yurok early head start/head start/child care policies and...

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Head Start, Early Head Start & Child Care Program

Policies & ProceduresManual

Policy Council Approval Date February 2010; updated April 15, 2011; Tribal Council February 2010; Policy Council Updated May 20, 2011, updated June 10, 2013, approved by Policy Council February 21, 2014 (Other policies, procedures, plans may have been added and/or revised as needed see Policy Council meeting minutes)

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TABLE of CONTENTS Pages

Individualization Plan ……………………………………………………………………………..................................3-5

Biting Policy………………………………………………….........................................................................................6-8

Discipline Policy…………………….…………………………………..….……………………………………..……..9-13

School Readiness (SR) Plan …………………………………………………………………………………………….14-16

Field Trip Policy …………………………………………………………………………………………………..........17-19

Transportation Services Plan ……………………………………………………………………………………………20-28

Staffing Ratios & Playground Safety Policy ………………………………………………………………………........29-31

SR Parent, Family and Community Engagement Plan Policy ………………………………………………………………32

Transition Plan Early Head Start …………………………..………………………………………………………………..33

Transition Plan Head Start ……………………………..……………………………………………………………………34

Eligibility, Recruitment, Selection, Enrollment, Attendance Plan…………..................................................................35-46

Emergency Menu Policy……………………………………………………………………………………………………..47

Parent Committee By-Laws and Procedures ………………………………...................................................................48-49

Parent Meeting Policy…………………………………………………….………………………………………………50-51

Parent Fundraiser Policy …………………………………………………………………………………………………52-53

Fundraiser Approval Form ………………………………………………………………………………………................54

Fundraiser Tracking Form ……………………………………………………………………….…………..………………55

Fundraiser Check Tracking Form …………………………………………………….……………………………………..56

Donation Form ………………………………………………………………………………………..……………………..57

Civil Rights Complaints…………………………………………………………………………………………………..58-59

Home Visit Policy…………………………………………………………………………………………….......................60

Mental Health Support for Pregnant and Postpartum Women Policy………………………………………………………..61

Edinbaugh Postnatal Depression Scale ………………………………………………………………………………….62-64


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Individualization Plan(Includes IEP Process, IFEP Process, Curriculum Planning)

PolicyYurok Tribe Early Head Start/Head Start will provide individualized services to children to meet each child’s unique characteristics, strengths and needs.

Screening Tools: ASQ’s: Developmental and Social/Emotional 1-year to meet first 45 day screening Desired Results: 3-year

Timelines:Head Start children will be screened four times per year: Within the first 45 days of entry per child; based on enrollment dateEarly Head Start children will be screen within the first 45 days of entry per child and then follow the regularly screening schedule: based on enrollment dateHome Visits and/or Parent/Guardian Meetings will be conducted four times per year to develop and update goals and objectives

Procedure

Step One: Screenings1. Individualization will be begin with enrollment procedures by meeting the

parents/guardians of a child to determine the strengths and needs of the child.

2. Within 45 days of entry to Early Head Start/Head Start a child will be screened in the following areas:

a. Developmentalb. Social/Emotionalc. Physicald. Hearinge. Visionf. Dental

Step Two: Individual Family Education Plan3. Results from screenings will be complied into statistical information and from this

information the teacher will meet with the parents/guardians to develop goals, Individual Education Plan for each child to determine a plan of action to create goals and objectives to strengthen areas of need and to reinforce areas of strengths.

a. The goal and/or Individual Child Education Plan will include goals and objectives that have been developed by both the parents/guardians and the teacher targeting on School Readiness.

b. The goals will include all areas of the HS/EHS Framework both in strengths and needs.


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(Individualization Plan Continued)

c. During the first home visit an EHS Individual Care Form will be completed with parent input for each EHS child and the Family Service Coordinator will complete the Individual Family Service Plan.

Step Three: Individual Education Plan for Children with Special Needs4. Screenings of individual children may indicate further screening needed by a professional

in a defined area such as medical, social/emotional or physical.a. Once a teacher has identified the need for a child to have additional screening by

a professional, the teacher must do a written referral to the site Family Service Coordinator.

b. The Family Service Coordinator will contact the parent/guardian of the child explaining the need to provide a written referral to a professional for further screening.

c. If the parents/guardians agree to the referral the parents/guardians will be asked to sign the written referral. The Family Service Coordinator will then process the referral and request follow-up documentation of the referral outcome.

Families have the right to refuse a referral to an outside agency for assistance. The staff will do their best to reassure the families and try to explain the need for the referral. If a family refuses the FSC will continue to try at another time; completing documentation of this on Child Plus.net.

d. Once the referral and follow-up process is completed. An Individual Education Plan will be developed with the parents/guardians permission. The Individual Education Plan will be developed by a team, which should include but not be limited to:

Parents/Guardians Early Head Start/Head Start Teacher and Family Service Coordinator Parents/Guardians Support People of their choice Team ProfessionalsAll IEP or IFSP team members must be approved by the parents/guardians.

e. The IEP or IFSP must be conducted in the parents/guardians primary language.f. The IEP or IFSP will include goals and objectives to meet the child’s individual

need.

Step Four: Compiling Information5. Once the children have a written Goal Form (teacher)or IEP (Team) and IFSP (Family

Service Coordinator) the teacher willa. Use of information for curriculum lesson plan and individualization

Summarizing all children’s strengths and needs Use the summarizing to develop curriculum through lesson plans to meet

the individual needs of the child’s goals, IEP or IFSP


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(Individualization Plan continued)

Step Five: Physical Learning Environment6. The teacher will set up the classroom physical environment to meet the needs of all

children including children with special needs.Step Six: Type of Curriculum In Use

7. Early Head Start: The teacher will use Creative Curriculum which include language and culture. The teachers will include parent/guardians suggestions and ideas whenever possible.

8. Head Start: The teacher will use Houghton Mifflin (Klamath site) and Creative Curriculum which include language and culture. The teachers will include parent/guardians suggestions and ideas whenever possible.

Step Seven: Weekly Lesson Plans9. The teacher will develop their weekly lesson plans that will include individualization of

each activity to meet the goals, IEP and IFSP.Step Eight: Tracking

10. Desired Results online trackingASQ Online TrackingChild Plus.net online tracking

Step Nine: Parent/Guardian Involvement11. Parents/Guardians will be presented with the weekly lesson plans at the parent

committee meetings, they will be included in the lesson planning and will be encouraged to review and sign off on the weekly lesson plans.


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Biting Policy

Yurok Tribe HS/EHS/CC believes that when a child bites or is bitten, a strong emotional response is sure to follow. Children and adults alike may experience overwhelming feelings of fear, anger, frustration, and guilt. Biting by a child of any age cannot be tolerated. It is not safe, socially acceptable, or conducive to a positive environment for children. And most of all – biting hurts.

Why Do Children bite:Most biting occurs among toddlers who have limited language skills or ways to express their feelings. Preschoolers, too, may occasionally bite when they have become so frustrated; have limited development to express their feelings; to protect his/her play space; to defend against other children; they want another toy from another child, may be feeling stressed, or overly tired that they have lost all control.

The Yurok Tribe HS/EHS believe a preventive approach to biting is the best approach to try to keep biting from happening through these steps;

Action; Prevention Staff Responsible: Teaching Staff/Director Training: Will be provided to all staff and parents/guardians during each program year

and as necessary to learn techniques to prevent biting in the classroom and outdoor environments and techniques on positive actions if a child does bite.

Environment: Ample space will be provided, enough equipment & materials will be provided to keep all children occupied.

Adult child ratio EHS: 1:4 ages 0 to 3 years Adult child ratio: 1:7 for children ages 3-4 years of age; 1:8 for children ages 4-5 years of

age. Adult Modeling: Demonstration words and phrases children can use to express their

desires and feelings Positive Reinforcement: Praise, cooperative behavior

Action: When a child Bites 1 st Incident Responsible Person: All Staff Must intervene quickly, calmly, and firmly. Will reassure the child who bit and the victim. If possible, the staff member will keep both children at their side while inspecting and

treating the child who was bitten. (By keeping the child with you who bit while treating the child, who was bitten, allows for the child who bit to see his/her consequences of biting another child.) Apply applicable first aid procedure to the child who was bitten.

Must let the child know who bit, that biting is not acceptable at any time. Will encourage but do not force the child who bit to comfort the victim with words, hugs,

or pats. Demonstrate that gentleness and kindness are expected. Will assess what lead to the biting and teach the children alternative actions. Give the

children words (if child/toddler is able too) they can use to ask to have a turn with a toy such as “Can I have that next?” Or “It is my turn now.” “You are in my space.”

(Biting Policy Continued)


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Will suggest acceptable ways a child might express his anger or frustration such as pounding some clay or drawing a picture.

Document the incident for both parents/guardians; do not give the name of the biter or victim out. Send note home. If the skin is broken on the first bite, the victim’s parent/guardian is to be notified in person by any means as soon as possible.

Action: 2 nd Biting Incident by the same child Person Responsible: All Staff Must Intervene quickly, calmly, and firmly Will reassure the child who bit and the victim If possible, the staff member will keep both children at their side while inspecting and

treating the child who was bitten. (By keeping the child with you who bit while treating the child, who was bit to see his/her consequences of biting another child.) Apply applicable first aid procedure to the child who was bitten.

Must let the child know who bit that biting is not acceptable at any time. Will encourage but do not force the child who bit to comfort the victim with words, hugs,


children words they can use to ask to have a turn with a toy such as “Can I have that next?” Or “It is my turn now.” “You are in my space and/or “Stop.””

Will suggest acceptable ways a child might express his anger or frustration such as pounding some clay, running/jumping or drawing a picture.

Document the incident for both parents/guardians; do not give the name of the biter or victim out. Follow Incident report process. If the skin is broken on the first bite, the victim’s parent/guardian is to be notified.

Positive Behavioral Plan must be completed with the parent & guardian, teacher and mental health professional. Update according to the recommendations of the team.

Action: 3 rd Biting Incident Responsible Person: All Staff Must Intervene quickly, calmly, and firmly Will reassure the child who bit and the victim If possible, the staff member will keep both children at their side while inspecting and

treating the child who was bitten. (By keeping the child with you who bit while treating the child, who was bit to see his/her consequences of biting another child.) Apply applicable first aid procedure to the child who was bitten.

Must let the child know who bit that biting is not acceptable at any time. Will encourage but do not force the child who bit to comfort the victim with words, hugs,


children words they can use to ask to have a turn with a toy such as “Can I have that next?” Or “It is my turn now.” “You are in my space.”

(Biting Policy Continued)


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Will suggest acceptable ways a child might express his anger or frustration such as pounding some clay or drawing a picture.

Document the incident for both parents/guardians; do not give the name of the biter or victim out. Send note home. If the skin is broken on the first bite, the victim’s parent/guardian is to be notified.

Positive Behavioral Plan must be updated with the parent & guardian, teacher and mental health professional continue to be update according to the recommendations of the team.

A staff person may be assigned to monitor the child one-on-one, observe and document if child/adult ratio can be maintained.

Discipline Policy


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Yurok Tribe HS/EHS/CC believes a preventive approach to discipline is the best approach, children learn through natural and logical consequences problem solving Discipline Policy will follow these steps:

Prevention Natural Logical Consequences Problem Solving Redirection Positive Reinforcement Positive Behavioral Plan

All actions taken will be determined by the infant/toddler/ child’s developmental age.

Positive Behavioral Plan may be necessary to teach a child to develop safe, socially responsible behavior that respects the feelings and property of others. Positive Behavioral Plan may be considered when a child bites, scratches, hits, kicks, refuse to follow classroom rules etc.

Yurok Tribe HS/EHS/CC uses the word discipline other than punishment because they are not the same. Discipline is guidance and teaching that promotes positive behavior. Punishment is a penalty imposed in reaction to unacceptable behavior. Positive discipline is more effective than punishment because desirable behaviors that last a lifetime must come from within the child rather than be imposed by external force.

All behaviors which require prevention, natural or logical consequences, problem solving, redirection, positive reinforcement or a disciplinary plan of action must have a written incident report filled out.

Behaviors, which are repeated, shall be reported to the Site Coordinator. The Site Coordinator , teaching staff and parents will evaluate the behaviors and determine strategies to address the behavior. If the team determines it, the Yurok Tribe’s Early Head Start/ Head Start/Child Care’s mental health professional will be included in the process along with the Head Start Director and/or Assistant Head Start Director.

Action: Prevention Responsible Staff: Site Coordinator per site Training:

Will be provided to all staff and parents/guardians during each program year and as necessary to learn positive classroom management through positive disciplinary methods.

(Discipline Policy Continued)

Action: Prevention Responsible Staff: Site Coordinator per site


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Environment:1. The classroom and outdoor areas allows the children have enough space to provide for

activities.2. HS: Staff child ratio is maintained: 1:7 for children ages 3 years to 4 years, 1:8 for

children ages 4 years to 5 years3. EHS: Staff ratio is maintained: 1:4 years for infant/toddlers4. CC: Staff ratio is ages 1:6 years for infant/toddlers; 2:12 for children ages three years to

twelve years.5. The classroom and outdoor areas will be arranged in such a manner to allow staff to have

visual contact with the children at all times.6. Materials are developmentally appropriate, stimulating, for all children7. Materials should be adequately stocked to allow for each child to play with an individual

item and when possible have several sets of the same item to allow for several children to play with the same item.

8. Materials shall be rotated throughout the year9. Shall include defined areas; such as science, literacy, etc. and a quiet area for children

who need a place to calm down or to be by one self10. Will maintain quieter noise level for the inside classroom behavior than from the outside

play area11. The schedule shall include a balance between quiet and active play12. The daily classroom schedule is developed in such a way as to:

a. Provide balance & structureb. Posted for all to see and followed as consistently as possiblec. Staff have enough time to have the classroom ready for the children’s arrivald. Includes transition times clearly defined with a type of cue to start the transition,

during the transition and to end the transitione. Daily schedule shall include little waiting time during transitions taking into

account all children’s developmentally abilities to transition from one activity to another

f. Staff will greet each child ; access for health needs, & will observe each child’s mood at the beginning of the day

g. Changes to a daily schedule will need to be explained to the children; including what is expected from them, what is going to happen, why the changes; and additional information as deemed necessary by the teaching staff

13. Classroom rules will be developed with the children within the first two weeks of EHS/HS/CC.

a. Classroom rules shall be posted at children’s levelb. Classroom shall make sure expectations of the children are reasonable c. Staff shall model desirable behaviord. Classroom rules shall be consistent, but not rigid



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e. Classroom rules provides for choices & decision-making opportunities whenever possible

f. Classroom rules are respectful of children & keep their interest in mindg. Classroom rules acknowledge children’s feelings-especially when you must set a

limit on their behavior. How children feel is important!h. Early Head Start will follow this policy as it applies to each child/toddler

individual developmental age. Infants will not follow this Policy.

Action: Natural Consequences Responsible Staff: All Staff 14. Will help children/toddler understand that behaviors and choices have consequences.

Natural consequences-what naturally results from action.For example, if you stand in the rain, you get wet and you are more likely to remember your umbrella next time.15. When possible and safe, will use natural consequences to help children/toddler limit their

behavior.16. Will gently point out what happened and why. For example, if you break your toy, you

have no toy.

Action : Logical Consequences Responsible Staff: All Staff 17. When natural consequences are not appropriate or safe set a logical consequence-

something that is related to the behavior.Example: If a child/toddler does not stay in bike area and rides in an unsafe area, the natural consequence may be that he gets hurt. However, staff can’t allow that consequence to happen! So the logical consequence of leaving the bike area would be to not allow the child to ride the bike for the rest of the playtime. The staff will say: “When you leave the bike area I’m afraid you could get hurt, so I need you to stay inside the bike area. If you leave the bike area again you will not be able to ride the bike for the rest of the play time today.” Then the staff will always follow through with their actions.

18. Make sure the consequence is respectful of the child/toddler, developmentally appropriate and is reasonable for him/her to follow. Example: “We must not use marker pens on the wall. Let’s get some soap and water and I’ll show you how to get the marks off. Then you can color on the paper at the table.” By doing this the child/toddler becomes responsible for their actions.

Action: Problem Solving Responsible Staff: All Staff 19. State the problem and ask the child to brainstorm some solutions.20. Point out the effects of the different solution, and help the child decide on a course of

action.

(Discipline Policy continued)


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Action: Redirection Responsible Staff: All Staff 1. Whenever possible will redirect a child away from the trouble spot

Action: Positive Reinforcement Responsible Staff: All Staff 1. Whenever possible use positive reinforcement when a child uses language, or acts in a

positive manner, to obtain his/her desired results.

Action: Restraining a child Responsible Person: All Staff

1. It may be necessary to restrain a child from biting, kicking, hitting, or spiting on another child. If all other forms of disciplinary action has been tried, and the child needs to be removed from injuring himself or herself a staff person may quietly guide the child away from the scene, even by picking the child up, however, staff must make all efforts before physically picking up a child.

2. If a child needs to be picked up and restrained, staff must approach the child from behind, explain to the child while you are gently putting both of your arms around him/her and then remove him/her to a safe place to calm down. (Be prepared for the child/toddler to head butt or kick)

3. The child should not be left alone. 4. If necessary all toddlers/children can be removed from the child instead of removing the

child to limit physically picking up the child: Example: Remove all children from classroom or remove all children from playground.

5. Each classroom will designate an assigned calming area within the classroom.6. Document the incident for parents/guardians and let the Director know. If it is an isolated

incident and does not happen again, no plan-of-action is necessary.7. If this behavior has been repeated three times proceed with monitoring the child one-on-

one for three days. Staff will observe and document the child’s behavior. 8. The staff person will be assigned to intervene as necessary and observe and document for

three days. After three days the Disciplinary Team made up of staff, parent/guardian and professionals will evaluate the child and their needs and come up with a Disciplinary Plan-of-Action.

There may be incidents where it is not possible to allow natural or logical consequence, problem solving, redirection or positive reinforcement can take place, such as when a child’s behavior is such that a Positive Behavioral Plan will need to be developed.



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Action: Positive Behavioral Pla n (PBP) Responsible Person: Parent, Teacher, FSC, Mental Health Provider

1. After all steps have been tried a staff person will be assigned to shadow the child; the staff will observe and document.

2. This staff person will be assigned to intervene as necessary and observe and document for three days.

3. After three days the IEP Team made up of Teacher, Family Service Coordinator, parent/guardian and mental health provider will be evaluate the child and their needs and will provide recommendations.

4. PBP is to be individualized to meet each child’s individual needs and must be agreed on by parents/guardians.

5. PBP may include (only examples): modified day; assigned staff to shadow (if funds can allow); use of quiet time area one minute per year or developmentally appropriate; if child is abusive such as hitting, choking, biting, kicking or similar actions the child may be sent home.

6. If the PBP Team determines the programs can’t meet the needs of the individual child or family the child may be dropped from the program (only in extreme cases and all other resources have been exhausted).

Action: Staff/Volunteer Conduct Responsible Person: All Staff

1. Staff and volunteers may not use at any time: corporal punishment, shouting, profanity, threatening, withholding privilege, time out, teasing or humiliation to discipline a child.

2. Physical restraint will not be allowed unless a child may need to be restrained to keep from injuring oneself or injuring another child that after all other disciplinary procedures have been tried. Appropriate training will be provided.

3. Documentation: Staff will keep records of any action resulting in use of the PBP by using anecdotal process.

School Readiness Plan


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Procedure: The following steps will be taken to assure Positive Child Outcomes will be implemented throughout the program year. All steps will include children with special needs and parents/guardians as the primary educator of their children. This plan applies only to 4 year old children.

Step One: Self-Assessment1. Through the annual program self-assessment process which includes Program

Governance and Self-Assessment Team will be review data on child development and program quality quarterly and annual.

Step Two: Program Planning1. Using the self-assessment findings a determination as to the quality of services

provided in the implementation of the Child Outcomes Framework. Recommendations for improving quality will be made and steps to implement them will be provided during program planning of the School Readiness- Program Plan goals and School Readiness- Child goals.

2. The School Readiness Plan will be reviewed and if necessary action plans will be completed in the School Readiness Team meeting to ensure program quality of services by implementing the recommendations of the self-assessment teams.

Step Three: Training/EducationTraining1. Staff

a. At the beginning of the year during pre-service training will be provided by reviewing the School Readiness Plan.

b. During the pre-service all staff will receive an overview of the School Readiness Plan and during new staff orientation:

i. Staff will understand the relationship of School Readiness Plan and of the local LEA.

ii. Staff will understand the program’s philosophy as to its relationship to implementing the School Readiness Plan.

2. New Staffa. Will receive the access to the EKLEC website to obtain opportunities to learn

about School Readiness, Child outcomes and Early Child hood development.b. Education Coordinator certified in CLASS or other teacher quality tool will to

observe and train them about School Readiness and Child Outcomes.c. New staff will understand the relationship of School Readiness Plan, EHS/HS

Framework.d. During new staff orientation staff will be trained in how to implement the

School Readiness Plan.

(SR Plan continued)


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e. The Programs Education Coordinator will train teachers and Home Base providers on using the child assessment tools.

f. The Education Coordinator will provide guidance for the new teachers on creating curriculum, individualization, and weekly lesson planning.

g. Training will be coordinated by the Program Manager. Assistant Program Manager to ensure each individual staff members needs are met and program needs are met.

EducationTo assure the ongoing quality of teaching professionals at Yurok Tribe Head Start/ EHS/CC each teaching staff member will be required to pursue a quality education to understand and implement the School Readiness Plan and the relationship to transitioning of the children into higher areas of education.

1. 100% of the teaching staff (Home Base Teachers, Classroom Teachers, Teacher Aides, Teacher Aides/Bus Monitors) will be required to meet or exceed the Head Start Act of 2007 648 A, education requirements.

2. The teaching staff will receive program time, when possible, (depending on staffing patterns per day) to complete the above requirements with a written Professional Development Plan and if the Yurok Tribe HS/EHS/CC Program obtains a quality substitute to fulfill their duties.

3. Parents/Guardiansa. During Parent/Guardian Orientation the Family Service Coordinator will

provide an overview of the School Readiness Plan and HS/EHS Framework. The teacher will be provided with a copy of the School readiness Plan and resources to learn about the Head Start program.

b. Staff in partnerships with parents/guardians select, adapt or develop curriculum to meet the School Readiness Plan and HS/EHS framework.

c. Parents/guardians will be given a copy of Yurok Tribe Head Start’s philosophy.

d. Parents/guardians will be included in the process of their child’s development and learning, increasing their own literacy and child observation skills, and in the governance process.

Step Four: Curriculum Planning with Implementation of Child Outcomes Framework

1. The curriculum will be designed to promote child development and learning as identified in the Head Start Child Outcomes Framework. ACYF-IM-00-18.

2. The curriculum will implement enhancing the social competence and school readiness of children.

(SR Plan continued)


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3. Each child will receive screening for developmental, social/emotional and health concerns within 45 days of entry/ enrollment into HS/EHS.

4. Each child and families of the child along with the teaching staff will develop an Goals or Individual Education Plan (IEP) for their child. If a child with special needs is in need of an Individual Education Plan the development of the plan will need to include professionals with parental consent. The Individual Family Service Plan is completed with the parents/guardian and Family Service Coordinator to meet the individual family’s needs.

5. Through ongoing child observation and assessment teachers and parents will follow children’s progress from arrival to the time they transition out of EHS/ HS. This information is used to individualize the curriculum for children and to help determine which School Readiness Goals the children accomplish over a period of time as a result of meaningful and challenging cumulative experiences.

6. The staff will use ASQ, Desired Results and ChildPlus.net to track the child’s individual progress at the beginning of the year, mid-point and at the end of the year.

Step Five: Transitioning1. Children leaving the Yurok Tribe EHS/HS/CC including children with special needs:

a. Teachers, FSC and parents/guardians will meet with the agency the child is transitioning into to share information needed to assure a successful transitioning takes place.

b. Information will include but not limited to developmental skills, IFSPs or IEPs, child’s goals and accomplishments, health records and other records deemed necessary by the transitioning agency, Teacher, Family Service Coordinator and parent/guardian.

c. Each EHS/HS/CC Sites will follow the written Transition Plan.


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Field Trip Policy

A Field Trip is described as any activity which requires children to leave their designated assigned site.

Field Trips paid for using the Classroom Supply Line Item can include:1. Attending a community event2. Attending a transition activity3. Follow-up on classroom lesson plan4. Socialization Activity5. Can be made by bus or by foot.6. Head Start children must be transported by bus.7. Center Base Early Head Start must be transported by bus.8. Due to limited funding it may be necessary to limit:

a. Limit the number of volunteers if admission cost is includedb. Limit the number of siblings/extended family members if admission cost is

includedc. Limit the number of volunteers/siblings/extended family members if program

vehicles to transport them are not available.9. When possible gas vouchers or mileage reimbursement may be possible if funds allow

and only for low income families to attend field trips.10. Additional volunteers/siblings/extended family members may attend a field trip by

providing their own transportation and admission cost and use this as an In-Kind for the program if desired.

Field Trips paid for using the Parent Committee line item must first be approved through the Parent Committee per site. Each Parent Committee is responsible to monitor their individual Parent Committee Line Item. Policy Council has oversight of this line item.

Infants/Toddlers must follow below but have a ratio of 1 adult to 1 infant/toddler. The field trip must be developmental appropriate for infant/toddler.

All designation involving being around water: swimming pool; ocean; river; creek or other types of water must have a ratio of one adult to one child/toddler/infant.

Procedures: Planning R esponsible Person: Teacher / Education Coordinator/ Bus driver/Cook

Planning Field trips must be planned at least two weeks in advance

Teacher Site SupervisorEd/Lang. CoordinatorBus DriverCookParents


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(Field Trip Policy Continued)

Requirements DestinationDateTime of arrival and departurePurposeType of transportation or if walkingCostMust be related to educational activity

Teacher Child Care ProviderSite SupervisorEd/Lang. CoordinatorBus DriverParents

Food Notification to cook of how many children and parents, what type of lunch, snack and/or breakfast. Two weeks in advance if at all possible

Teacher Child Care ProviderCookParents

Form Emergency Contact FormsEmergency Medical FormsAttendance SheetSigned and dated field trip permission slipEmergency Program Numbers

Teacher Child Care ProviderSite SupervisorParent

Medication Medication or equipmentRequired by a child must be taken on the field tripProper storage of medication must be providedTrained personnel to administrator medication

TeacherChild Care ProviderSite SupervisorParent

Children w/special needs

Staffing pattern that include:Staff assigned to child w/special needs or responsible assigned care providerEquipment (if required)Medication (if required)Special accommodations at field trip site if necessary (pre-arranged)

Teacher Child Care ProviderSite SupervisorEd/Lang. CoordinatorBus DriverCookParents

EquipmentOther

Fully stocked 1st Aid KitsHand Radios (walkie talkie)Cell PhonesSterile disposable wipesHand stantizerBottle WaterSpecial needs itemsWeather items



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(Field Trip Policy Continued)

Transportation All children will be transported in bus and wear age/weight appropriate seat belts which are provided by centerException: Parents may transport their own child in a private vehicle of their own. No other HS/EHS/CC child may ride in that vehicle without their parent/guardian present.

Private vehicles used by parent for field trips must provide proof-of-insurance and current dirver license and registration.

Siblings of HS/EHS/CC children may ride on the bus, if room allows and they must follow all safety rules and buckle up. Parents/guardians must sign a wavier of release before a sibling may ride the bus.

Parents of HS/EHS/CC children may ride the buses if room permits.

Adult/child ratio must be maintained for EHS/HS/CC on the buses.

Teacher Child Care ProviderSite SupervisorBus DriverParents

Child CareTransportation

Children riding the bus must follow the EHS/HS/CC Transportation Policy

Children from Child Care may travel in vans or private vehicles and must use age weight/height appropriate child restraint systems.

Parents/Guardians must sign a waiver of release before children may ride in a program vehicle or bus


This policy complies with Head Start Performance Standard 45 CPR Section 1304.22


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Part 1310 Head Start Performance StandardTransportation Service Plan

Yurok Tribe HS/EHS/CC will provide quality transportation services to families of enrolled children of Yurok Tribe EHS/HS and enrolled children of Yurok Tribe Child Care Program.

1310. 3:Agency:

Yurok Tribe

Agency Providing Transportation Service:Yurok Tribe Head Start for buses; Early Head Start Home Bus Services for vehicles and buses; Child Care for Head Start buses and vehicles

Allowable Alternate Vehicle:The Yurok Tribe will transport children to and from EHS/HS or Child Care using a vehicle designed for carrying seven or more people, including the driver, that meets all Federal Motor Vehicle Safety Standards applicable to school buses, except 49 CFR 571.108 and 571.131 and has been approved through the Office of Head Start.

Bus Monitor:Will be provided on all vehicles transporting children to and from Early Head Start/Child Care. Infants up to 12 months will only be transported if parents/guardians are present.

The bus monitor will be trained by the bus driver to assist the driver in ensuring the safety of the toddler/ children while they ride, board, or exit the vehicle and for assisting the driver during emergencies.

Adult/child ratio will be maintained for all ages and stages allowed transported by buses.

Child Restraint System:Devices will be used on all vehicles transporting children to and from Head Start/Early Head Start/Child Care that are designed to restrain, seat, or position children who weigh 60 pounds or less which meets the requirements of Federal Motor Vehicle Safety Standard No. 213, Child Restraint Systems, 49 CFR 571.213

Commercial Driver’s License (CDL):A license issued by a state or other jurisdiction, in accordance with the standards contained in 49 CFR part 383, to an individual, which authorizes the individual to operate a class of commercial motor vehicles.


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(Transportation Service Plan Continued)

Federal Motor Vehicle Safety Standards:Yurok Tribe Head Start/Early Head Start/Child Care will abide by the National Highway and Traffic Safety Administration’s standards for motor vehicles and motor vehicle equipment (49 CFR parts 571) established under section 30111 of Title 49, United States Code and by all State applicable laws and local laws.

Fixed Route:Each Head Start/ Early Head Start site will establish a route to be traveled on a regular basis by vehicles that transport children to and from the programs facilities, and which include specifically designated stops where children board or exit the vehicle.

National Driver RegisterThe NHTSA automated system for assisting State driver license officials in obtaining information regarding the driving records of individuals who have been denied licenses for cause; had their licenses denied for cause, had their licenses canceled, revoked, or suspended for cause, or have been convicted of certain serious driving offenses will be utilized by Yurok Tribe Head Start/ Early Head Start to monitor bus drivers or substitute bus drivers for the Head Start/ Early Head Start Program.

Reverse Beeper:All vehicles transporting children to and from Head Start/Early Head Start will have a device, which automatically sounds an intermittent alarm whenever the vehicle is engaged in reverse.

School Bus:Yurok Tribe Head Start/Early Head Start school bus will comply with the Federal Motor Vehicle Safety Standards applicable to school buses.

Seat Belt Cutter:All vehicles will be required to carry a special device that may be used in an emergency to rapidly cut through the seat belts used on vehicles in conjunction with child restraint systems.

Transportation Service:The transportation service is the planned transporting of children to and from Yurok Tribe Head Start/Early Head Start. Includes services which involve pick-up and discharge of infant/children at regularly scheduled times and pre-arranged sites, including trips between children’s homes and program settings.


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Incidental Trips:Field Trips: See Field Trip PolicyOther Transport: Transporting a sick child home, to the local LEA or for other services

required through IEPs or IFSPs must include signed written permission from the families using buses for Center Base Head Start and Early Head Start. Child Care & EHS/HS Home Base may use vehicles meeting all rules and regulations and have age appropriate car safety seats.

Parents/Guardians may be required to transport toddler/children for other transports if a vehicle is not available at Yurok Tribe Head Start/Early Head Start

1310.10

a. Yurok Tribe Head Start/Early Head Start will assist as many families as possible that need transportation in order for their children to attend the program in obtaining transportation when and if the bus is operating.

b. Yurok Tribe Head Start/Early Head Start will provide reasonable assistance to the families to arrange transportation to and from its activities whenever possible. Including possible reimbursement to low income families if the transporting vehicle is not in operation.

c. All vehicles transporting children will have an effective communication system to call for assistance in case of an emergency by the following means: (one type of communication system per vehicle)

i. Two Way Radioii. Cell Phone

d. All vehicles will be equipped with the following:i. Charged fire extinguisher properly mounted near the driver’s seat with a

sign indicating its location on the school buses.ii. First Aid Kit and a Sign indicating the location of it.

iii. Seat belt cutter and a sign indicating the location of it.iv. Seating chart

e. Each vehicle providing services will ensure that an auxiliary seating, such as temporary or folding jump seats, used in vehicles of any type providing such services are built into the vehicle by the manufacturers part of its standard design, are maintained in proper working order, and are inspected as part of the annual inspection required under Sec. 1310.13 (a) of this subpart.


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f. Each vehicle transporting toddlers/children will ensure that all accidents are reported in accordance with applicable State requirements and Tribal Policies and Procedures.

g. At all times a toddler/child may only be released to a parent or legal guardian or other individual identified in writing by the parent/guardian.

i. The parent/guardian or other individual identified must sign the toddler/child off and on of the bus each time transportation is provided to the toddler/child.

ii. Written requirements for a parent/guardian to sign a child in and out of the classroom sign in and out sheet located in the classroom.

iii. An up-to-date roster must be maintained at all times to ensure that no toddler/child is left behind either at the classroom or on the vehicle at the end of the route.

iv. Drivers of vehicles will be required to do an addition to their regular post trip check; a check of all seats on the vehicle to assure a toddler/child has not been left at the end of the route.

1310.11 Child Restraint SystemsAll vehicles will be required to use restraint systems which are appropriate toddler/child safety restraint systems for use of height and weight requirements as applicable by State, Federal or local laws.

The Yurok Tribe Head Start/Early Head Start will provide required applicable restraint systems when possible. Parents/Guardians will be required to supply the necessary restraint system for their child if Head Start / Early Head Start cannot supply one. Parents/Guardians must supply a restraint system that meets all applicable Federal, State, and local laws.

1310.12 Required use of School Buses

Head Start funds received for purchase of a new school bus will be used for that purpose.

Head Start funds received to provide services to enrolled Head Start program children will be used for that purpose. Head Start funds received for maintenance of buses to be used to serve enrolled Head Start children will be used for that purpose.Vehicles purchased will be purchased with a reverse beeper or one will be installed.Yurok Tribe Early Head Start/Head Start understands this rule does not apply to vehicles purchased for use in transporting children served under the home-based option for Early Head Start/Head Start.


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1310.13 Maintenance of Vehicles

Transportation services will ensure that vehicles used to provide services are maintained in safe operating condition at all times. The following procedures will be followed:

a. A thorough safety inspection of each vehicle on at least an annual basis through an inspection program licensed or operated by the State.

b. 45 day or 3,000 mile vehicle check for preventive maintenance on vehicles regularly transporting children. Bus drivers are responsible for this.

c. Daily pre-check and post-check inspections of vehicles transporting children. Bus drivers are responsible for this.

d. All other vehicles must be inspected and serviced by the assigned person driving the vehicle on a regular basis.

e. All GSA vehicles must follow GSA and Tribal maintenance procedures. Transportation internal monitor is responsible to ensure maintenance.

1310.14 Inspection of new vehicles at the time of delivery

Bus drivers at each site / transportation internal monitor will be required to ensure that bid announcements for school buses and allowable alternate vehicles for use in transporting children in its program include the correct specifications and a clear statement of the vehicle’s intended use.

The bus driver at each site / transportation internal monitor will be responsible to examine each vehicle at the time of delivery to ensure that they are equipped in accordance with the bid specifications and that the manufacturer’s certification of compliance with the applicable FMVSS is included with the vehicle.

The bus driver / transportation internal monitor may if necessary contact the local LEA for guidance on the vehicle examination of a new vehicle.

1310.15 Operation of vehicles

a. All vehicles will use a restraint system which is appropriate to the height and weight of the child while the vehicle is in motion.

b. Baggage and other items transported in the passenger compartment are properly stored and secured and the aisles remain clear and the doors and emergency exits remain unobstructed at all times.

c. One bus monitor on board at all times for each vehicle. Additional bus monitors will be provided as necessary, such as when needed to accommodate children with disabilities and non-mobile Early Head Start Children

d. Bus monitors will be responsible to document assigned sitting per bus run.


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e. As provided in 45 CFR 1310.2 (a) does not apply to transportation services to children served under the home-based option. All children served under the home-base option will be required to have restraint systems used while transporting that are height and weight appropriate and meet all applicable Federal, State, and local laws.

f. Bus monitors will be seated and wearing height and weight appropriate safety restraints while the vehicle is in motion except for bus monitors who are assisting toddlers/children.

1310.16 Driver’s Qualifications

All potential Bus Drivers and Employees of the Yurok Tribe Early Head Start/Head Start as Bus Drivers will follow these requirements or qualifications:

a. Have a valid Commercial Driver’s License for vehicles in the same class as the vehicle they are operating.

b. Must meet any physical, mental and other requirements established under applicable law or regulations as necessary to perform job-related functions with any necessary reasonable accommodations.

c. Yurok Tribe has a process for use in hiring drivers that include applicants for driver positions are advised of the specific background checks required at the time of the application and that there are criteria for the rejection of unacceptable applicants.

d. All elements specified in 45 CFR 1304.52(b), with additional disclosure by the applicant of all moving traffic violations, regardless of penalty.

e. A check of applicant’s driving record through the appropriate State agency, including a check of the applicant’s record through the National drive register, if available in the State.

f. After a conditional offer of employment to the applicant and before the applicant begins work as a driver, a medical examination, performed by a licensed doctor of medicine or osteopathy, establishing that the individual possesses the physical ability to perform any job related functions with any necessary accommodations.

g. As provided in 45 CFR 1310.2(a) this section does not apply to transportation services to children serviced under the home-base option.

1310.17 Driver and Bus Monitoring Training1. Drivers will receive a combination of classroom instruction and behind-the wheel

instruction sufficient to enable each driver to:

a. Operate the vehicle in a safe and efficient mannerb. Safely run a fixed route, including loading and unloading children, stopping at

railroad crossings and performing other specialize driving maneuversc. Administer basic first aid in case of injuryd. Handle emergency situations including vehicle evacuation proceduree. Operate any special equipment such as wheelchair lifts, assistance devices or

special occupant restraintsf. Conduct routine maintenance and safety checks of the vehicle


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g. Maintains accurate records as necessary

2. Bus Drivers will also receive instruction on the topics listed in 45 CFR 1304.52 (k) (1), (2) and (3) (i) and the provisions of the Head Start Program Performance Standards for Children with Disabilities (45 CFR 1308) relating to transportation services for children with disabilities.

a. Trainings will be provided at Pre-Service, annually and/or on-line training to the bus drivers on the above topics.

3. Bus Drivers will receive refresher-training courses including the topics listed in paragraphs (b) and (c) of this section and any additional necessary training to meet the requirements applicable in the State.

a. Bus Drivers will attend workshops through CASTRO annually.

4. The annual evaluation of each driver of a vehicle used to provide such services includes an on-board observation of road performance

a. The transportation internal monitor will be required to ride and observe each bus driver for observation of road performance at least but not limited to three times per year.

5. Before bus monitors assigned to vehicles used to provide such services begin their duties, they are trained on child boarding and exiting procedure, use of child restraint systems, any required paperwork, responses to emergencies, emergency evacuation procedures, use of special equipment, child pick-up and release procedure and pre- and post-trip vehicle check.

a. The bus driver/ transportation internal monitor will be responsible to see that each bus monitor receives the necessary training listed above before the bus monitor assumes the bus monitoring duties; this includes any volunteers acting as bus monitor.

b. The bus driver will be responsible to document the training on the Bus Monitor Training Documentation Sheet.

c. All Bus Monitors must be trained upon hire and then tri-annually there-after.

1310.20 Trip Routing

The Bus Driver has the responsibility for the following except as written per individual item. Planning and implementing trip routing will include the following:

a. The time a toddler/child is in transit to and from Early Head Start/Head Start will not exceed on hour unless there is no shorter route available or any alternative shorter route is either unsafe or impractical.

b. Toddlers/Child attending a special field trip or activity can be transported to a special


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field trip or activity as long as the bus driver stops the vehicle hourly to allow the children to use the bathroom facilities and to take nutrition as required by the Head Start Performance Standards. Special field trips or activities must have signed permission slips by the parent/guardian and follow the Field Trip Policy. The Site Supervisor has final approval on all field trips or activities other than regular transporting to and from Head Start/Early Head Start.

c. Maintaining appropriate capacity is the bus driver’s responsibility at any time.d. Vehicles must not be required to back up or make “U” turns, except when necessary

for reasons of safety or because of physical barriers: Bus Driver discretion.e. Stops must be located to minimize traffic disruptions and to afford the Bus Driver a

good field of view in front of and behind the vehicle at Bus Driver discretion with State regulations and Federal Head Start regulations.

f. If children must cross the street before boarding or after leaving the vehicle because curbside drop off or pick up is impossible, they must be escorted across the street by the bus monitor or another adult.

g. Bus Drivers must follow specific procedures for use of alternate routes in the case of hazardous conditions that could affect the safety of the children who are being transported such as ice or water build up, natural gas line breaks or emergency road closing.

i. When using alternate routes bus drivers or other drivers must do the following:

Notify the center as soon as possible the alternate route to be taken. If unable to contact the center then notify the nearest law agency.

h. With the teaching staff the Bus Drivers will develop or use curriculum from other sources to remind children of the safety procedures. These activities will be developmentally appropriate, individualized and be integral part of the Head Start/Early Head Start program activities.

1310.22 Toddlers/ Children with Disabilities

The Yurok Tribe complies with the Americans with Disabilities Act (42 U.S.C. 12101 et seq.), the HHS regulations at 45 CFR (part 84), implementing Section 504 of the Rehabilitation Act of 1973 (29U.S.C 794), and the Head Start Program Performance Standards on Service for Children with Disabilities (45 CFR part 1308) as they apply to transportation services.

Each Bus Driver or allowable alternate vehicle can be adapted or designed for transportation of children with disabilities available as necessary to transport such children enrolled in the program.

Each Bus Driver and the transportation internal monitor must be included in the process of learning of any special transportation requirements for a child with a disability and modifications that will be needed to meet the needs of the child.


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Example of transportation modifications:a. Special pick-up and drop-off requirementsb. Special seating requirementsc. Special equipment needsd. Any special assistance that may be requirede. Any special training for bus drivers and monitors

Additional funding may need to be sought to accommodate staffing needs and/or equipment needs.

1310.23 Coordinated Transportation

The Head Start/ Early Head Start Program will make reasonable efforts to coordinate transportation resources with other human service agencies in its community in order to control costs and to improve the quality and the availability of transportation services.

The Yurok Tribe Head Start Program will do so by developing a community partnership with any local human service agency if at all possible.


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Staffing Ratios and Playground Safety Policy

The Yurok Tribe Head Start/Early Head Start/ Child Care Policy Staffing Ratios; follows staff to child ratio requirements of the Head Start Performance Standards and the National Fire Protection Association, Life Safety Code which are as followed: (PCHSPS-1306.30; A-HSPS-1304.52 (g) (4)

Each site will maintain while serving ages birth to 5 year olds, adult/child ratio of for Head Start/Early Head Start and for Child Care serving ages one year to 12 years of age:

Below pertains to sites located on Tribal Lands or Sites owned/leased and operated by the Yurok Tribe off of Tribal Lands

Age Staff to Child Ratio Maximum Group Size

HS/EHS: Newborns to 36 months 1:4 Classroom 8/group 4HS/EHS: 36 to 48 months 1:7 17 (15*)

HS/EHS: 49 TO 60 months 1:8 20 (17*)

CC: 12 to 36 mths 1:4 Classroom 2/group 8CC: 3 yrs to 12 yrs 1:12 Classroom 20Combined CC/EHS 1:4 Classroom 8/group 4

Combined CC/HS 3yrs to 4 yrs 1:7 17 (15*)Combined CC/HS 4 yrs to 5 yrs 1:8 20 (17*)

Classroom adult to child ratio may change depending on location of site: i.e. site located on tribal lands or off of tribal lands dependable on state or local requirements if applicable.

Maximum occupancy when double class sessions are used.

Each Head Start Site will be staffed by a teacher, teacher aide or two teachers, and whenever possible, a regular volunteer (A-HSPS-1306.32 (a)

Staff to child ratio Head Start maximum class size will be determined by the predominant age of the children in the class.

Each Center Base Early Head Start Site will be staffed with one adult teacher to four infants/toddlers per group. Whenever possible one teacher aide and one regular volunteer.


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(Staffing Ratios & Playground Safety Policy Continued)

HEAD STARTBreak/Lunch: Head Start Center Base sites – teacher aides may monitor classroom during break/lunch of assigned teachers. Teachers must notify the site supervisor or supervisor in charge of their scheduled break or lunch. Teacher is responsible to see adult/child ratio is met during this time.

Planning Time Head Start Center Base Sites: Classroom teachers shall have a schedule that allows another teacher to be present in the classroom during planning time. i.e. PM teacher should be on the floor while the AM teacher is completing prep time or the AM teacher should be on the floor while the PM teacher is completing prep time if applicable.Exception: During screening time, parent conference and or tending to a special needs situation two teacher aides or bus monitor/teacher aides may monitor classroom while a teacher may be outside of the classroom within voice range to assist classroom as needed.

EARLY HEAD STARTBreak/Lunch: Early Head Start Center Base sites – teacher aides may monitor classroom during break/lunch with adult/child ratio met at all times. Classroom teacher must notify the site supervisor or supervisor in charge that they are on lunch or break. Teacher is responsible to see adult/child ratio is met during this time.

Planning Time Early Head Start Center Base Sites: Classroom teachers shall have a schedule that allows another teacher to be present in the classroom during planning time. i.e. Head Start Teachers can assist during this time, site supervisor, or other classroom teachers or site supervisors. Exception: Planning time can be conducted in the classroom while the teacher aides and other teacher monitor children ex: nap time

At each program site the teacher is responsible to make sure staff to child ratios is met. If the teacher is unable to make the staff to child ratio, the teacher must inform the Site Supervisor and/or Education Coordinator immediately. The Site Supervisor and/or Education Coordinator will call in a substitute or assist in the classroom until a qualified substitute can be brought in the classroom.

If child: staff ratio cannot be maintained:-The Site Supervisor and/or Education Coordinator must notify the Head Start internal monitor of adult and child ratio (Assistant Program Manager) of the situation; if not available contact will be made by following the chain of command:Head Start Program ManagerTribal Education DirectorTribal Executive Director

-The Site Supervisor and/or Education Coordinator will attempt to meet adult/child staff ratio through combining classes, pulling other staff from other classes or offices, calling in temps or substitutes or using supervisors to temporarily fill in. If all attempts fail to make teacher/child ratio the site will be closed.


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(Staffing Ratios and Playground Safety Plan Continued)

-After all attempts have been made to maintain teacher child/ratio the Site Supervisor and/or Education Coordinator will immediately contact Assistant Program Manager and/or Program Manager of the situation suggest site may have to be closed due to lack of staff; following chain of command

-The Tribal Executive Director will make the final decision of site closure closure due to lack of staff.

-The Site Supervisor, Bus Driver and teaching staff will notify the families the site is closure: one call out, phone call, texting, emailing, verbally and notes home..

-If children are in route to the site, the children will be delivered to the site and fed breakfast and then returned home.

-While the children are eating breakfast the staff will notify the families their children are being returned home or to their child care provider.

-Teacher sub list will be maintained annually.

OUTDOOR ADULT/CHILD RATIOAt each Head Start/Early Head Start/Child Care Site staff must supervise the outdoor and indoor play areas in such a way that children’s safety can be easily monitored and ensured. (A-SHPS-1304.52 (g) (5))

Teacher(s) are responsible to ensure the health and safety of indoor and outdoor play areas by maintaining a daily indoor and outdoor check list.

Maintenance request process will be implemented if maintenance is required to ensure the safety during indoor and outdoor play..

The teacher(s) of each classroom must have written staff schedules during play area supervision to ensure appropriate adult/child ratios are maintained at all times.

Home Base Teacher will discuss with parents/guardians how these same guidelines apply to the home environment and to public playground settings.

Adult/child ratio will be maintained during outdoor activities.


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School Readiness Parent, Family and Community Engagement Policy

This policy assures the Yurok Tribe Head Start/Early Head Start and Child Care Programs assure a process for parents to learn and be part their child’s growth and development. By providing this parents will learn more on how to meet their own child’s needs.

1. Parents will be encouraged to take part in parent leadership activities offered through Head Start; Parent Committee and Policy Council where staff and parents will work together to plan School Readiness Parent, Family and Community Engagement activities to strengthen parent/guardian’s knowledge in child growth & development.

2. Program will offer opportunities for parents/family and community to plan and participate in activities and receive educational moments in:

a. Nutritionb. Healthc. Dental cared. Ages & stages of child growth & developmente. Child abuse preventionf. Special needs g. Disciplineh. Safetyi. Parental Guidancej. Finances

3. Planned activities and information will be provided in the following waysa. Workshopsb. Written materialc. Training; parent and being invited to staff trainingsd. Individual Referralse. Site Monthly newsletterf. Parent meetingsg. Verballyh. Through pamphlets and hand outs; WIC, IHS, UIHS, CRHIB, EKLC and local

tribes resourcesi. Early Knowledge Learning Center (EKLC) Power Pointsj. Early Knowledge Learning Center (EKLC) Webinars

This policy complies with Head Start Performance Standard 45 CFR Section 1304.40


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TRANSITION PLAN Early Head Start

Child’s Name:____________________________________________ Class:_______________

Plan is individualized to meet the parent/child’s individual transitional needs.Date /Time Where Staff

present# of

children# of staff

Notes

Exit Date

_______________________________ __________________________________Teacher Signature Parent Signature


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TRANSITION PLANHead Start

Plan is individualized to meet the parent/child’s individual transitional needs.Date Document each step or procedure below

Exit Date:

_______________________________ __________________________________Teacher Signature Parent Signature


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Eligibility, Recruitment, Selection, Enrollment, Attendance Plan(ERSEA)

PROGRAM YEAR: Program year will coincide with the fiscal year: June to May FY 2013-2014. See Grant notification letter. HEAD START: CENTER BASE OPTION in Klamath, Kepel’ and South District

EARLY HEAD START:CENTER BASE OPTION in Klamath, Kepel’ and South District

1305.4 AGE OF CHILDREN AND FAMILY INCOME ELIGIBILITY

a. All applications will be accepted regardless of race, color, religion, sex or National Origin. Yurok Tribe will give preference to enrolled Yurok Tribal Members.

b. To be eligible for Yurok Tribe Head Star/ early head Startt a child must be at least three years old by December 1 of any program year and meet income guidelines and enrollment criteria.

c. To be eligible for Early Head Start you must be pregnant or between the ages of 0 and 36 months and meet program guidelines.

d. Yurok Tribe Head Start/ Early Head Start will follow a selection for enrollment criteria to determine eligibility. Enrollment criteria will consist of completion of required documentation following federal Head Start regulations. All other children will be placed on the waiting list until documents are provided.

e. Contact Tribal Education Director and/ or Assistant education Director for Child Care eligibility requirements.


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(ERSEA Continued)

Early Head Start (0-36 months) Enrollment Ranking Form

POINT VALUE

CATERGORY SCORE

50 Documented Diagnosis by Doctor/Mental health provider or IFSP/IEP:10% enrolled children must have disabilities: Enrollment Key#3

10 Community (same as Yurok Tribal Council): No education service 0-5, no health services100 Kepel’ Site Local Option:

Children enrolled in the Yurok tribe or children who are a descendent of Yurok Tribal member.

Group 1Kepel’ Site Local Option:(Children who fall in this category get 1st priority for services): Families without access to other head start services (Wautek to Weitchpec).

Group 2Kepel’ Site Local Option: (Children who fall in this category are enrolled AFTER all the students within Group 1 are enrolled): Enrolled Yurok Tribal Member or descendant of Yurok Tribal Member who do not have access to comparable head start services.

Group 3 Kepel’ Site Local Option: (Children who fall in this category are enrolled AFTER all the students within Group 2 are enrolled): Enrolled Yurok Tribal Member or descendant of Yurok Tribal Member who do have access to comparable head start services.

Group 4 Kepel’ Site Local Option: (Children who fall in this category are enrolled given AFTER all the students within Group 3 are enrolled): Enrolled Indian child, or child of enrolled Indian parent, who do not have access to comparable head start services.

Group 5 Kepel’ Site Local Option: (Children who fall in this category are enrolled AFTER all the students within Group 4 are enrolled): Enrolled Indian child, or child of enrolled Indian parent, who do have access to comparable head start services.

INCOME ELIGIBLE30 High Risk: social services referral, CPS safety plan, teen parent, parent

incarcerated/rehabilitation 30 Single Parent


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Child’s Number: Site: □ Klamath □ Ke-pel’ □ South District

HEAD START ELIGIBLE Score

100

Homelessness

100

Low –income, Public Assistance/TANF/Cash Aid/Food Stamps)

100

Foster Care

0 Over –income; 10% Yurok Tribally enrolled program children may be over income

Total

60 All children from Indian and non-Indian families living on the Yurok reservation that meet low-income guidelines: ERSEA Key Indicator #2

40 All children from income-eligible Indian families native to the Yurok reservation but living in non-reservation areas approved as part of the Yurok Tribe's HS/EHS service area: ERSEA Key Indicator #2

20 Living within the sites community Service Area

20 Home Base Enrollee

OVER INCOME25 High Risk: social services referral, CPS safety plan, teen parent, parent

incarcerated/rehabilitation center25 Single Parent

50 Yurok Tribal Member /Descendant with proof of enrollment of self or ancestor.

30 Other Federally Recognized Tribal Member/Descendant with proof of enrollment of self or ancestor.

15 Living site community Service Area:

10 Home Base Enrollee

Total If there is a tie with in the ranking criteria the slot will be given to the lowest income.

Accepted On waiting list ERSEA Monitor initial: ______________

________________________________________________ ______________________Site Family Service Coordinator Date


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(ERSEA Continued)

Pre-natal Enrollment Ranking FormMother number: Site: □Klamath □ Ke-pel □South District

HEAD START ELIGIBLE Score100 Homelessness: McKinney-Vento Homeless Assistance Act

100 Low-Income, Public Assistance/TANF/Cash Aid/Food Stamps, SSI0 Over –income; 10% Yurok Tribally enrolled program children/mother may be over income

Total


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If there is a tie with in the ranking criteria the slot will be given to the lowest income


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POINT VALUE

CATERGORY SCORE

50 Documented Diagnosis by Doctor/Mental Health Provider or active IFSP/IEP

10 Community Service Area (same as Yurok Tribal Council): No pre-natal education services, no health services

100 Kepel’ Site Local Option:Children enrolled in the Yurok tribe or children who are a descendent of Yurok Tribal member.

Group 1

Kepel’ Site Local Option: (Mother who fall in this category get 1st priority for services): Families without access to other head start services (Wautek to Weitchpec).

Group 2

Kepel’ Site Local Option: (Mother who fall in this category are enrolled AFTER all the students within Group 1 are enrolled): Enrolled Yurok Tribal Member or descendant of Yurok Tribal Member who do not have access to comparable Head Start services.

Group 3

Kepel’ Site Local Option: (Mother who fall in this category are enrolled AFTER all the students within Group 2 are enrolled): Enrolled Yurok Tribal Member Mother or descendant of Yurok Tribal Member who do have access to comparable Head Start services.

Group 4

Kepel’ Site Local Option: (Mother who fall in this category are enrolled given AFTER all the students within Group 3 are enrolled): Enrolled Indian Mother, or Mother of descendant Indian parent, who do not have access to comparable Head Start services.

Group 5

Kepel’ Site Local Option: (Mother who fall in this category are enrolled AFTER all the students within Group 4 are enrolled): Enrolled Mother, or Mother of descendant Indian parent, who do have access to comparable Head Start services.

INCOME ELIGILBLE30 High Risk: social services referral, CPS safety plan, teen parent,

incarcerated/rehabilitation center30 Single Parent60 Mother from Indian and non-Indian families living on the Yurok reservation that meet

low-income guidelines: ERSEA Key Indicator #2

40 Mother from income-eligible Indian families native to the Yurok reservation but living in non-reservation areas approved as part of the Yurok Tribe's HS/EHS service area: ERSEA Key Indicator #2

OVER INCOME25 High Risk: social services referral, CPS safety plan, teen parent,

incarcerated/rehabilitation center25 Single Parent50 Yurok Tribal Member /Descendant with proof of enrollment of self or ancestor.30 Other Federally Recognized Tribal Member/Descendant with proof of enrollment of self

or ancestor. 15 Living in sites community service area:

Total

Accepted On waiting list ERSEA Monitor initial: ______________

_______________________________________________________ _____________________Site Family Service Coordinator Signature Date

(ERSEA Continued)

Head Start Enrollment Ranking FormChild’s Number: Site: □Klamath □ Ke-pel’ □South District

Head Start Eligibility: Score

100 Homeless: McKinney-Vento Homeless Assistance Act100 Low –income, Public Assistance/TANF/Cash Aid/Food Stamps100 Foster Care0 Over-income

TotalPOINT CATERGORY SCORE


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VALUE

50 Documented Diagnosis by Doctor/Mental Health Provider or active IFSP/IEP; 10% enrolled children must have disabilities: Enrollment Key#3

10 Service Area community (same as Yurok Tribal Council) with no ed. services 0-5, no health service100 Kepel’ Site Local Option:

Children enrolled in the Yurok tribe or children who are a descendent of Yurok Tribal member.

Group 1

Kepel’ Site Local Option: (Children who fall in this category get 1st priority for services): Families without access to other head start services (Wautek to Weitchpec).

Group 2

Kepel’ Site Local Option: (Children who fall in this category are enrolled AFTER all the students within Group 1 are enrolled): Enrolled Yurok Tribal Member or descendant of Yurok Tribal Member who do not have access to comparable head start services.

Group 3

Kepel’ Site Local Option: (Children who fall in this category are enrolled AFTER all the students within Group 2 are enrolled): Enrolled Yurok Tribal Member or descendant of Yurok Tribal Member who do have access to comparable head start services.

Group 4

Kepel’ Site Local Option:Children who fall in this category are enrolled given AFTER all the students within Group 3 are enrolled): Enrolled Indian child, or child of enrolled Indian parent, who do not have access to comparable head start services.

Group 5

Kepel’ Site Local Option: (Children who fall in this category are enrolled AFTER all the students within Group 4 are enrolled): Enrolled Indian child, or child of enrolled Indian parent, who do have access to comparable head start services.

4 YEAR OLD 25 High Risk: social services referral, CPS safety plan, teen parent, parent incarcerated/rehabilitation

25 Single Parent20 Entering Kindergarten(School Readiness Plan) 60 All children from Indian and non-Indian families living on the Yurok reservation that

meet low-income guidelines: ERSEA Key Indicator #2


15 Living within the sites community Service Area:3 YEAR OLD

25 High Risk: social services referral, CPS safety plan, teen parent, parent incarcerated/rehabilitation

25 Single Parent20 Previous Yurok Tribe Early Head Start Center/Home Base enrollee60 All children from Indian and non-Indian families living on the Yurok reservation that

meet low-income guidelines: ERSEA Key Indicator #2


15 Living within the sites community Service Area:Total


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If there is a tie in the ranking the slot will go to the lowest income child entering Kindergarten in the Fall.

Accepted on waiting list ERSEA Monitor initial: ______________

__________________________________________ _________________Family Service Coordinator Signature Date

(ERSEA Continued)

1305.5 RECRUITMENT OF CHILDREN

Program Recruitment Areas:

Ke’pel Site: Recruitment area is the upper Yurok Tribe Reservation. Additional areas located next to the Yurok Tribe Reservation includes up the Trinity River to the town of Willow Creek and up the Klamath River to the town of Orleans.

Klamath Site: Recruitment area is the lower Yurok Tribe Reservation. Additional areas located next to the Yurok Tribe Reservation including areas along HWY 101 North to the town of Smith River and south on HWY 101to the town of Orick.

South Site: Recruitment area is east to the town of Blue Lake, north to the town of McKinnlyville, south to the town of Ferndale and west to the Town of Eureka.


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Special circumstances include any situation that may prevent a child from attending the Center Base options Home Base may be provided temporarily for children with identified with special need diagnosed by a doctor and is documented in an Individual Education Plan (IEP).

Recruitment: On going Local Media: Local newspapers; Tribal Newspaper; Education Newsletter; EHS/HS/CC monthly newsletter, mail out, flyers, web site, face book, on-call outOther: Partnerships with local LEAs; regional centers; Yurok Tribe Web Site, mail out, flyers,, face book, on-call out, tabling at community events.

1305.6 SELECTION PROCESSMust include selection based on the following:

a. Income eligibility as defined in 1305.4 of Head Start Performance Standards

2014 HHS Poverty Guidelines Annual Income1 $11,670

2 $15,730

3 $19,790

4 $23,850

5 $27,910

6 $31,970

7 $36,030

8 $40,090

For families/households with more than 8 persons, add $4,060 for each additional person.

(ERSEA Continued)b. 10% of enrollment slots must be made available to children with disabilities by the

definition of 1305.2(a) Head Start Performance Standardsc. Must include a waiting list if at all possible.d. Must implement ranking criteria which has been reviewed by the Program Governance

and Policy Council.1. Once applicant has been determined to meet all required procedures and documentation, the

Site Family Service Coordinator will complete an Enrollment Ranking Form.2. The child will be identified by number. Identification number is generated from

ChildPlus.net to assure confidentiality.3. The FSC and the ERSEA internal monitor will process.4. The applicant will be accepted based on the highest points received total.

HEAD START OPTION:Ke’pel site: 3-5 yr. old Classroom 15 childrenKlamath site: 3-4 yr. old Classroom 15 children


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4-5 yr. old Classroom 15 childrenSouth site: 3-5 yr. old Classroom 15 children

EARLY HEAD START OPTION:Ke’pel site: Home Base 8 children Classroom one 8 children Classroom 2 ½ day 8 childrenKlamath site: Home Base 12 Home Base Infant Classroom 8 children Toddler Classroom 4 children

South site: Home Base 12 children Home Base 6 children Classroom ½ day 8 children

CHILD CARE OPTION:Ke-pel’ site: Vouchers: TBD based on funds

Klamath site: Vouchers: TBD based on funds

South DistrictCenter Base Services: 12 children Vouchers: TBD based on funds

(ERSEA continued)

Monthly HS/EHS Site Family Service Coordinator, Assistant Program Manager; enrollment internal monitor, Program Manager will monitor enrollment levels to maintain a total of 60 children as determined by grant award for 60 Head Start enrollees; 72 prenatal and children for Early Head Start. If enrollment is not met a Action Plan will be developed and completed within 30 days. Assistant Education Director; Child Care monitor will monitor Child Care enrollment.

1305.7 ENROLLMENT AND RE-ENROLLMENT1. Each child enrolled in Yurok Tribe Head Start will be allowed to remain in Head Start until Kindergarten.

Each child enrolled in Yurok Tribe Early Head Start will be allowed to remain in Early Head Start until 36 months.


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Each child enrolled in the Yurok Tribe Child Care Program will be allowed to remain in Child Care through a 6 month cycle unless families no longer meet the Child Care requirements and must reapply for each six month cycle and complete the selection process.

2. Yurok Tribe if at all possible will maintain its funded enrollment level as determined by the grant award letter which is 60 children for Head Start; 72 prenatal and children for Early Head Start. No more than 30 calendar days will elapse before a vacancy is filled if at all possible, Child Care enrollment is based on funding.

3. Yurok Tribe HS/EHS will not fill a vacancy when there is only 60 calendar days or less remaining in the calendar year with the following exception: a child may be enrolled with 60 days or less if they have a completed enrolled packet, all required documentation and have completed through another agency all necessary screenings such as dental, developmental, mental, physical, hearing and vision.

4. All required paperwork: completed application; proof-of-income; birth record; proof of tribal membership or proof of dependency; and all required screenings (mental health; dental, all elements of a physical for required age; hearing and vision) must be completed; proof of immunizations; and proof of pregnancy must be turned in within 45 days of the first day of services. Failure to comply will result in client returning to the waiting list for failure to comply with policies.

1305.8 ATTENDANCE

1. Attendance at each site for Head Start and Early Head for all program options both Center Base and Home Base will be monitored monthly for an average daily attendance rate of 85%.

2. Child Care attendance will be monitored for attendance of 90%.

(ERSEA Continued)

3. During monthly management meetings average daily attendance will be discussed each month to analyze the reason for low average daily attendance if the absences occur due to other reasons than the reasons listed below.

a. Illnessb. Special circumstances: ex/ weather, ceremonies, seasonal food gathering

4. After four consecutive days of absence the Site Family Service Coordinator will contact the family by:

a. The FSC will make contact by using parents preference: phone, text, face book, e-mail, home visit, bus driver/ bus route, teacher home visit.

b. If no contact is made FSC will continue to make contact by a home visit.c. If no contact is made FSC will mail letter requesting response regarding

attendance.


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This contact will be used to determine if the absences are a result from factors which may qualify the family for support procedures to assist the child in obtaining an 85% attendance rate.

Family Service Coordinator’s contacts with family must emphasize the benefits of regular attendance while at the same time remaining sensitive to any special family circumstances influencing attendance patterns. All children who consecutively miss more than four days per month may be requested to develop a plan-of-action to improve average daily attendance.

5. Family Service Coordinators contacts with the child’s family and any support services provided to the family must be documented in ChildPlus.net family service section aka Individual Family Service Plan (IFSP)

6. A child’s slot must be considered an enrollment vacancy if chronic absenteeism persists and it does not seem feasible to include the child in either the same or different program option if available, if the plan-of-action to improve attendance has not been adhered to, or a child has temporarily moved out-of-the service area for 20 days or longer.

1305.9 HEAD START/EARLY HEAD START FEES:Yurok Tribe Head Start or Early Head Start does not charge a fee for enrollment in the program or any fees for any services provided to children and families during the program year. Participation in the program will not be contingent above collected any fees as per Head Start Performance Standards 1305.9.

CHILD CARE FEES:Is based on family income and ranking criteria.

(ERSEA Continued)

1305.10 COMPLIANCE

The Yurok Tribe Head Start/Early Head Start understands that failure to comply with the requirements of this part may result in a denial of refunding or termination in accordance with 45 CFR parts 1303.


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Emergency Menus Policy

Policy: Due to conditions beyond the program’s control such as road conditions or lack of electricity at the local market or occasionally lack of item at the local market listed on the menu, the menus may be subject to change.

Emergency conditions may require children to remain on site longer than usual. That food will be provided using an emergency menu for snack or meal.

Procedure for change to the Head Start Monthly Menu1. The cook shall shop in advance at least one week prior to food preparation in order to

keep food on hand to meet the monthly food menu.2. If the cook is unable to locate the needed menu item for the following week, the cook will

substitute an item similar to the item planned for that meal.3. The cook will take into account children with food allergies: dietary needs or ethnic food

requirements.Policy Council Approval Date February 2010; updated April 15, 2011; Tribal Council February 2010; Policy Council Updated May 20, 2011, updated June 10, 2013, approved by Policy Council February 21, 2014 (Other policies, procedures, plans may have been added and/or revised as needed see Policy Council meeting minutes)

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4. The cook will let the site staff know about any changes. If necessary the transportation staff can let parents know of the change if deemed necessary by the site supervisor.

5. All menus will have posted on the bottom of each menu: “Menu Subject to Change Due to Conditions Beyond Program’s Control”

Procedure to menus for emergency retention of children at site Emergency conditions requiring the children to remain at site longer than length of time of 3.5 hours will require the children to be fed.

Emergency menusEarly Head Start Infants will have individual emergency needs met per infants needs.

Ages 1 year to 12 yearsBreakfast: Lunch:Canned fruit Peanut Butter & Jelly (For children Cereal unable to eat peanut butter or fruitMilk jelly, the sandwich will be made with one or the other Snack Canned FruitGranola Bars Canned VegetableOr Whole Wheat BreadFresh Fruit MilkOr Crackers w/cheese or peanut butterJuice if available

Ages: 0 to 12 months – Formula or stored breast milk, assorted pre-made baby food

Parent Committee By-Laws and Procedures

Each year at each site each Parent Committee / Policy Council will fill in the By-Laws to meet each individual Parent Committee needs per site and program Policy Council. Once the By-Laws of been filled in and voted on for approval a copies will be sent to the Governing Body.

BY -LAWS

Article IName: Yurok Tribe Head Start Center Parent Committee ______________Site or Program Policy Council.

Article II


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Purpose: The purpose of the Parent Committee is to serve as a committee, which will promote a quality program for the Yurok Tribe Head Start by following the Federal Performance Standards.

Article IIIMembership: All parents/guardians of enrolled children at the ________________ site are members of the parent committee.

Article IVVoting Rights: All parents/guardians in attendance at any parent committee meeting have full voting privileges.

Parent Committee meeting: Staff who are parents/guardians may vote as long as they are not acting as an employee for the Head Start/Early Head Start or Child Care Programs.

Article VQuorum: A quorum shall consist of no less than ____________ parents at a Parent Committee meeting and _____at a Program Policy Council Meeting.

Article VIOfficers: Officers shall consist of the following and the following job duties:

Chairperson:-Shall preside at all committee meetings-Shall extend every courtesy possible-Open & close all meetings-Explain each motion before it is voted upon-May vote only to break a tie except in cases where he/she has made a nomination for an election which case the Vice-Chair becomes the tiebreaker.-Shall be available to Policy Council members and parent committee members for questions pertaining to the Head Start Program.

(Parent Committee By-Laws and Procedures continued)

Vice Chairperson Shall preside in absence of the Chairperson or whenever the Chairperson temporarily

vacates the chair

Secretary/Treasurer Shall keep a record of member’s attendance Be responsible to see that In-kind forms are kept for each attendee Keep record of all Parent Committee Assist the site coordinator in Parent Committee

Article VII


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The Parent Committee / Policy Council may choose to abide by Roberts Rules of Order

Article VIIISub. CommitteesOption: Fundraiser Committee: The purpose of this committee is to actively develop ideas into working fundraisers. Each fundraiser must have a purpose identified for the fundraiser. The fundraiser must follow the Parent Fundraiser Policy. The committee is not limited in size. It must have a chairperson to see all is completed in a timely manner.

End-of-Year Transition Activity: The purpose of this committee is to plan for end-of-the year activities and the funds to do the activities with. The committee is not limited in size. It must also have a chairperson to see all is completed in a timely manner and within guidelines.

Article IXFood: The parents at each meeting may provide food.

Babysitting: The program at each meeting shall provide a babysitter if budget and staffing is available.

Transportation: The Head Start/Early Head Start and Child Care Programs shall provide transportation to the Parent Committee meetings as long as they are notified within 48 hours that a parent/guardian shall need a ride to and from the meeting. Children may ride to and from the meeting is space is available. If they are bringing children who require car restraint systems, they are to provide the car restraint system. All transportation services are pending due to the availability of staff to drive a vehicle and the availability of a vehicle. Staff will make every attempt to let parents know if a ride has been canceled. It is the responsibility of parents to confirm a ride to and from the parent meeting.

Parent Committee Meeting Policy

Parent meetings enable parents/guardians a two-way communication system between staff and families; provides parent education, parent input on curriculum planning, decision making for the program.

1. Parent meetings will be once a month. Parents decide what day and time each month to hold their meetings. Parents may decide to hold additional monthly meetings if needed.

2. Family Service Coordinator works closely with the parents to assist/guide the parents in facilitating the meeting.

3. Child care will be provided on site as long as there are funds to provide for a child care provider through parent committee line items and the availability of a child care provider. Parents must check to assure a child care provider will be present during the meeting.


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4. Parent committee may choose to govern the meeting by Robert’s Rules of Order.5. Staff will facilitate the first meeting to assist the parents in election of officers which

included:a. Chairpersonb. Vice Chairpersonc. Secretary/Treasurer

6. Parent/Guardians will maintain a Parent Committee meeting binder with minute and notes from all meetings. Parent Committee meeting minutes will be posted and place in the monthly newsletter.

7. Agendas for each meeting will be approved at the beginning of the meeting.8. Staff must be invited to attend the parent meetings after the first initial meeting.9. Parent Committee meetings parents may bring potluck style foods.10. In order to pass a motion, a majority of the parents (51%) attending at each meeting

constitutes a majority and will pass a motion.11. Policy Council representation will be elected by each parent committee:

a. Ke’pel: Head Start/two parents; Early Head Start/one parent; One alternate per Head Start and per Early Head Start

b. Klamath: Head Start/two parents; Early Head Start/one parent; One alternate per Head Start and per Early Head Start

c. South District: Head Start/two parents; Early Head Start/one parent; one alternate per Head Start and per Early Head Start

12. Parent Committee members will elect a community representative:a. Ke’pel – one representativeb. Klamath – one representativec. Home Base – one representative

13. Staff will be present at the location in an office or classroom to provide access to the building, for support and to lock-up after meetings.

14. Parent Committee Line Itema. Each site parent committee receives $10 (ten) dollars per child enrolled

Example: If there are 45 children for EHS/HS enrolled at the Klamath site this parent committee has $450 for the program year.

b. All parent committee line item use must be approved through the Policy Council prior to use.

(Parent Committee Meeting Policy Continued)

c. Individual site Parent Committees are responsible to track their parent committee line item and all fundraising revenue in collaboration with fiscal; see fundraising policy.

d. Parent Committees must report results of fundraising activities and the amounts earned to the Policy Council, turn funds into fiscal using appropriate forms.

e. Family Service Coordinator must assist parents in completing (c and (d).

This policy complies with Head Start Performance Standards 45 CFR Section 1304.40


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Parent Fundraising Policy

All parent fundraising activities will compliment and promote the Head Start Core Values and Commitments as outlined in the Federal Head Start Performance Standards.

Parent Committee:

Step 1: Discuss and vote on purpose of fundraising a. Majority of parents present by 51% will passb. Record of vote must be kept

Step 2: Fundraising approval form must be submitted to the Family Service Coordinator.


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a. Family Service Coordinator informs Parent, Family and Community internal monitor; Assistant Program Manager.

b. Parent, Family and Community internal monitor; Assistant Program Manager informs the Program Manager.

c. FSC has 2 days to sign off on the fundraiser approval form and provide to Parent Committee / Fundraiser Committee.

Step 3: Once fundraiser has been approveda. Parent Committee / Fundraiser Committee must delegate in writing who is responsible

for what:i. Who is responsible for setting up fundraiser: location

ii. Who is responsible for clean-up: bring garbage bagsiii. Start time and end timeiv. Who is responsible to supply goods such as: food for bake sale, items

to sale, ticket sales etc.v. Handling the money

vi. Collecting donationsvii. Location to hold donations to be used in fundraiser

Step 4: Fundraiser Parents must use the expense tracking form.a. All fundraising funds must be submitted to fiscal within 2 days (mail, hand deliver).b. Signature of a Parent Committee Chair and Parent Committee Treasure or delegated

responsible parent are needed to verify funds made.

Step 5: If parents are requesting donations from community businesses, individuals or agencies they must adhere to Tribal Policy.

Step 6: Parent Committee must report results of fundraiser, how much was earned, and date sent to the Fiscal Department for deposit: forms are on page 52-54.

Head Start Staff Responsibilities

Staff may only provide support and resources if parents request them to do so. The following is a list of resources and support staff may only provide upon approval from their supervisor.

(Parent Fundraising Policy continued)

1. Tracking & depositing funds2. Participate in parent & fundraising committee meetings3. Provide technical support for making fliers, posters, copies, use of equipment such as

camera, telephones, copier, fax

Staff May Not:1. Solicit funds2. Sell products

Family Service Coordinator draws down funds from account:


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1. FSC fills out a purchase request2. FSC submits to Program Manager3. Program Manager submits purchase request to Tribal Education Director4. Tribal Education Director submits to the tribal fiscal department

This policy complies with Head Start Performance Standard 45 CFR Section 1304.50 (d) (2) (III).

_________________________________________________________Head Start Site: Fundraiser Approval Form__

Purpose of Fundraiser: ______________________________________________________________________________________________________________________________________________________________________________

Fundraiser Committee / Parent Committee Chairperson Signature: Print: _______________________________ Signature: _____________________________


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Parent Committee Treasure or delegated responsible parent: Print: _______________________________ Signature: ______________________________

Date of Fundraiser: ______________ Location of Fundraiser: __________________

Beginning Time: ____________ Ending Times: ______________

Funds needed to begin project: ________________________

Types of support & resources from staff if needed:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Parent Committee Chairperson‘s Signature Date

Family Service Coordinator’s Signature Date

Head Start Fundraiser Tracking

Fundraiser Name: Enter amount of each Each total amountExample:How many 100 dollar bills? 4 $400How many 100 dollar bills?

How many 50 dollar bills?



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How many coin one dollars?How many half dollars?

How many quarters?

How many dimes?

How many nickels?

How many pennies?

Total

__________________________________________________ ____________Parent Committed Chair Signature Date

__________________________________________________ ____________Parent Committee Treasure / responsible parent signature Date

______________________________________________________________________________Signature of Fiscal Person Date__________________________________________________________

Tracking Forms for Parent Committed Fundraising Checks

Check No. Check Amount

Notes


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Total

_____________________________________ _________Parent Committed Chair Signature Date

__________________________________________________ ____________Parent Committee Treasure / responsible parent signature Date

______________________________________________________________________________Signature of Fiscal Person Date______________________________________________________________________________

Fundraising Donation Tracking Form

Name of Individual or Business Item Donated

Value of Item


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____________________________________________ _________________

Signature of parent collection items Date

Donated funds must be immediately taken to the fiscal dept. Items donated must be stored on site at Head Start until used.

______________________________________________________________________________Signature of Fiscal Person Date

Civil Rights Complaints

PolicyCivil Right regulations are intended to assure that the benefits of the Head Start Child and Adult Food Program are made available to all eligible persons. In recruiting and enrollment procedures we will make every effort to allow equal participation by all eligible and potential participants regardless of race, color, national origin, sex, religion, age, or disability.

Regulation


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In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discrimination on the basis of race, color, national origin, sex, age and disability. A non-discrimination statement must be included in the parent handbook and the employees' handbook or anywhere that mentions CACFP or USDA menus and any flyer that is sent home to the parent. The statement will be the Education/ Head Start department website.

Classrooms of Yurok Tribe Head Start/Early Head Start and Child Care must display the poster, “And Justice for All” where parents, adult participants and the general public can see and read it.

Procedure

1. Annual training in Civil Rights policy will be provide.2. The Procedure and Complaint forms are located on the Yurok Tribe web site and the tribal

offices and Head Start facilities.

a. Civil Rights Complaint Received by Head Start Employeeb. Civil Right Complaint is documented In Civil Rights Complaint Log by the

Regional Managerc. The employee will give the Complaint Civil Right Complaint Form and/or staff

will help the person complete the Civil Rights Complaint Form with Complainant.d. If Complainant returns the Civil Right Complaint Form to Head Start, the Head

Start Manager will forward the Yurok Tribe Education Director. The Yurok Tribe Education Director will follow tribal procedures. The Program Manager will forward complaint form to Regional Manager.

3. The Regional Manager is responsible for signing as the sponsor on the "Log of Civil Rights Complaints" form that is distributed by the Food Service Manager at the beginning of each year, and adding the most recent version of the "Civil Rights Complaint" form to the folder. These must be kept for a minimum of four years.

(Civil Rights continued)

The full U.S.D.A. nondiscrimination statement follows:

The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applications for employment on the bases of race, color, national origin, age, disability ,sex, gender identity, religion, reprisal, and where applicable political


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beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)

If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint form, found online at http://www.ascr.usda.gov/complaint_filing_cus.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C., 20250-9410, by fax (202) 690-7442 or email at [email protected]

Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). USA is an equal opportunity provider and employer.

Home Visit Policy

Head Start / Early Head Start home visits provide comprehensive services to support and strengthen the relationships between the child and their parents.

EHS -The child development and education approach to infants and toddlers is based on the development of secure relationships; an understanding of the child's family and culture; the


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development of trust and security; and the opportunity to explore sensory and motor experiences with support for EHS staff and family members. Home visits allow EHS staff to do the following:

Use the home environment to help parents create learning opportunities that build on everyday routines and support their children's development.

Provide support to families whose life circumstances might prevent them from participating in more structured settings. Working in the environment where families are most comfortable lets EHS staff get to know families in a much more intimate way, which sets the stage for close, trusting relationships.

EHS staff work closely with parents to ensure that goals and experiences are congruent with the family's culture, build on children's interests and abilities, promote curiosity and a positive view about themselves and about learning, and use responsive interactions as the primary vehicle for learning.

Procedure

1. HS/EHS staff completes the HS/ EHS Home Visit Plan form. HS/EHS staff and parents jointly plan the content of the home visit.

2. Completed HS/EHS Home Visit Plan Forms are filed in the Child Developmental Portfolio that the teacher maintains..

3. Home visits must be documented on ChildPlus.net

This policy complies with Head Start Performance Standards Sect.1304.40(i)(1)-(3); Sect. 1304.40(i)(4) &(5); Sect.

1304.04(e)(1)

Mental Health Support for Pregnant and Postpartum Women Policy

PolicyHome Visitor and/or Family Service Coordinator will provide pregnant women and other family members, as appropriate, with prenatal education on postpartum recovery, including maternal depression.


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Procedure

Depression Screening

1. All pregnant women and for those who give birth to a child while enrolled in EHS (0-24 months post partum) will be screened using the Edinbaugh Postnatal Depression Scale during a home visit. Women will be screened one time per month for nine months and as needed thereafter. Screening results as well as referrals LEA will be documented in ChildPlus.net. Follow the Depression Screening and referral flow chart.

The EPDS was developed for screening postpartum women in outpatient and home visiting settings. It has been utilized among numerous populations including U.S. women and Spanish speaking women in other countries. The EPDS consists of 10 questions. The test can usually be completed in less than 5 minutes. Responses are scored 0, 1, 2, or 3 according to increased severity of the symptom. Items marked with an asterisk (*) are reverse scored (i.e., 3, 2, 1, and 0). The total score is determined by adding together the scores for each of the 10 items. Validation studies have utilized various threshold scores in determining which women were positive and in need of referral. Cut-off scores ranged from 9 to 13 points. Therefore, to err on safety’s side, a woman scoring 9 or more points or indicating any suicidal ideation – that is she scores 1 or higher on question #10 – should be referred immediately for follow-up. Even if a woman scores less than 9, if the clinician feels the client is suffering from depression, an appropriate referral should be made.

Curriculum The Promoting Maternal Mental Health During Pregnancy Program is designed to assist the pregnant woman in moving beyond the physical dimensions of pregnancy by addressing the emotional and psychological challenges new mothers face, including post-partum depression, unresolved grief or loss and other mental health disruptions. This program includes the normal, typical course of pregnancy, high-risk pregnancies, domestic violence, pregnant women with unresolved grief or loss, and those women experiencing depression or other mental health disruptions. Promoting Maternal Mental Health During Pregnancy covers issues critical to the development of the early mother-child relationship including:

Bonding of parent to child Attachment of child to parent The importance of early brain development The role that emotionally available and attentive care giving play in the child's emotional

and cognitive development

(Mental Health Support for Pregnant and Postpartum Women Policy)

Home Visitors/Teachers will use the Creative Curriculum for pre-natal mothers.

Meets Performance Standard(s): 1304.40(c)(1)(iii) and 1304.40(c)(2)

__________________________________________________________

Edinbaugh Postnatal Depression Scale______________________________________________________________________________


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Instructions for users:

The mother is asked to underline the response that comes closest to how she has been feeling in the previous 7 days. All ten items must be completed.

Care should be taken to avoid the possibility of the mother discussing her answers with others.

The mother should complete the scale herself, unless she has limited English or has difficulty with reading.

The EPDS may be used at 6-8 weeks to screen postnatal women. The child health clinic, postnatal check-up or a home visit may provide suitable opportunities for its completion.

Guidelines for Evaluation:

Response categories are scored 0, 1, 2, and 3 according to increased severity of the symptom. Questions 3, 5, 6, 7, 8, 9, 10 are reverse scored (i.e., 3, 2, 1, 0)Individual items are totaled to give an overall score. A score of 12+ indicates the likelihood of depression, but not its severity. The EPDS score is designed to assist, not replace, clinical judgment. Women should be further assessed before deciding on treatment.This scale may be reproduced by users without further permission providing they respect copyright by quoting the names of the authors, the title and the source of the paper in all reproduced copies.

As you have recently had a baby, we would like to know how you are feeling. Please UNDERLINE the answer that comes closest to how you have felt IN THE PAST 7 DAYS, not just how you feel today.

1. I have been able to laugh and see the funny side of things. 1. As much as I always could2. Not quite so much now3. Definitely not so much now4. Not at all

(Edinbaugh Postnatal Depression Scale continued)

2. I have been able to laugh and see the funny side of things. 1. As much as I always could2. Not quite so much now


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3. Definitely not so much now4. Not at all

3. I have blamed myself unnecessarily when things went wrong. 1. Yes, most of the time2. Yes, some of the time3. Not very often4. No, never

4. I have been anxious or worried for no good reason. 1. No, not at all2. Hardly ever3. Yes, sometimes4. Yes, very often

5. I have felt scared or panicky for no very good reason. 1. Yes, quite a lot2. Yes, sometimes3. No, not much4. No, not at all

6. Things have been getting on top of me. 1. Yes, most of the time I haven't been able to cope at all2. Yes, sometimes I haven't been coping as well as usual3. No, most of the time I have coped quite well4. No, I have been coping as well as ever

7. I have been so unhappy that I have had difficulty sleeping. 1. Yes, most of the time2. Yes, sometimes3. Not very often4. No, not at all

8. I have felt sad or miserable. 1. Yes, most of the time2. Yes, quite often3. Not very often4. No, not at all

(Edinbaugh Postnatal Depression Scale)


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9. I have been so unhappy that I have been crying. 1. Yes, most of the time2. Yes, quite often3. Only occasionally4. No, never

10. The thought of harming myself has occurred to me. 1. Yes, most of the time2. Yes, quite often3. Only occasionally4. No, never

© Yurok Tribe Head Start. All rights reserved.


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