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

Teaching Strategies Gold Checkpoint Report Analysis

POLICY:

TSG Online is the on-going child assessment program used by NOCAC Head Start. Reports are analyzed after each checkpoint period to determine how well children are meeting development and school readiness goals according to the Head Start Child Development and Early Learning (HSCDEL) Framework.

PROCEDURES:

  1. The Coaching Specialist analysis the TSG Reports at the Program, Site and Teacher levels.
    1. Analysis of the data is shared with Education Manager, Management Team, HS Director, Policy Council and Governing Board
    2. Analysis shared with the teaching staff to aid in curriculum planning.
  2. The Coaching Specialist has the responsibility to analyze data on child outcomes that centers on patterns of progress for groups of children over time as they receive services through the program year to address school readiness.
  3. Data is analyzed to answer the following questions:
    1. What are the patterns of progress and accomplishments for groups of children in different domains and indicators of learning and development?
    2. What are the patterns of outcomes for children in different program options, forms of service, and service areas?
    3. What are the patterns of outcome data for different groups of children, such as (a) those what begin Head Start at different levels of functioning and (b) children that receive one or two years of Head Start services?
    4. What are the trends in outcome data from year to year, in terms of stability and change in patterns of progress and levels of accomplishment?
    5. What are the patterns of outcome data for children on an IEP or CSP?
  4. Fall data is used to determine the baseline at each analysis level.
    1. The emphasis is to determine child entry status in terms of being below, meeting or exceeding widely held expectations (WHE) for all TSG dimensions and particularly those that align to the program wide school readiness goals.
    2. At the beginning of a year, a child might fall below WHE if teaching and learning has not yet occurred.
  5. Winter and Spring TSG reports are analyzed to determine progress and growth.
    1. Analyze all objectives and dimensions to answer questions and identify trends in terms of children being below, meeting/exceeding, the TSG WHE.
    2. Set teaching and learning goals based on assessment data.
    3. The emphasis is on performance, growth, readiness and end of year child outcomes.
    4. By the end of the year, expect to see children ready to transition to the next class/grade. TSG readiness is where the current class/grade color band, meets bus does not overlap the next class/grade color band.
  6. The Coaching Specialist will
    1. Compare and analyze data between fall and winter, between winter and spring and between fall and spring
    2. Compare children with ratings in all checkpoint periods. Hide empty sites and classes
    3. Analyze TSG reports prioritizing TSG objectives that relate to program school readiness goals paying attention to those objectives where more than half of the children in the program scored below the WHE in the FALL.
  7. The Coaching Specialist and Teachers will use the TSG Snapshot Report to inform planning and take a quick pulse check of where their class is at any given time.
    1. The TSG Snapshot Report is the primary report used by all to filter and analyze, to answer questions, to compare data and to identify trends. There are many options for running the report.
  8. SUMMARIZE: The Coaching Specialist will summarize the TSG Data and train teaching staff to do so also by asking the following questions:
    1. What do you notice? What stands out as strengths or weaknesses? Are there any surprises and if so, what are they? What questions arise? Did you mine or dig deeper for some reason and if so why and what did you find out? How will this data analysis guide your practice between now and the next checkpoint period? Do you have other thoughts, wonderings and/or questions?
  9. PLAN: The Coaching Specialist will develop goals at the program; site and classroom level based on the information learned from the data analysis that will support school readiness. 
  10. DOCUMENTATION: The Coaching Specialist will maintain reports, data charts, Excel workbooks, data analysis, summaries, and plans. 

 

Forms and Additional Guidance:

This policy complies with the following

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

Food Allergies and Dietary Restrictions

POLICY:

To accommodate and ensure the safety of children who have food allergies and other dietary restrictions or special needs. FOOD

PROCEDURES:

  1. Through an interview with the parent/guardian, staff will document all diagnosed and suspected food allergies and/or dietary restrictions/needs on the Child Enrollment and Health Information form.
  2. If the dietary restriction is due to a diagnosed allergy, disability or medical condition, specific documentation and information regarding the allergy/condition must be obtained from the child’s physician/health care provider. A completed Medical Care Plan will be used for documentation. If additional instructions are required, the child’s physician/health care provider will complete an individual health plan.
  3. It is mandatory to have a doctor’s statement in place to be able to accommodate each child’s dietary needs.
  4. NOCAC Head Start will work with teachers and parents to ensure that dietary restrictions that are personal (religious/cultural) will be accommodated, if possible. A statement from the child’s parent/guardian describing the restriction is required.
  5. NOCAC Head Start Staff will consult with the Health/Nutrition Assistant regarding concerns and to ensure that needed follow-up occurs.
  6. A list of children with food allergies/dietary restrictions will be kept confidential on the center refrigerator using the “Attention” cover sheet.
    1. Substitutions are logged
  7.  Physician reports, nutrition assessment information, individual plans and follow-up will be maintained in the child’s individual health record.
  8. The Health/Nutrition Manager monitors allergy/dietary restriction plans and records in ChildPlus.
  9. For Children with diets that require significant amounts of monitoring and extra preparation from the kitchen, special menus will be developed in consultation with the Registered Dietician.
  10. Classroom Food Service Workers and substitutes must be informed about each child’s dietary restrictions by the teachers and other direct service staff.  Food deliveries should be checked.

    Forms and Additional Guidance:

     

     

    This policy complies with the following

    Head Start Program Performance Standard:   1302.44(a)(1) 
    ODJFS Child Care Manual:   5101:2-12-22(A)(6)
    CACFP Regulation:    
    Caring for Our Children:   4.2.0.10
    Other Sources:    
    Effective Date:   8/7/17
    Approved by Policy Council:   8/7/17

Itinerant Teachers Working Outside of the Classroom with Head Start Children

POLICY:

Itinerant teachers that are working with children on an Individualized Education Program (IEP), can work with children outside of the classroom without a Head Start representative present. 

 

PROCEDURES:

  1. Head Start staff will verify with the Individual Education Program (IEP) document and the Itinerant teacher(s) that the IEP has properly been signed in section 14, by the parent. 
  2. In section 11, the Head Start will verify with the IEP document and the Itinerant teacher that the child will receive services outside of the classroom.
  3. When the Itinerant teacher comes to provide services for the child, the Itinerant teacher will sign the child out of the classroom on the child’s individual sign-in/out sheet. This represents that the child is no longer in the care of NOCAC Head Start, and under the care of the School District representative reflected on the child’s IEP.
  4. NOCAC staff will move the child’s clip to the “At Home” side of the clipboard and use the Active Supervision Process to communicate the change in number of children present. 
  5. When the Itinerant teacher returns the child back to the classroom, the Itinerant teacher will sign the child back into the classroom on the child’s individual sign-in/out sheet. This represents that the child is no longer in the care of the School District representative reflected on the child’s IEP and back into the care of NOCAC Head Start.
  6. NOCAC staff will move the child’s clip to “At School” side of the clipboard and use the Active Supervision Process to communicate the change in number of children present. 
  7. Sign-in/out sheets will be turned in for the individual child with the monthly attendance via CACFP paperwork and then given to the Disability Coordinator. 
  8. Individual sign-in/out sheets will be filed in the child’s disability folder at the Central Office. 

 

Forms and Additional Guidance:

This policy complies with the following

Head Start Program Performance Standard:    
ODJFS Child Care Manual:  

Background Check Process for Licensed, Certified, and Approved Child Care Applicants 

Child Care Staff Member, Substitute, Employee and Family Child Care Home Resident File Documentation Requirements 

CACFP Regulation:    
Caring for Our Children:    
Other Sources:   IEP Itinerant Teacher Sign-in/out Sheet 
Adopted with Board & Policy Council Approvals:    
Revised with Board & Policy Council Approvals:    

Required Safety Trainings

POLICY:

Each Child Development center shall have at least one staff member on-site (in each building) during all hours of operation who is currently trained in First Aid, CPR, Management of Communicable Disease, and Child Abuse Recognition and Prevention.

 

PROCEDURES:

 

Child Abuse & Neglect

Every NOCAC Head Start/Early Head Start administrator, child care staff member, including substitutes, shall be current with the ODJFS prescribed one-hour child abuse overview which is valid for two years. This shall be taken with the first sixty days of hire.

1)   NOCAC staff will be trained on NOCAC specific procedures at hire by the Family and Community Engagement Manager during the new hire orientation process. A copy of the Child Abuse & Neglect Reporting Policy & Procedures will be distributed to the staff person at this time.

2)   NOCAC staff may be required to renew online with ODJFS if the 6 hour Child Abuse and Neglect recognition training if it has not been offered prior to the expiration of online coursework.

3)   NOCAC HS/EHS staff certified with the 6 hour class will complete the refresher every three years thereafter.

First Aid & CPR

NOCAC HS/EHS staff will also become certified in First Aid & CPR

1)   Buses must have a First Aid/CPR certified adult on each route.

2)   These trainings must be completed as time permits unless required to meet ratio at which time the supervisor will work with First Aid/CPR instructors to schedule a class.

3)   First Aid/CPR classes will be offered multiple times throughout the program year.

First Aid/CPR instructors

1)   Instructors must be the lead instructor at least one time every two years.

2)   Instructors must be the co-instructor at least one time every two years. They should also register for the class at this time to ensure they remain updated.

3)   It is the instructor’s responsibility to maintain active instructor status and follow all obligations per Red Cross rules.

Common Childhood Illness (CCI)

NOCAC HS/EHS staff will become certified in Common Childhood Illness

1)   All sites will have a staff person trained in CCI on the premises at all times.

2)   Trainings must be completed as time permits unless required to meet ratio.

3)   Online classes can be scheduled and must be completed within six months from purchase of the online class. Supervisors may assign an earlier due date as needed.

It is the responsibility of each staff member and Supervisor to maintain status of all safety trainings and renewal dates.

Trainings shall meet course and trainer requirements in Appendix A.

Audiovisual or electronic media training shall not be used to meet the CPR training requirement unless there is also an in-person component of the training.

 

 

Forms and Additional Guidance:

 

This policy complies with the following

Head Start Program Performance Standard:   1302.92, 1302.47 (b) (4)
ODJFS Child Care Manual:  

5101:2-12-10 (A) (1) (a,b,c,d) (2) (3,4)

Appendix A– Health Training Courses

Appendix B– Professional Development Training Topics

CACFP Regulation:    
Caring for Our Children:    
Other Sources:   NOCAC Head Start Policies & Procedures- Child Abuse/Neglect Reporting
Effective Date:   8/7/17
Approved by Policy Council:   8/7/17

Staff Qualifications

POLICY:

The program will ensure all staff have sufficient knowledge, training and experience, and competencies to fulfill the roles and responsibilities of their positions to ensure high-quality service delivery. 

Degree Requirements:

HEAD START CENTER-BASED TEACHER:

All Head Start center-based teachers have at least an associate’s or bachelor’s degree in child development or early childhood education. 

No less than fifty percent of all Head Start center-based teachers, nationwide, have a baccalaureate degree in child development, early childhood education, or equivalent coursework. 

HEAD START TEACHING ASSISTANTS:

At least a child development associate (CDA) credential; or 

Be enrolled in a program leading to an associate or baccalaureate degree; or 

Be enrolled in a child development associate (CDA) credential program to be completed within 2 years of the time of hire. 

HEAD START HOME VISITORS:

A minimum of a home-based CDA credential or comparable credential, or equivalent coursework as part of an associate’s or bachelor’s degree. 

HEAD START FAMILY SERVICE SPECIALIST (FSS):

FSS staff who work directly with families on the family partnership process hired after November 7, 2016, have within eighteen months of hire, at a minimum, a credential or certification in a social work, human services, family services, counseling or a related field. 

HEAD START EDUCATION MANAGER:

A baccalaureate or advanced degree in early childhood education; or 

A baccalaureate or advanced degree and coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children. 

HEAD START HEALTH MANAGER:

A program must ensure health procedures are performed only by a licensed or certified health professional. 

FAMILY & COMMUNITY ENGAGEMENT MANAGER: 

Hired after November 7, 2016, must have, at a minimum, a baccalaureate degree, preferably related to one or more of the disciplines he or she oversees. 

DISABILITIES COORDINATOR:

Hired after November 7, 2016, must have, at a minimum, a baccalaureate degree, preferably related to one or more of the disciplines he or she oversees. 

COACH:

A minimum of a baccalaureate degree in early childhood education or a related field. 

HEAD START DIRECTOR:

Hired after November 7, 2016, has at a minimum, a baccalaureate degree and experience in supervision of staff, fiscal management, and administration. 

FINANCE DIRECTOR:

Hired after November 7, 2016 is a certified public accountant or has, at a minimum, a baccalaureate degree in accounting, business, fiscal management, or a related field. 

MENTAL HEALTH CONSULTANT:

Licensed or certified mental health professionals. A program must use mental health consultants with knowledge of and experienced in serving young children and their families, if available in the community. 

NUTRITION CONSULTANT:

Registered Dietitians or Nutritionists.

 

This policy complies with the following

Head Start Program Performance Standard:   1302.91 Staff qualifications and competency requirements
ODJFS Child Care Manual:    
CACFP Regulation:    
Caring for Our Children:    
Other Sources:   Head Start Act 648A a 2 B i, 648A a 2 B ii, Act 645a h, 648A a 3 B
Approved by Policy Council:    
Approved by Board of Director: