the teacher on the day of your child’s return. A release statement should be provided by the
child’s physician indicating that the child is ready to return to the center.
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4. All children with chronic health conditions (asthma, diabetes, epilepsy, food allergies, etc.)
must have documentation in the form of an action plan. Further assistance will be offered
by your Center Director, Family Engagement Specialist, or Health and Family Service
Manager.
5. A Health Observation Form must be completed daily with the assistance of the center staff.
With this you will indicate any marks, scratches, burns, bruises, etc. on your child.
NUTRITION
Staff work together with parents to identify the nutritional needs of the children. All children
receive a balanced breakfast, lunch and afternoon snack. Planned nutrition activities are an
integral part of the curriculum, reinforcing good eating habits in children. Income eligibility
applications need to be completed upon entering the program. Nutrition policies and practices are
as follows:
 All food allergies must be accompanied by a letter from a physician and sent to the
Nutrition Coordinator. Food preferences due to religious and cultural reasons will be
accommodated at the discretion of the Dietitian and should be accompanied by a letter from
the parent.
 No food/snacks are to be brought from outside for the children. Our program provides
appropriate food/snacks for children.
 All facilities will be kept “NUT FREE”. This means that nut items will not be served on
the menu and peanut butter or any other nuts will not be used for Nutrition Activities.
Staff, parents, volunteers, and service providers will also not bring in any nuts to centers.
A sign will be posted letting everyone know that we are “ NUT FREE”.
 Parents will be informed at the outbreak of any food
borne illness that may occur at any of the sites
through a memorandum, even if the illness was an
incident which only involved one child and may not
have actually been contracted at our sites.
 Your child will need at least six (6) sanitized, labeled
bottles each day for staff to mix formula. At the end
of the day, the rinsed out bottles will be returned to
parents who must sanitize them before bringing them
back. If you are unable to provide these items, please
contact your Center Director.
 If your child is using “Sippy cups” will need at least three (3) sanitized, labeled sippy cups
for your child to use. These sippy cups will be returned to parents at the end of the day for
29
them to sanitize and bring back the next day. Since the child eats two (2) meals and one (1)
snack at our site, we require at least three (3) sippy cups to use with each meal. If you are
unable to provide these items, please contact your Center Director.
 Our program will provide at least two (2) kinds of formula as required by USDA. One of
these will be a soy based formula. If parents of infants do not want their children to have
either of the two formulas offered, they may indicate so on the Infant Formula
Authorization Form and bring in their own already mixed formula in sterile bottles. They
are required to bring in at least four (4) bottles of at least six (6) ounces each daily.
 Our program will not permit the use of formula which has cereal mixed in it unless
recommended and accompanied by a letter from the pediatrician. Sometimes in cases of
reflux a physician may recommend that a little cereal be added to the milk. The letter must
contain specific instructions including the quantity and frequency of cereal to be given.
Cereal must be transported in a sterile manner; Ziplocs will only be used once and discarded
after use.
 Evening Snack may not be taken out of the center as per UPO policies. This excludes milk
and remaining fruit which may be given to parents at the end of the day.
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Parent Handbook 2015
Sample Infant Menu 8-11 months via Vendor Benjamin Catering
Meal
Component
Min. Serving Size
Day of Week
0-3 mo.
4-7 mo.
8-11 mo.
Monday 15
Tuesday 16
Wednesday 17
Thursday 18
Friday
4-6 fl. oz.
4-8 fl. oz.
6-8 fl.
oz.
Fruit/Vegetable*
X
X
Infant Cereal
X
Breast Milk or
Formula
19
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
1-4 tbsp.
Banana 1-4 tbsp
Apple 1-4 tbsp
Banana 1-4 tbsp
Fresh fruit salad 1-4
tbsp
Apple 1-4 tbsp
0-3 tbsp.
2-4 tbsp.
Infant Cereal 2-4
tbsp
Infant Cereal 2-4
tbsp
Infant Cereal 2-4
tbsp
Infant Cereal2-4 tbsp
Infant Cereal 2-4
tbsp
4-6 fl. oz.
4-8 fl. oz.
6-8 fl.
oz.
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Breast Milk or
Formula 6-8 FL OZ
Meat/alternate
X
0-3 tbsp.
1-4 tbsp.
Chick peas 1-4 tbsp
Chicken wrap 1-4
tbsp
Mac & Cheese 1-4
tbsp
Pinto beans 1-4 tbsp
Turkey
and
mozarrela cheese
sandwich 1-4 tbsp
Infant Cereal**
X
0-3 tbsp.
2-4 tbsp.
Infant Cereal 2-4
tbsp
Infant Cereal 2-4
tbsp
Infant Cereal 2-4
tbsp
Infant Cereal2-4 tbsp
Infant Cereal 2-4
tbsp
X
X
Squash 1-4 tbsp
Lettuce, tomato 2 -4
tbsp
Broccoli 1-4 tbsp
Carrots 1-4 tbsp
Tomato 1-4 tbsp
Fruit
X
X
1-4 tbsp
Honeydew 1-4 tbsp
Cantaloupe 1-4 tbsp
banana 1-4 tbsp
Apple 1-4 tbsp
Banana 1-4 tbsp
Bread or alternate
X
X
1-4 tbsp
Brown rice 2-4 tbsp
Soft tortilla 2-4 tbsp
Macaroni
Brown rice 2-4 tbsp
Hamburger bread
4-6 fl. oz.
4-6 fl. oz.
2-4 fl. oz.
Breast Milk or
Formula 2-4 FL OZ
Breast Milk or
Formula 2-4 FL OZ
Breast Milk or
Formula 2-4 FL OZ
Breast Milk or
Formula2-4 FL OZ
Breast Milk or
Formula 2-4 FL OZ
Breakfast
Breast Milk or
Formula
Lunch
Vegetable
1-4 tbsp
PM Snack
Breast Milk or
Formula
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(or) Juice
Not needed if breast
milk or formula is
served
X
X
2-4 fl. oz.
Bread/Cracker
X
X
0-½ slice,
or 0-2
Corn bread 2-4 tbsp
crackers
1-2 Ritz crackers
½ slice WW bread
1-2 saltines crackers
Croissant 1-4 tbsp
low sodium
Sample Regular Menu 1-5 years old via Vendor Benjamin Catering
Min. Serving Size
Meal Component
Day of Week
Ages 1-2
Ages 3-5
Ages 6-12
Monday 15
Tuesday 16
Wednesday 17
Thursday 18
Friday 19
4fl oz
6fl oz
8floz
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Fruit/Vegetable*
1/ 4 cup
½ cup
½ cup
Banana
Apple juice
Apple
Orange
Apple juice
Bread/alternate
½ slice
½ slice
1 slice
Corn flakes cereal
Waffles
WW bread
Pancakes
Syrup
Scrambled eggs
Syrup
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Pinto beans
Turkey breast &
mozzarella cheese
sandwich
Breakfast
Fluid Milk
Other (optional)
Total cereal
Lunch
4-6 fl. oz.
4-8 fl. oz.
6-8 fl. oz.
Whole milk Fat
free milk
Whole milk Fat
free milk
Meat/alternate
X
0-3 tbsp.
1-4 tbsp.
Chick peas
Chicken wrap
Vegetable
X
0-3 tbsp.
2-4 tbsp.
Squash
Lettuce, tomato
Broccoli
Carrots
Lettuce tomato
X
X
Honeydew
Cantaloupe
Orange
Apple
Banana
Fluid Milk
Fruit
1-4 tbsp.
½-2 oz.
1-4 oz.
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Cheese pizza
Bread or alternative
Brown rice
Soft tortilla
Pizza bread
Brown rice
Hamburger bread
Snack
Fluid Milk
Fruit or vegetable
4-6 fl. oz.
4-6 fl. oz.
2-4 fl. oz.
X
X
2-4 fl. oz.
Whole milk Fat
free milk
X
X
Whole milk Fat
free milk
Pear
Meat/alternate
Bread/alternate
Whole milk Fat
free milk
0-½ slice, or
0-2 crackers Corn muffin
Mozzarella cheese
Go gurt
Ritz crackers
Saltines crackers
Croissant
Sample Special Menu 1-5 years old via Vendor Benjamin Catering
Min. Serving Size
Day of Week
Meal Component
Ages 1-2
Ages 3-5
Ages 6-12
Monday 15
Tuesday 16
Wednesday 17
Thursday 18
Friday 19
4fl oz
6fl oz
8floz
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Fruit/Vegetable*
1/ 4 cup
½ cup
½ cup
Banana
Apple juice
Apple
Orange
Apple juice
Bread/alternate
½ slice
½ slice
1 slice
Corn flakes cereal
Waffles (WW bread)
WW bread
Pancakes (WW bread)
Syrup
Scrambled egg (apple
sauce)
Syrup
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Whole milk Fat
free milk
Chick peas
Chicken wrap (bean
wrap)
Cheese pizza
Pinto beans
Turkey and mozzarella
cheese sandwich
(Mozarella cheese
sandwich)
Breakfast
Fluid Milk
Other (optional)
Total cereal
Lunch
Fluid Milk
Meat/alternate
4-6 fl. oz.
X
4-8 fl. oz.
0-3 tbsp.
6-8 fl. oz.
1-4 tbsp.
33
Vegetable
Fruit
X
0-3 tbsp.
X
X
2-4 tbsp.
1-4 tbsp.
½-2 oz.
1-4 oz.
Bread or alternative
Squash
Lettuce, tomato
Broccoli
Carrots
Lettuce tomato
Honeydew
Cantaloupe
Orange
Apple
Banana
Brown rice
Soft tortilla
Pizza bread
Brown rice
Hamburger bread
Snack
Fluid Milk
Fruit or vegetable
4-6 fl. oz.
4-6 fl. oz.
2-4 fl. oz.
X
X
2-4 fl. oz.
Whole milk Fat
free milk
X
X
Whole milk Fat
free milk
Pear
Meat/alternate
Bread/alternate
Whole milk Fat
free milk
0-½ slice, or Corn muffin (WW
0-2 crackers bread)
Mozzarella cheese
Go gurt
Ritz crackers
Saltines crackers
Croissant (WW bread)
DISABILITIES
Early Head Start and Head Start
Early Intervention - Disabilities
UPO staff provides assistance to children and their families by obtaining and monitoring services recommended by the Special Education
Process. All services are designed to prepare the child to be successful during their early childhood years.
Parent Responsibility
Parents are their child’s first teacher as well as their child’s best advocate. Being knowledgeable about the Special Education Process is
paramount. A strong parent partnership and parental involvement are crucial if we are to be successful.
Early Head Start and Head Start Responsibility
Head Start has a mandated requirement that 10% of our enrollment must consist of children with disabilities. UPO and DCPS Office of
Special Education have signed a memorandum of Understanding (MOA) that states how services will be rendered and who is responsible
34
for rendering the services to the family. DCPS Early Stages (Head Start) provides services to our children who are 3- 5 years old and
DC Early Intervention Program, Strong Start (Early Head Start) provides services to our infants and toddlers.
Services can include speech and language, occupational therapy, physical therapy, nutrition services, and special education. Monthly
Service Integration Team meetings are conducted to discuss the progress of the children who have been referred for services. This
meeting allows each service area the opportunity to share how they are supporting the child and their family through the Individual
Education Plan (IEP) or the Individual Family Service Plan (IFSP) process. All service areas (Education, Health, Mental Health,
Nutrition, Family Services and Facilities) are invited to the monthly meetings.
The term children with disabilities means children with intellectual disabilities, hearing impaired including deafness, speech and
language impairment, visual impairment including blindness, serious emotional disturbance, orthopedic impairment, autism, traumatic
brain injury, other health impairments or specific learning disabilities; and who, by reason therefore, need special education and related
services.
35
Confidentiality
 Information Dissemination – Information should be shared about a child receiving
Disabilities services only to those parties involved in the educational care of that child.
 Record Keeping – Disabilities records are kept by the Disabilities Coordinator. However,
when a copy of the Individual Education Plan (IEP) or Individual Family Service Plan
(IFSP) is given to the child’s teacher, it should be stored in the child’s educational chart in
the classroom once it is given. Placing this information on the top of a cubby or desk is an
example of a breach of confidentiality.
SOCIAL AND EMOTIONAL DEVELOPMENT
The Office Early Learning is committed to providing comprehensive early childhood Mental
Health services. Early childhood mental health is defined as promoting healthy social and
emotional health and
development.
Social-emotional health; a child’s ability
to express emotions and feelings
appropriately, is one of the most
important cornerstones in a child's
development and school readiness.
Additionally, research tells us that early
relationships with caretakers play a
critical role in supporting social and
emotional health in infants and young
children. The Office of Early Learning is
dedicated to
promoting
social
and emotional health by:
 Understanding that behavior is not a quick fix. Instead, positive behavior change
takes consistent practice.
 Partnering with systems, parents, teachers, and other providers, to support positive
child-adult and peer interactions
 Conducting regular classroom observations
 Providing parent and teacher consultations
 Implementing behavioral management techniques at home and in school to help lay
the foundation for effective behavior change
 Providing therapeutic services, when needed
36
 Supporting the teachers and other staff members by providing ongoing training to
promote healthy child-adult relationships
 Conducting parent training to promote healthy parent-child attachment; and
 Providing parents with community-based therapeutic referrals, when needed.
In addition, the Office of Early Learning recognizes the importance that you play in your child’s
positive Mental Health. There are many things you can do as a parent to promote and encourage
your child’s social, emotional and mental well-being. Here are a few suggestions. Winning Ways
to Talk to Young Children
Talking with children involves the exchange of words, ideas, and feelings. Communication is what
we say and how we say it. We communicate with looks, actions, and with words
Here are some winning ways to talk with children. Try them out! But remember, what works well
for one child may not work for another. When your child feels accepted by you and other family
members, he or she is much more likely to get along well with others. It is important that you
allow your child to freely express him or herself. Rather than laugh children off, actively listen to
their stories and provide feedback when prompted. Engaging in conversation is very powerful for
your child, and you!
.
Technique
Definition
Listen Attentively
Get rid of distractions and pay attention to what the child is
saying. At times, adults may need to stop whatever they are
doing and listen to the child. Don’t pretend you are listening if
you aren’t.
Use More Dos than Don’ts
Tell the child what to do rather than what not to do. Using
“dos” rather than “don’ts” requires much thought and practice.
Talk to your children as you talk to your friends.
Talk with, Not at Children
Talking “with’ a child is a two-way conversation, talking to
him or her and then listening to what he or she has to say.
Forming the habit of talking “with” children rather than “at”
them will be especially helpful when they become teenagers.
37
Use I– Messages to
Communicate your
Thoughts and Feelings
“I-messages” are statements of fact. They tell the child how his
or his behavior makes the adult feel. Often, children don’t
know how their behavior affects others.
Technique
Definition
Make Requests Simple
Young children have a hard time remembering several orders at
a time. Follow through on your requests.
Get the Child’s Attention
before Speaking
Children can concentrate on only one thing at a time. Call the
child’s name and allow him or her to pay attention to you
before you speak to him or her.
Communicate at Eye Level
Eye-contact improves communication. When talking with very
young children, it may be necessary to stoop down to their
level or sit at a table with them.
Make requests important
Speak as it you mean it, and give the child a reason why he or
she must do this thing at this particular time. When the child is
involved in play, it is hard to shift attention to you. A child can
only think about one thing at a time.
Say ‘please,” “Thank you,”
and “You’re Welcome” to
children
Children deserve the common courtesies that adults use with
each other. Children also learn by imitating the speech and
behavior of adults.
This makes children lose interest in sharing their feelings with the adult. It is better for the adult to
listen in the moment and remind the child of any rules that were broken at another time.
Remember
Unkind words have unhappy results, and they cut off communication. They make the child feel
disliked, kind words bring happy results! They give the child more self-confidence. They
communicate love and respect.
MENTAL WELLNESS A-B-C‘S FOR CHILDREN —
CHILDREN NEED:
A
Appreciation for all they bring into our lives.
B
Balance, somewhere between too little and too much.
38
C
Commitment. It is the little things that matter.
D
Dreams to touch the future.
E
Empathy, to remember what it was like to be a child.
F
Family and friend. Everyone needs someone to love.
G
Guidance, actions speak louder than words.
H
Healthy habits to nurture body, mind, and spirit.
I
Inspiration to explore beauty, wonder and mystery.
J
Joy to sprinkle laughter and happiness daily.
K
Kindness to learn to care for others, as they are cared for.
L
Limits to set boundaries and consequences together.
M
Mentors to give wings to their aspirations.
N
Nature to delight in rainbows, butterflies, and shooting stars.
O
Opportunities to discover what truly make their hearts sing.
P
Play, the work of childhood.
Q
Quiet, time to recharge their batteries.
R
Responsibilities to build self-esteem and self-confidence.
S
Security, feeling safe is essential for growth.
T
Traditions, to keep the family tree alive and sprout new branches.
U
Unconditional love to love for who they are, not for what they do.
V
Values live yours and encourage then to find theirs
W
Words of encouragement. You can do it, I believe in you.
X
XoXoXoXo, Hug and kiss them each and every day.
Y
You, for your presence more than your presents.
39
Z
ZZZZZZZ’s a good night sleep.
PARTNERSHIP AND PARENT ENGAGEMENT
Family Partnership
The Family Partnership Agreement is a tool that we will work on together to help us identify
your family’s strengths, needs and capabilities. We will assist you in setting and working to
achieve a goal. By setting goals and following a plan to meet them, you are able to realize your
hopes and dreams for your family. Early Head Start staff will support you in reaching your goals
by providing you with the following services: Information, referrals, advocacy, support and
community resources.
Community Partnerships
OEL involves the community and social agency networks in carrying out Head Start mission and
collaboration for shared resources, assisting families to meet their basic needs so we will provide
you information about community resources that provide assistance with information about the
following topics:
• Employment
• Emergency
and
• Housing
crisis needs
• Legal assistance
• Counseling
and
• Financial
and
education
budgeting needs
• Child care
• Transportation
• Child support
• Parenting
• Health care
information
Please contact us if you would like additional information or resources to help your family grow to
their fullest potential.
40
Parent Support & Involvement
The UPO OEL Program organizes parent
committees at
each center.
Parent representatives from each classroom
work closely with program area staff. Center
Directors develop and maintain an educational
program that is comprehensively organized to
meet the individual and group needs of all
children with the support and input of parents.
Maximum communication between staff and
parents are established and maintained through
newsletters, parent/teacher conferences, and
group meetings. Information and resources are
communicated and posted on the parent
bulletin boards. Our teaching staff conducts
home visits that create ways to bridge the home
and the centers. Program staff, teachers, and Family Engagement Specialists conduct
parent focused activities and trainings that are designed to reinforce learning and
development.
Parents will be provided information to enhance their knowledge and understanding concerning the
education and developmental needs of their children.
Classroom Parent Meetings
All parent meetings will be held monthly as a vehicle for communication between parents and
staff. Parents and staff will meet to discuss the purpose, goals and progress of their child during
the individual parent conferences.
The Parent Committee
All parents who have children enrolled in the center are eligible to be members of the Parent
Committee. Additionally, each parent may hold an office on the committee. This committee
meets monthly at the center. Duties of the Parent Committee include: assisting staff in planning
and carrying out daily activities in the center and helping to develop and plan activities. Each
parent committee selects a representative to the UPO Policy Council. Their child must be enrolled
in Head Start /Early Head Start program.
POLICY COUNCIL
The Policy Council consists of parents and representatives from the community. The purpose of
the Policy Council is to involve parents in the decision making process of Head Start and Early
Head Start. Present and past Head Start parents, as well as, representatives from the community,
are eligible for Policy Council membership. At least 51% of the representation on the Policy
council must be of parents whose children are currently enrolled in the Head Start or Early Head
Start programs.
41
The Policy Council is responsible but not limited to reviewing, approving or disapproving policies
and procedures for:
• All funding applications and amendments to funding applications for the Early Head
Start/Head Start Program
• Procedures describing how the governing body and the appropriate policy group make
decisions
• Annual self- Assessment of the fiscal and programmatic operations
• Decisions to hire or terminate any person who works primarily for the Early Head Start
Program
VOLUNTEER GUIDELINES
All volunteers are welcome and encouraged!
The United Planning Organization`s (UPO) Office of Early Learning (OEL) welcomes parent
volunteers in the classroom and recognizes that parents are a very valuable learning resource.
The Office of Early Learning will provide meaningful roles in which volunteers might serve.
If you are interested in volunteering in your child’s center, please consult with your Center
Director, Family Engagement Specialist, or your child’s teacher to make arrangements to visit the
classroom.
Special Volunteers
On occasion, UPO accepts students participating in student community service activities and adults
through the courts who are required to perform community service hours. In either case, a special
42
agreement must be in effect with the organization, school, and or court from which individuals
originate. Additionally, in certain cases, community partners of the Office of Early Learning
(OEL) may provide in-kind professional services and volunteer hours. Individuals under the age
of eighteen must provide written parental consent in order to be a Head Start eligible volunteer.
Responsibilities
All volunteers are responsible for abiding by the rules and policies of United Planning
Organization in regards to volunteer services. Volunteers are expected to perform their services
without compensation to the best of their abilities and remain loyal to the mission and vision of
UPO. Volunteers may be utilized in all programs and activities and serve at all levels of skill, if
qualified and activities have been approved by the Center Director and Program Director.
1. Volunteers receive no compensation for services or reimbursement for incidental expenses.
2. Volunteers are required to record their hours of services on the designated volunteer service
form (daily).
3. All individuals interested in providing volunteer service to UPO, must complete attached
UPO standard Volunteer Application Form. A copy will be maintained by the Office of
Human Resources, Site Supervisor, and Volunteer Coordinator.
4. All individuals accepted as a volunteer are required to sign the UPO Volunteer guideline
agreement.
5. A Criminal Background check which includes FBI fingerprinting, child registry and child
protective clearance is required for particular volunteer assignments, and will be at the
discretion of HR, and Office and Program Director. If working at UPO facility, a negative
TB screening is also required.
6. Volunteers must provide the Office of Human Resource and the Site Supervisor with all
information relevant to allergies, medical condition(s) and physical limitations.
7. Volunteers are required to participate in a personal interview, site orientation, and a
volunteer assignment training session.
8. Volunteers must maintain confidentiality at all times; be prompt, reliable and attend all
meetings and training needed necessary for their assignment.
9. Volunteers must report any incidents, injuries or illness occurring at the volunteer work site,
regardless of how minor, immediately to the Site Supervisor.
10. Volunteers must work within the rules of the site, and under the direction and supervision
of a full time staff member.
11. Volunteers must not use or possess illegal drugs or alcohol
43
Encouraging Children
It is important to remember that no two children are alike and every child has their own personality.
Things that may be easy for one child may be harder for another. Encourage children to try again
by using phrases like, “sometimes I find it hard to do things, too, let’s try again” or, “We’ll try
again tomorrow”. Be enthusiastic about a child’s small successes. Children feed off of our
reactions, when we celebrate their successes big or small, their confidence and self-esteem grows.
PARENT VOLUNTEER FORM
Date: _________________________
Center: ________________________
Dear Center Director,
I ___________________________________________agree to participate in my child’s Center
(Parent’s Name)
Hours Available per week: ________________ per month: ________________________
CLASSROOM ACTIVITIES Check
if
Activity:
Interested
Help teachers in the classroom.
Help set up lunch or snacks/Eat Lunch with the Kids/Clean tables
Laundry: Wash a load of doll clothes, dress-up clothes or children bed clothes
Make learning activities for kids (this may be done at home, if desired).
Help on walking field trips.
Provide child care for meetings.
Sew doll clothes or dress-up clothes.
Arrange a bulletin board.
Help with tooth brushing.
Repair toys, books, or equipment.
Work on garden project.
Read to children.
Share a talent or special activity with kids.
Building/Playground maintenance and repair
Other, please specify: _______________________________________________
44
PARENT ACTIVITIES
Check if
Activity:
Interested
Policy Council Representative.
Assist in running parent meetings (facilitator, greeter, note-taker, etc.)
Help with set-up for meetings or social activities.
Teach English as a Second Language to other parents.
Teach basic computer skills to other parents.
Call parents to share information on EHS/HS activities.
Share a special talent or hobby. Please explain: _______________________
Participate in Special Events at your center_____________________________
Participate in Family Literacy (Reading, donating books, attending events, etc.)
___________________________________
Parents/Guardian Signature
___________________________
Date
PARENT SIGNATURE OF RECEIPT
I ___________________________________________ have received and agree to the terms and
policies and procedures written in this parent handbook.
___________________________________
Parents/Guardian Signature Date
___________________________
This will acknowledge that I/we, the parent(s) of _____________________________________
(Child’s Name)
received a copy of the United Planning Organization (UPO) Office of Early Learning (OEL)
Parent Handbook, which includes Center/Home-Based policies and procedures; parent’s rights,
fee policy (if is applicable), and child abuse policy.
__________________________________
___________________________
45
Parents/Guardian Signature
Date
__________________________________
UPO Staff Signature
___________________________
Date
PARENT NOTES
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
46
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
www.upo.org
CFC # 90524
DC One Fund Campaign # 9881 Headquarters
address.
47

Boo da fool - United Planning Organization

Transcription

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