Community Action Head Start Self Assessment Final Report and Program Improvement Plan

Size: px
Start display at page:

Download "Community Action Head Start Self Assessment Final Report and Program Improvement Plan 2011-2012"

Transcription

1 Community Action Head Start Self Assessment Final Report and Program Improvement Plan The annual self assessment took place in March 2012 with the participation of program staff, parents, community partners, Policy Council and Board of Directors. A file review was conducted on 10% of the child files, along with a verification of income eligibility. Each classroom was visited by a staff member and a parent, and the sites were observed for appropriate learning opportunities and health and safety. Mealtime observations were conducted in each classroom to observe for compliance with USDA rules and program policies and procedures. Each school bus was observed for compliance with transportation rules and regulations, as well as program policies and procedures. Staff, parents and community partners were surveyed, with 52% of parents in the program completing a survey by telephone. Focus groups were conducted with the Policy Council and the MWVCAA Board of Directors. Fiscal and Human Resources Questionnaires were completed by appropriate agency staff from those departments. An assessment of program performance in the areas of Child Outcomes and CLASS Assessment scores was completed by the Education Specialist. Following is a summary of the strengths identified in the program, as well as areas of concern requiring action in the form of a program improvement plan. Strengths Follow Up to Concerns on Developmental and Social Emotional Screenings: Each child has two screenings completed, the Ages and Stages Questionnaire (ASQ), which is a developmental screening, and the Ages and Stages Social Emotional Questionnaire (ASQ-SE), which is a social emotional screening. These screenings are scored and offer parents the opportunity to bring up concerns about their child s development. Head Start is then responsible to follow up on these children, making referrals, providing resources, or just discussing the concerns with the parent, whatever is appropriate. For many years our systems for ensuring that this follow up and documentation of it is completed has not been successful. This year a new system was developed jointly by Mental Health and Disabilities staff to document the need for follow up, and monitoring to ensure completion of the follow up. In the child file review of 10% of child files, every child who required follow up to their ASQ and/or ASQ-SE was found to have received the follow up and it was documented appropriately. This is a total turnaround where the development of a new system was 100% successful. It is further substantiated that in an on line survey, 75% of the staff rate both the disability and mental health services areas as good, very good or excellent. 1

2 Family Services Resource & Referrals: Family Educators provide resources and referrals to parents based on needs the parents express through completion of a Family Interest Survey, the Family Partnership Agreement, and at other times as needs emerge. A review of child files showed these resources are being offered to all families except those who state that none are needed. Parents enthusiastically confirmed this during the parent telephone survey. 77% of parents stated that they received requested resources, while 22% said that they didn t have the need for any. For the last two years the follow up required to ensure that parents are getting resources that met their needs has been a concern in the self assessment. It is noteworthy that this year it is a strength, with 89% of the files reviewed showing completion of timely and appropriate follow up. This is further substantiated by the results of the staff survey, in which 84% of the staff rated the Family Services component good, very good or excellent. Home Visits and Conferences: Teachers and Family Educators are required to complete a series of meetings with Head Start parents. Teachers do two home visits and two parentteacher conferences each year per family. Family Educators do a minimum of two home visits each year per family, with a required minimum of three contact hours per family per year. This year the conferences were scheduled on two specific days per season, with in service days taking place to allow Teachers enough time to meet with each family at school, rather than trying to schedule them before or after class during a series of weeks. For each required type of visit, Teacher home visit, Parent-Teacher conference, and Family Educator home visit, the program showed greater than a 95% completion rate. Events were timely and contact hour requirements were met. Classroom Materials and Learning Opportunities: During site observations staff and parents used a comprehensive checklist to determine if there were adequate opportunities for children to learn. 30 different topics were covered including activities, materials available, and teacher interactions and strategies. Classrooms across the program rated exceptionally high in this area, with most having a score of 100% by having all 30 areas observed to be in place. Positive Behavior Interventions and Supports (PBIS): The program is completed its second year using this strategy to address the behavior of children in the classrooms. In their survey staff speak very highly of PBIS and the style in which they have been taught to use it. In the parent survey it came up quite a lot as well, even though we didn t ask a question about it. Parents state that they have received support and materials to use at home that help with their children s behavior issues. One foundational step in PBIS is implementing and teaching all the children a short set of classroom norms or rules that we call the Three B s (Be Safe, Be Respectful, Be Responsible). 65% of the parents who completed the survey listed social skills, responsibility, self control, respect, making friends, and 26 parents even specifically named the Three B s as some of the things their child is learning in school. 2

3 Recruitment: The program is responsible to recruit children and families from throughout the service area with efforts to locate the children with the greatest need. This is done through a process that includes mailing letters to recipients of TANF, participation in events, door to door recruitment where necessary, and referrals from community partners. Parents were asked in their survey how they heard about Head Start. Again this year 51% said through word of mouth, which has always been the case. 18% of the parents were referred, and they provided a list of community partners that made these referrals. There was a great variety listed including public schools, Willamette Education Service District, DHS caseworkers, Family Building Blocks, Salem Housing Authority, Teen Parent Program, ARCHES day shelter, Sable House, County Health Departments, Chemeketa Community College, other Head Start programs and several health care providers. It is a great strength that our program has solid relationships with many other organizations in our communities and that we provide recruitment flyers to them so that they can send eligible families to us. Physical & Dental Exam Completion: The rate of children receiving a physical and dental exam within 90 days of their enrollment has been very good for the third consecutive year. Of the 92 child files reviewed, 74 had a timely physical exam, 8 had a physical exam that was done after the 90 day deadline, and 2 had a physical exam prior to the 90 days that had expired at the time of the review. 83 of the 92 children reviewed had a timely dental exam and 2 had a dental exam prior to the 90 days that had expired at the time of the review. This is substantiated by reports from the ChildPlus database, showing a 90% completion rate for physical exams, and a 95% completion rate for dental exams. In the parent survey, 95% reported that they had no problems obtaining these required examinations. Income Eligibility: During the child file review, 10% of the enrolled children s files were reviewed to determine if the income eligibility determination for the child was done accurately. In 100% of the files reviewed, the reviewer substantiated the information completed on the Income Verification Worksheet, which was signed by the person who made the determination. All required proof of income was on file. Transportation: All bus drivers had an observation completed of a bus ride to ensure compliance with rules, regulations and procedures. Safety, route times, monitors on the bus, appropriate routes and bus stops were carefully reviewed. Additionally our buses are an extension of the classroom, so the atmosphere and environment on the bus was observed with an eye to communication between staff, parents and children, appropriate methods of child guidance, and timely predictable transitions. The transportation component has long been a strength in our program and again this year was found to be in compliance with all requirements. 3

4 Meal Service: An observer went to each classroom to see children eating a meal. A checklist was completed to ensure USDA and program requirements and procedures were met. With very minor variations, meal service in each classroom was done in a manner consistent with all requirements. Sanitation and health procedures were done consistently; family style meal service was done correctly, with good table manners and positive conversation done at all classrooms observed. The food was reviewed as having a variety of colors, texture, and flavor. Children were learning to use forks and spoons. Some classrooms had children involved in setting the table or in clean-up after meals. Concerns and Plans for Improvement Documentation of Child Observations: Teachers are required to do observations on children four times per month, looking at a variety of domain areas including math, social emotional, gross motor, fine motor, and language. These observations are entered by the Teachers into a database called Teaching Strategies Gold. Quarterly the observations are printed out and shared with the parent, as well as being utilized in assessing the child s progress for outcomes reporting. During the child file review for the self assessment 24% of the files did not have documentation on file for child observations for one or more months. A significant number were missing a season (December, January, February) at the time of the file review in late March. Further research into the TS Gold database revealed that most of these children did have observations completed, but they were not present in the child file at the time of review. So this is a concern about staff following our own procedure with regard to the timelines for printing observations, or perhaps with keeping up with necessary filing, rather than a concern that children are not getting enough observations. Program Improvement Plan: The issue of children s files not having printed observations for checkpoint seasons will be remedied by adding observations to the list on the file review checklist as an item that the TRS will check when completing child file reviews. TRS s will be asked to check to see that child observations are printed from TS Gold and placed in the child file after each progress checkpoint season ends. The dates for the progress checkpoints will be listed on the file review checklist for the corresponding month that the TRS should check to see if the observations are present. 4

5 CLASS Assessment Scores: The CLASS observation tool is used to assess the Teacher s abilities and interactions with the children, and addresses three domain areas Emotional Support, Classroom Organization and Instructional Support. Done in the fall, winter and spring, the growth of the Teacher can be measured by tracking scores from season to season. While the program overall attained average scores in these areas that fall into the mid-range of expectations, there is concern with the scores in the domain of Instructional Support. The program average score for Instructional Support was in the lower end of the mid-range. There were also three classrooms whose scores in Instructional Support were below expectations. We interpret these lower scores to mean that Teachers need to be more intentional with curriculum implementation and daily interactions with children in providing opportunities for children to use their thinking and problem solving skills and find ways to provide an environment that is rich in both receptive and expressive language. Also contributing to the issue is the number of newly hired Teachers in the program this year. Because of the requirement for all Teachers to have an Associates or Bachelors degree in the fall of 2012, a number of staff were demoted to Teacher Assistant and replaced with new Teachers who, though qualified for the job, are mostly new to Head Start and have a whole new system to learn. Program Improvement Plan: As a program, we will continue to educate and train our teaching teams to develop skills in effectively creating opportunities for expanded knowledge and enriched language for children. Continued training and constructive feedback to teaching teams at the point of observation debrief will increase teacher s knowledge of the CLASS tool and contribute toward improved implementation of CLASS. Trainings specific to Instructional Support areas will be offered to all teaching staff in the school year. As CLASS observations indicate, targeted training will be conducted with individual teachers for continued growth and improvement. Consistent Staffing in Classrooms: Staff and parents have voiced concerns this year because the program has been short on teaching staff and substitutes. This has been partially caused by the ripple effect of the new Teacher education requirements this year. Eleven people who were Teachers last year were not qualified to continue as Teachers this year. Although we were able to get a waiver for a few of them to finish their AA degree, most were demoted and had to be replaced. Additionally the program received an expansion of 112 children, necessitating the hiring of additional new staff for new classrooms. It is always difficult to find qualified Teachers who want to work for a Head Start program when teaching positions in public schools and other pre-schools pay at a higher rate. 5

6 The program has recruited for Teachers, Sub Teachers and Sub Teacher Assistants consistently throughout the year, but the additional staff hired do not keep up with the need. Sub Assistants are utilized to cover absences or to supplement classes that have a number of children with dangerous behaviors and require a third adult present. Sub Teachers are all placed in long term assignments to cover for the significant number of staff who are out on maternity leave, medical leave or worker s compensation this year. Every available qualified staff person from the central office has frequently been sent out to sub in some capacity at the sites. While we are making sure we have the right number of legally qualified people in the classroom, the lack of a consistent Teacher to work with children affects the quality of our interactions and relationships with children and parents. Program Improvement Plan: The Human Resource Department will review our current methods of recruitment and research other effective recruitment methods focusing on education/social service careers. This may include participating in job fairs, establishing relationships with local colleges to recruit new graduates, and additional advertising online. To further support consistent staffing within the program we have created a Parent Intern position to provide additional parent volunteers in the classroom. Parents in this position will be required to volunteer a set number of hours in the classroom in addition to obtaining their Child Development Associate which will be paid for by the program. Upon receiving their CDA and volunteering in the classroom these individuals will be qualified to apply for the Teacher Assistant position. We will also continue to support current Teacher Assistants in obtaining their Associates Degree in Early Childhood Education to promote from within. Follow Up to Physical Exams, Dental Exams and Failed Screenings: When a child s doctor or dentist indicates on their exam that follow up or additional treatment is needed, the Family Educator is responsible to work with the family, checking to see if follow up has been received, or if they need assistance in obtaining it. In the child file review it was found that follow up to physical and dental exams was very low, at a 49% completion rate for physical exam follow up, and a 66% completion rate for dental exams. Head Start performs vision and hearing screenings on every enrolled child whose parent consents to the screening. When a child fails a screening it is repeated. Once a child has failed the same screening twice, follow up is required to ensure that the child sees a vision or hearing professional or receives other medical attention that resolves the concern. The Family Educator is responsible to work with the family, checking to see if follow up has been received, or if they need assistance in obtaining it. In the child file review it was found that only 20% of children with failed screenings had received follow up. Timely follow up requires timely screenings and accurate understandable reports. During the first year of implementation of ChildPlus procedures for entering and tracking data required numerous adjustments. A child 6

7 isn t deemed to have failed a screening until they have failed it twice. Rescreening of children who failed was not conducted in a timely manner therefore necessary follow up was not identifiable until February. Program Improvement Plan: To improve the follow up rate for physical, dental exams and health screenings: The Health Specialist will provide a more streamlined report (Report 3065) to Family Educators reflecting the children that need follow up only. The report will display health actions in order to identify the health concern requiring follow up and will be distributed monthly. Meet with the ChildPlus Data Analyst to establish a more comprehensive outline for training during Pre- Service to empower FEs on how to access and interpret data and reports in Child Plus. A Guidance sheet will be developed by the Health Specialist regarding what is considered adequate follow up for concerns identified on physical/dental exams and failed/refused screenings and how proof of follow up should be submitted so that it is entered into ChildPlus correctly. Additional training will be given regarding the use of the newly developed Health Screening Referral Sheet and the Vision/Hearing Screening Follow Up Form at Pre-Service. The Health Specialist will meet with Family Educators with high rates of follow up completion and have them help develop Pre-Service Training around effective methods of follow up completion. An additional Health Assistant will be hired prior to the beginning of next school year to enable Health Specialist more time for monitoring completion of follow up. With the addition of another Health Assistant, screenings will be completed more quickly, allowing FEs more time to pursue follow up. A Spreadsheet will be developed for incomplete physical exam follow up and maintained by Health Assistants. Additional training will be given regarding the use of the Unresolved Medical/Dental Treatment Form, so it is documented clearly when families are refusing follow up and barriers for families can be identified and resolved. Health and Safety Monitoring: Each month every classroom is monitored for health and safety using a Health and Safety Checklist. This is typically done by the Team Resource Specialist who supervises the site. Checklists are then posted on site and a copy sent to the Health Specialist. A similar checklist was used during the self assessment site visits. Although there is no one pervasive issue found across numerous sites, nor is there any site with numerous issues, there were issues found. 7

8 Classroom staff are responsible to meet these requirements every day, and the Team Resource Specialist is responsible for monthly monitoring and ensuring correction of all findings during monthly monitoring. A review of the health and safety checklists completed this year indicate that monitoring is occurring regularly, but the process for ensuring that correction has taken place is not reliable. Corrective actions needed are documented on the health and safety checklist and posted for staff to review. These corrective actions should have a staff name assigned to each action, and it should be re-visited by the TRS later to verify that it took place and record the date and initial. This did not occur with the majority of completed checklists this year. Corrections were identified and assigned to staff, but not any particular person, and although issues were corrected, documentation of follow up was missing. Program Improvement Plan: Staff at the classrooms will perform a mini health and safety check as part of their daily cleaning routine to check for basic safety so that the classroom is ready for children each morning. This will be introduced to staff at pre-service during first day regional training. The process for the TRS monthly monitoring will be revised so that the checklists are turned into the Program Manager, who will monitor to ensure that corrections needed are assigned and follow up is documented. At monthly region meetings there will be a standing item health and safety checklists where corrections needed will be reviewed and trained on if necessary to increase staff s understanding of these expectations. Approved by Policy Council: May 17, 2012 Approved by MWVCAA Board of Directors: May 17,

NEIGHBORIMPACT JOB DESCRIPTION

NEIGHBORIMPACT JOB DESCRIPTION Job Title: Reports To: Teacher/Advocate: II, Head Start Center Coordinator I. Job Purpose: The Teacher Advocate provides both classroom and in-home instruction to Head Start children and parents; enhancing

More information

Family Child Care QRIS Application & Self Assessment

Family Child Care QRIS Application & Self Assessment For Reference Only: The QRIS Program Manager should be used to officially submit a QRIS Application and Self-Assessment. This document has been developed as a reference to assist programs and educators

More information

Family Child Care. QRIS Standards

Family Child Care. QRIS Standards Family Child Care QRIS Standards = Aligned with other existing measures = In line w/ best practice 1 Category 1: Curriculum and Learning Early childhood research reports the critical elements of a high

More information

Center-Based and School-Based

Center-Based and School-Based Center-Based and School-Based For Reference Only: The QRIS Program Manager should be used to officially submit a QRIS Application and Self-Assessment. This document has been developed as a reference to

More information

Gross motor: Fine motor: Language: Cognitive: Social:

Gross motor: Fine motor: Language: Cognitive: Social: 1 2 Gross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions. Fine motor: using hands to be able to eat, draw, dress, play, write, and do many

More information

Madison County Head Start 2015 Self-Assessment Report and 2015 Improvement Plan

Madison County Head Start 2015 Self-Assessment Report and 2015 Improvement Plan Madison County Head Start 2015 Self-Assessment Report and 2015 Improvement Plan Madison County Head Start Self-Assessment Policy Madison County Head Start shall conduct a comprehensive Self-Assessment

More information

AGES & STAGES QUESTIONNAIRES

AGES & STAGES QUESTIONNAIRES AGES & STAGES QUESTIONNAIRES Broward County Provider Guide Prepared by Claudette Hinds Child Development Training Specialist Family Central, Inc. Phone/Fax: 954-724-4608 Email: chinds@familycentral.org

More information

SEATTLE PRESCHOOL PROGRAM CLASSROOM SERVICE AGREEMENT BETWEEN SEATTLE SCHOOL DISTRICT NO. 1 AND CITY OF SEATTLE

SEATTLE PRESCHOOL PROGRAM CLASSROOM SERVICE AGREEMENT BETWEEN SEATTLE SCHOOL DISTRICT NO. 1 AND CITY OF SEATTLE SEATTLE PRESCHOOL PROGRAM CLASSROOM SERVICE AGREEMENT BETWEEN SEATTLE SCHOOL DISTRICT NO. 1 AND CITY OF SEATTLE WITNESSTH: WHEREAS, the City of Seattle passed the Seattle Preschool Program Levy, the demonstration

More information

Disability Service Plan

Disability Service Plan Disability Service Plan Philosophy: The program is committed to ensuring that high quality, comprehensive services are available to children with disabilities and their families. Program Integration The

More information

Head Start & Early Head Start Annual Report

Head Start & Early Head Start Annual Report Washington Morgan COMMUNITY ACTION 2014 2015 Head Start & Early Head Start Annual Report Mission Statement The Washington- Morgan County Community Action Program s Early Childhood Program is committed

More information

Response to Intervention (RtI) Readiness and Implementation: Self Assessment Tool

Response to Intervention (RtI) Readiness and Implementation: Self Assessment Tool Response to Intervention (RtI) Readiness and Implementation: Self Assessment Tool This self-assessment tool is intended to assist schools/districts to determine initial readiness and next steps toward

More information

Head Start Annual Report

Head Start Annual Report Head Start Annual Report 2015-2016 Eau Claire Area School District Special points of interest: Combination classrooms offer Head Start, 4 Year-old Kindergarten and Special Education programming The ECASD

More information

Autism Spectrum Disorder Strategic Plan Implementation: Annual Report December 2015

Autism Spectrum Disorder Strategic Plan Implementation: Annual Report December 2015 Autism Spectrum Disorder Strategic Plan Implementation: Annual Report 2015 December 2015 Cost of Report Preparation The total cost for the Minnesota Departments of Education (MDE), Employment and Economic

More information

St. Anne's 155 N Occidental Blvd Los Angeles, CA Teacher for Head Start Program, Pre-K. Teacher Assistant for Head Start Program, Pre-K

St. Anne's 155 N Occidental Blvd Los Angeles, CA Teacher for Head Start Program, Pre-K. Teacher Assistant for Head Start Program, Pre-K St. Anne's 155 N Occidental Blvd Los Angeles, CA 90026 www.stannes.org Head Start Positions Teacher for Head Start Program, Pre-K $16.25 /hour 10.5 month position Plans, facilitates and implements a responsive

More information

Title: Center Coordinator Department: Education Education

Title: Center Coordinator Department: Education Education Effective Date: 02/02/2012 Approved by Policy Council: 01/26/2012 Supersedes Date: 05/05/2011 Approved by MCCC Board: 02/02/2012 Head Start Act 648A & 645A Component Affected: Education Mid-Columbia Children

More information

Clackamas ESD Oregon Head Start. Prekindergarten Program. Annual Report

Clackamas ESD Oregon Head Start. Prekindergarten Program. Annual Report CESD/Oregon Head Start Prekindergarten Program Clackamas ESD Oregon Head Start Prekindergarten Program Annual Report 2014-2015 13455 SE 97th Ave Clackamas Or 97015 503-675-4102 www.clackesd.k12.or.us Table

More information

CHICAGO PUBLIC SCHOOLS SCHOOL APPLICATION INSTRUCTIONS

CHICAGO PUBLIC SCHOOLS SCHOOL APPLICATION INSTRUCTIONS CHICAGO PUBLIC SCHOOLS SCHOOL APPLICATION INSTRUCTIONS City of Chicago Mayor Rahm Emanuel SECTION I: Overview A. Purpose of the Ready to Learn! RFP for CPS Schools The Chicago Public Schools (CPS) will

More information

SRCAA, INC. EMPLOYMENT OPPORTUNITITES

SRCAA, INC. EMPLOYMENT OPPORTUNITITES SRCAA, INC. EMPLOYMENT OPPORTUNITITES HEAD START / EARLY HEAD START DEPARTMENT Center Director Requisition # 1070 Post Date: March 10, 2015 Requisition # 1085 Post Date: June 3, 2015 This position provides

More information

Community Action Partnership of Lake County Head Start Program 1200 Glen Flora Waukegan, Illinois (847)

Community Action Partnership of Lake County Head Start Program 1200 Glen Flora Waukegan, Illinois (847) Community Action Partnership of Lake County Head Start Program 1200 Glen Flora Waukegan, Illinois 60085 (847) 249-4330 www.caplakecounty.org Thank you for your interest in the Head Start Program. Our program

More information

Performance Standard Procedures Person(s) Responsible (a)(1)(i)

Performance Standard Procedures Person(s) Responsible (a)(1)(i) 1304.24(a)(1)(i) Teachers (a) Mental Health Services (1) Grantee and delegate agencies must work collaboratively with parents (see 45 CFR 1304.40(f) for issues related to parent education) by: (i) Soliciting

More information

Quality Documentation Packet. Child Care Center

Quality Documentation Packet. Child Care Center Parent Aware Quality Documentation Packet For all indicators requiring training the following applies: Training that meets Parent Aware training indicators must have been taken within the last five years.

More information

INVITES APPLICATIONS FOR THE POSITION OF: Senior Personnel Analyst (Exempt/Management)

INVITES APPLICATIONS FOR THE POSITION OF: Senior Personnel Analyst (Exempt/Management) CITY OF SACRAMENTO Department of Human Resources 915 I Street, Historic City Hall Sacramento, CA 95814-2604 http://www.cityofsacramento.org/personnel INVITES APPLICATIONS FOR THE POSITION OF: Senior Personnel

More information

North Carolina Preschool Inclusion Initiative: Self-Assessment Tool

North Carolina Preschool Inclusion Initiative: Self-Assessment Tool North Carolina Preschool Inclusion Initiative: Self-Assessment Tool The purpose of this self-evaluation tool is to provide a framework for discussion that promotes partnerships to benefit young children

More information

School Board of Brevard County Head Start

School Board of Brevard County Head Start School Board of Brevard County Head Start Annual Report 2014-2015 Contents TO OUR STAKEHOLDERS... 3 Program Goals... 4 Program Governance... 4 Program Overview... 4 Head Start... 4 Financial Report...

More information

Head Start/Early Head Start

Head Start/Early Head Start LUMBEE REGIONAL DEVELOPMENT ASSOCIATION, INC. Head Start/Early Head Start ANNUAL REPORT 2014-2015 Reaching Children Touching Families HEAD START/EARLY HS CENTERS: Greengrove HS/EHS Center 2583 East McDonald

More information

Head Start/Early Head Start Program Partnership Agreement Funding Terms and Conditions

Head Start/Early Head Start Program Partnership Agreement Funding Terms and Conditions Child, Family, and Community Services, Inc. and Chabot/Las Positas Community College District Notation-Document Prepared By: Child, Family and Community Services, Inc. Head Start/Early Head Start Program

More information

Annual Report for Community Services Agency Head Start

Annual Report for Community Services Agency Head Start Annual Report for Community Services Agency Head Start 2014-2015 It is the philosophy of Community Services Agency Head Start to recognize the diversity of family values and beliefs. Through education,

More information

Quality Start Center Self Assessment

Quality Start Center Self Assessment QS CSA Rev. 05/14 11/12 Issue Obsolete Louisiana Department of Children and Family Services Quality Improvement Unit at LA Department of Education Quality Start Center Self Assessment The Center Self Assessment

More information

West High School After School Program

West High School After School Program Dear Parents/Guardians, West High School After School Program Parent Handbook of Policies and Procedures Welcome The staff at the West High After School Program would like to take this opportunity to welcome

More information

Kendall County Head Start. Self-Assessment FY

Kendall County Head Start. Self-Assessment FY Kendall County Head Start Self-Assessment FY 2012-13 Purpose Constant quality improvement is a key component to Kendall County Head Start. A yearly program wide self-assessment guarantees our agency is

More information

Massachusetts Quality Rating and Improvement System (QRIS) Overview of revised standards and initial pilot design

Massachusetts Quality Rating and Improvement System (QRIS) Overview of revised standards and initial pilot design Massachusetts Quality Rating and Improvement System (QRIS) Overview of revised standards and initial pilot design Overview Process for Development of the Standards Content of the Standards QRIS Pilot Next

More information

Self Assessment Quality Improvement Plan

Self Assessment Quality Improvement Plan Self Assessment 2014-2015 Quality Improvement Plan UPPER CUMBERLAND RESOURCE AGENCY Grant# 04CH0437 Funding Year: 2014 Self Assessment Narrative In cohesive agreement with Head Start Performance Standard

More information

United Way of Central Virginia s Education Readiness Initiative Funded Programs

United Way of Central Virginia s Education Readiness Initiative Funded Programs United Way of Central Virginia s 2015-2018 Education Readiness Initiative Funded Programs ~ FY 2015-16 Awardees ~ Appomattox Literacy Intervention Project (serving Appomattox County) TOTAL PROGRAM COST:

More information

Early Childhood Education Grant Program and Funding Policies Fiscal Year

Early Childhood Education Grant Program and Funding Policies Fiscal Year Early Childhood Education Grant Program and Funding Policies Fiscal Year 2015-2016 Office of Early Learning and School Readiness Program Purpose The purpose of the Early Childhood Education Grant is to

More information

Annual Public Report

Annual Public Report Santa Rosa County District Schools Head Start and Early Head Start Programs Annual Public Report Fiscal-Program Year March 1, 2015 February 29, 2016 January 16, 2017 Compiled By: Santa Rosa County District

More information

Purdue Village Preschool FAQ s

Purdue Village Preschool FAQ s Purdue Village Preschool FAQ s Eligibility and fees... 3 Who is eligible to enroll in the preschool?... 3 What is the registration fee?... 3 What are the tuition rates?... 3 Is there a discount for a family

More information

Carroll County Child Development Center School Readiness Program Goals and Monitoring Plan Program Year. Attachment C

Carroll County Child Development Center School Readiness Program Goals and Monitoring Plan Program Year. Attachment C Carroll County Child Development Center School Readiness Program Goals and Monitoring Plan 2016-2017 Program Year Attachment C Program Goal 1 Indicators Documentation/Frequency of All staff at the Carroll

More information

BURLINGTON PUBLIC SCHOOLS District Curriculum Accommodations Plan (DCAP)

BURLINGTON PUBLIC SCHOOLS District Curriculum Accommodations Plan (DCAP) BURLINGTON PUBLIC SCHOOLS District Curriculum Accommodations Plan (DCAP) A Resource Guide for Teachers, Principals, Student Support Services Personnel, and Parents to Meet the Needs of All Learners of

More information

ETR. Evaluation Team Report TYPE OF EVALUATION: CHILD'S INFORMATION: DATES PARENTS'/GUARDIAN INFORMATION ETR FORM STATUS CHILD'S NAME:

ETR. Evaluation Team Report TYPE OF EVALUATION: CHILD'S INFORMATION: DATES PARENTS'/GUARDIAN INFORMATION ETR FORM STATUS CHILD'S NAME: CHILD'S INFORMATION: TYPE OF EVALUATION: STREET: GENDER: CITY: STATE: OH ZIP: DISTRICT OF RESIDENCE: DISTRICT OF SERVICE: GRADE: INITIAL EVALUATION DATES DATE OF MEETING: DATE OF LAST ETR: REFERRAL DATE:

More information

SALEM SCHOOL DISTRICT Salem, Connecticut INDIVIDUALIZED EDUCATION PROGRAMS/SPECIAL EDUCATION PROGRAM

SALEM SCHOOL DISTRICT Salem, Connecticut INDIVIDUALIZED EDUCATION PROGRAMS/SPECIAL EDUCATION PROGRAM 6159 SALEM SCHOOL DISTRICT Salem, Connecticut INSTRUCTION INDIVIDUALIZED EDUCATION PROGRAMS/SPECIAL EDUCATION PROGRAM Any child, whether a student of the school district, of pre-school age, or between

More information

HEAD START STAFFING PATTERNS AND PROGRAM OPTIONS INDEX 5/13. Subpart A - Purpose and Scope...2

HEAD START STAFFING PATTERNS AND PROGRAM OPTIONS INDEX 5/13. Subpart A - Purpose and Scope...2 HEAD START STAFFING PATTERNS AND PROGRAM OPTIONS INDEX 5/13 Subpart A - Purpose and Scope...2 Subpart B - Head Start Program Staffing Requirements: Program Staffing Patterns... 2-3 Staff Qualification

More information

Parent Handbook for Initial Staffing

Parent Handbook for Initial Staffing Parent Handbook for Initial Staffing The purpose of this handbook is to help you, as the parent of a child who might be eligible for gifted services, to learn about gifted programming in Broward County

More information

Meigs North Elementary Family Engagement Plan

Meigs North Elementary Family Engagement Plan Meigs North Elementary Family Engagement Plan Meigs North has a written parent involvement policy/plan, which includes all of the following components that was developed jointly with parents, and distributed

More information

Case Study: Building Blocks: A Preschool-Based Early Intervention Program

Case Study: Building Blocks: A Preschool-Based Early Intervention Program JULY 2006 Case Study: Building Blocks: A Preschool-Based Early Intervention Program Integration of Mental Health Services The California Endowment s Mental Health Initiative Prepared by: Case Study: Building

More information

Job Posting: Sonoma County Adult and Aging Division of the Human Services Department Final Filing Date: 02/13/06

Job Posting: Sonoma County Adult and Aging Division of the Human Services Department Final Filing Date: 02/13/06 Job Posting: Sonoma County Adult and Aging Division of the Human Services Department Final Filing Date: 02/13/06 Job Position: Social Worker IV (2 full-time positions available) Department: Adult Protective

More information

On Track: All Aboard for Developmental Progress

On Track: All Aboard for Developmental Progress Maryland s Early Care & Education Developmental Screening Program FAQs for Early Care & Education Providers What is developmental screening? Developmental screening is a brief method completed by a parent

More information

UNDER DEVELOPMENT CLASS TITLE: Social Work Support Technician (currently Youth Residential Worker 1)

UNDER DEVELOPMENT CLASS TITLE: Social Work Support Technician (currently Youth Residential Worker 1) OCCUPATIONAL GROUP: Social Services CLASS FAMILY: Social Work CLASS FAMILY DESCRIPTION: This family of positions includes those whose purpose is to provide social services to various populations, including

More information

WHITTIER UNION HIGH SCHOOL DISTRICT

WHITTIER UNION HIGH SCHOOL DISTRICT WHITTIER UNION HIGH SCHOOL DISTRICT Whittier, California BP 4112.2 CERTIFICATION Board 10-1-52 Revised 11-9-10 The Whittier Union High School District Board of Trustees recognizes that the district's ability

More information

Anoka/Washington County Head Start/Early Head Start Program

Anoka/Washington County Head Start/Early Head Start Program HEAD START PROGRAMING & SERIVICES PROVIDED....1 PROGRAM OPTIONS, PARENT INVOLVEMENT...2 MENTAL HEALTH, HEALTH SERVICES, USDA...3 RECRUITMENT, PARENT AWARE, SPECIAL NEEDS, IN-KIND.....4 SELF-ASSESSMENT,

More information

Change is good if you see it coming!

Change is good if you see it coming! Change is good if you see it coming! Announcing the Retirement of The CDA Advisor The Council Representative S Soon it will be The CDA Professional Development Specialist The CDA Professional Development

More information

Jowonio s Model of Inclusion for Early Education Programs

Jowonio s Model of Inclusion for Early Education Programs Jowonio s Model of Inclusion for Early Education Programs Jowonio School Jowonio has a long history of educating a wide range of young children in an inclusive environment. Established in Syracuse, NY,

More information

Spring Summer 2012 M.Ed. Program Report of SPA Assessments

Spring Summer 2012 M.Ed. Program Report of SPA Assessments Spring Summer 2012 M.Ed. Program Report of SPA Assessments Program and Committee Identification Instructions for completion The Program Report should be completed by the Program Coordinator/Chair or SPA

More information

WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?

WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL? TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

National PTA School of Excellence Tell Me More

National PTA School of Excellence Tell Me More National PTA School of Excellence Tell Me More TABLE OF CONTENTS 1. Learn About the National PTA School of Excellence Program... 3 PTA s National Standards for Family-School Partnerships... 4 Goals and

More information

BCA Head Start Program

BCA Head Start Program BCA Head Start Program Sponsored by the Brooklyn Chinese-American Association 5000 8 th Avenue, Brooklyn, New York 11220 Telephone No. (718)438-0008 Fax No. (718)438-8303 I. Introduction 2013 Annual Report

More information

Part A Application to Implement the Performance-Based Exit Option Model

Part A Application to Implement the Performance-Based Exit Option Model Instructions: Provide comprehensive responses to the requests for information presented under each guideline. To simplify the process for completing the application, directions with key or specific elements

More information

CHAPTER 30. MEDICAL PROVIDERS-FEE FOR SERVICE SUBCHAPTER 5. INDIVIDUAL PROVIDERS AND SPECIALTIES PART 103

CHAPTER 30. MEDICAL PROVIDERS-FEE FOR SERVICE SUBCHAPTER 5. INDIVIDUAL PROVIDERS AND SPECIALTIES PART 103 CHAPTER 30. MEDICAL PROVIDERS-FEE FOR SERVICE SUBCHAPTER 5. INDIVIDUAL PROVIDERS AND SPECIALTIES PART 103. QUALIFIED SCHOOLS AS PROVIDERS OF HEALTH RELATED SERVICES 317:30-5-1023. Coverage by category

More information

Mid-East Community Action Agency. Head Start. Annual Program Report

Mid-East Community Action Agency. Head Start. Annual Program Report Mid-East Community Action Agency Head Start 2011-2012 Mid-East Community Action Agency operates as a contract agency for the Tennessee Department of Human Services, Council on Aging (Title IIIB&C), EFPS,

More information

Kansas Preschool Program: Program Standards ( )

Kansas Preschool Program: Program Standards ( ) : Program Standards (2015-16) Vision: Ready educational environments (home-based, center-based, and school-based) effectively provide evidence-based, safe, high-quality learning experiences for every child.

More information

North Mercer Title I Handbook

North Mercer Title I Handbook North Mercer Title I Handbook 2016-2017 1 North Mercer Title I Description The North Mercer R-III Title I Reading and Math programs have been developed to reinforce the regular classroom program. The regular

More information

NAEYC s Position Statements References to Professional Development *

NAEYC s Position Statements References to Professional Development * NAEYC s Position Statements References to Professional Development * Early Childhood Program Standards and Accreditation Criteria Program Standard 10: The program effectively implements policies, procedures,

More information

RUNNING START MEMO OF UNDERSTANDING Between [COLLEGE & HIGH SCHOOL]

RUNNING START MEMO OF UNDERSTANDING Between [COLLEGE & HIGH SCHOOL] RUNNING START MEMO OF UNDERSTANDING Between [COLLEGE & HIGH SCHOOL] Period Covered: [College], in cooperation with various New Hampshire secondary schools, provides the Running Start concurrent credit

More information

LEA FAMILY AND COMMUNITY ENGAGEMENT PLAN

LEA FAMILY AND COMMUNITY ENGAGEMENT PLAN LEA FAMILY AND COMMUNITY ENGAGEMENT PLAN 2016-2017 In order to fulfill the requirements of the Every Student Succeeds Act of 2015 (ESSA) of the Elementary and Secondary Education Act (ESEA), the Birmingham

More information

ELKHART AND ST. JOSEPH COUNTIES HEAD START CONSORTIUM POLICIES AND PROCEDURES. Transportation

ELKHART AND ST. JOSEPH COUNTIES HEAD START CONSORTIUM POLICIES AND PROCEDURES. Transportation Procedure Number: 2006-1 Page Number: 1 Revised: July 2008 Change of Status A Change of Status (COS) must be completed any time the Head Start information on a child or family changes. This could include,

More information

Maine Roads Scholarship Program CDA Information 2015-2016

Maine Roads Scholarship Program CDA Information 2015-2016 www.muskie.usm.maine.edu/maineroads PLEASE READ BEFORE COMPLETING APPLICATION FORM Maine Roads Scholarship Program CDA Information 2015-2016 I. DEFINITION ki i The Maine Roads Scholarship Program is a

More information

Southern Utah University Head Start Practicum Opportunities

Southern Utah University Head Start Practicum Opportunities Communication, Advertising Family & Community Partnerships SUU Head Start must advertise the program on a regular basis to gather child applications for enrollment. SUU students will experience designing

More information

FAMILY CHILD CARE QUALITY FRAMEWORK

FAMILY CHILD CARE QUALITY FRAMEWORK FAMILY CHILD CARE QUALITY FRAMEWORK BRIGHTSTARS QUALITY RATING SYSTEM WORKS TO ASSESS, IMPROVE, AND COMMUNICATE THE LEVEL OF QUALITY IN EARLY LEARNING AND SCHOOL-AGE CARE SETTINGS. A BRIGHTSTARS RATING

More information

Office of Early Learning. West Virginia Universal Pre-K. Program Review Process. West Virginia Early Care and Education

Office of Early Learning. West Virginia Universal Pre-K. Program Review Process. West Virginia Early Care and Education Office of Early Learning West Virginia Universal Pre-K Program Review Process West Virginia Early Care and Education WVDE WVDHHR West Virginia Board of Education 2012-2013 L. Wade Linger Jr., President

More information

Community Partnership Program Prevention Initiative Application Instructions

Community Partnership Program Prevention Initiative Application Instructions Community Partnership Program Prevention Initiative Application Instructions City of Chicago Mayor Rahm Emanuel SECTION 1: Overview The Chicago Public Schools (CPS) will be receiving funds from the Illinois

More information

FY15 21st Century Community Learning Centers Request for Proposal-Scoring Rubric

FY15 21st Century Community Learning Centers Request for Proposal-Scoring Rubric FY15 21st Century Community Learning Centers Request for Proposal-Scoring Rubric August 213-FY15 FY15 21st Century Community Learning Centers Request For Proposal-Scoring Rubric Scoring Rubric for Indicators

More information

Module 9 Chapter 3: Family Assessment Response Service Planning

Module 9 Chapter 3: Family Assessment Response Service Planning : Family Assessment Response Service Planning Overview Chapter 3 introduces service planning for Family Assessment Response. Recall that service planning begins after the assessment phase if the family

More information

An Introduction to the Ages and Stages Questionnaires & the Ages and Stages Questionnaires: Social Emotional

An Introduction to the Ages and Stages Questionnaires & the Ages and Stages Questionnaires: Social Emotional An Introduction to the Ages and Stages Questionnaires & the Ages and Stages Questionnaires: Social Emotional Rick Brandt-Kreutz, LCSW Veronica Tamayo, MA Adapted from: University of Oregon Early Intervention

More information

HEAD START HEAD START ANNUAL REPORT ANNUAL REPORT Where parents are heroes, and kids are super learners.

HEAD START HEAD START ANNUAL REPORT ANNUAL REPORT Where parents are heroes, and kids are super learners. 2013-2014 HEAD START HEAD START ANNUAL REPORT ANNUAL REPORT 2013-2014 Where parents are heroes, and kids are super learners. TABLE OF CONTENTS 2 New Developments 3 Head Start Annual Budget 4 Health, Nutrition,

More information

COMPREHENSIVE ASSESSMENT OF SUMMER PROGRAMS QUICK REFERENCE GUIDE

COMPREHENSIVE ASSESSMENT OF SUMMER PROGRAMS QUICK REFERENCE GUIDE COMPREHENSIVE ASSESSMENT OF SUMMER PROGRAMS QUICK REFERENCE GUIDE PURPOSE Program has mission and vision statements that are grounded in the needs of its community and connected to a current strategic

More information

3-5 Year Old Center-Based Literacy & Transition Activities. Prenatal-3 Year Old Home Visits. Parent-Child Groups & Book Exchange

3-5 Year Old Center-Based Literacy & Transition Activities. Prenatal-3 Year Old Home Visits. Parent-Child Groups & Book Exchange Early Steps to School Success provides education and family support through home visits, group meetings, school connections, a book exchange and community events. The diagram below identifies the model

More information

TCHS Early Head Start Mid Year School Readiness Report

TCHS Early Head Start Mid Year School Readiness Report TCHS Early Head Start Mid Year School Readiness Report 15-16 Tri County Early Head Start Center Based Mid-Year School Readiness Data Analysis Report 15-16 Tri County Early Head Start center based children

More information

ICCC HEADSTART ANNUAL REPORT

ICCC HEADSTART ANNUAL REPORT ICCC HEADSTART ANNUAL 2010-2011 REPORT ICCC HEAD START MISSION STATEMENT Inter-County Community Council Head Start works with qualifying families with preschool children by providing quality individualized

More information

Teacher Pathways to Certification December 2, 2014, 6:00pm 8:30pm

Teacher Pathways to Certification December 2, 2014, 6:00pm 8:30pm Teacher Pathways to Certification December 2, 2014, 6:00pm 8:30pm Key objectives Discuss components of teacher waiver process Identify key components for teacher certification Question 1: What would make

More information

Peach County High School Continuous Improvement Plan

Peach County High School Continuous Improvement Plan Peach County High Continuous Improvement Plan Peach County High Continuous Improvement Plan (2052) 2 Peach County High Continuous Improvement Plan (2052) Goal 1: All s will reach high standards, at a minimum

More information

APS Attendance Referral Process and Committees F O R M I N G F U N C T I O N A L S T U D E N T A T T E N D A N C E C O M M I T T E E S

APS Attendance Referral Process and Committees F O R M I N G F U N C T I O N A L S T U D E N T A T T E N D A N C E C O M M I T T E E S APS Attendance Referral Process and Committees F O R M I N G F U N C T I O N A L S T U D E N T A T T E N D A N C E C O M M I T T E E S Previous Process Students are referred to the social worker after

More information

Local Offer for Tudor House Montessori Group

Local Offer for Tudor House Montessori Group Local Offer for Tudor House Montessori Group 1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities

More information

North Carolina Pre-Kindergarten Program (NC Pre-K) Site Monitoring Tool State Fiscal Year (SFY)

North Carolina Pre-Kindergarten Program (NC Pre-K) Site Monitoring Tool State Fiscal Year (SFY) NC Pre-K Site Monitoring Tool State Fiscal Year (SFY) 2011-2012 The NC Pre-K Site Monitoring Tool is based on the NC Pre-K Program Requirements (issue date August 15, 2011). This tool is designed to provide

More information

VISTA UNIFIED SCHOOL DISTRICT

VISTA UNIFIED SCHOOL DISTRICT VISTA UNIFIED SCHOOL DISTRICT ADMINISTRATIVE REGULATION 4112.2 Certificated Personnel CERTIFICATION Registration Each person employed by the district for a position requiring certification qualifications

More information

THE ELTON HIGH SCHOOL

THE ELTON HIGH SCHOOL THE ELTON HIGH SCHOOL SEN, DISABILITY AND INCLUSION POLICY Date agreed by Governors 26 February 2015 Date to be reviewed February 2016 Rationale At The Elton High School every young person is equal, valued

More information

TITLE I PARENT INVOLVEMENT Policy Code: 3560

TITLE I PARENT INVOLVEMENT Policy Code: 3560 TITLE I PARENT INVOLVEMENT Policy Code: 3560 The Watauga County Board of Education (the board ) believes that the education of children is an ongoing cooperative partnership between the home and the school.

More information

HOOPESTON AREA CUSD #11 Response to Intervention District Plan

HOOPESTON AREA CUSD #11 Response to Intervention District Plan HOOPESTON AREA CUSD #11 Response to Intervention District Plan 2013/2014 Revised April 2013 1 District Mission Statement: Vision Statement: The vision of Hoopeston Area CUSD #11 is to EXPECT MORE by Building

More information

2012 Annual Report Midcoast Maine Community Action Head Start Program

2012 Annual Report Midcoast Maine Community Action Head Start Program 2012 Annual Report Midcoast Maine Community Action Head Start Program Challenges: This year Head Start Programs across the State of Maine faced an unprecedented cut in state funding. MMCA Head Start worked

More information

TENNESSEE STATE BOARD OF EDUCATION

TENNESSEE STATE BOARD OF EDUCATION Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program

More information

CHAPTER 9 CHILD CARE RULES

CHAPTER 9 CHILD CARE RULES Excerpt 10 NCAC CHAPTER 9 CHILD CARE RULES SECTION.3000 NC PRE KINDERGARTEN SERVICES 10A NCAC 09.3001 SCOPE The rules in this Section apply to all licensed programs that serve children in the North Carolina

More information

Head Start/Early Head Start Monitoring Plan

Head Start/Early Head Start Monitoring Plan Head Start Child Development Council, Inc Head Start/Early Head Start Plan Ongoing Policy Head Start Child Development Council, Inc. (HSCDC) is committed to the continuous improvement of its Head Start

More information

OUR MISSION. To promote and encourage Independent, successful, leaders of tomorrow- with open hearts and open minds!

OUR MISSION. To promote and encourage Independent, successful, leaders of tomorrow- with open hearts and open minds! OUR MISSION To promote and encourage Independent, successful, leaders of tomorrow- with open hearts and open minds! VISION STATEMENT We are here to help guide our youth into becoming passionate leaders

More information

Job Description Assistant Site Manager/Family Engagement Coordinator

Job Description Assistant Site Manager/Family Engagement Coordinator Job Description Assistant Site Manager/Family Engagement Coordinator GENERAL DESCRIPTION: Assistant Site Managers/Family Engagement Coordinators are responsible for assisting in the implementation, management

More information

Pine Point School. Title I. Parent Involvement Plan Procedures

Pine Point School. Title I. Parent Involvement Plan Procedures Pine Point School Title I Parent Involvement Plan Procedures 2014-2015 District Title I Parent Advisory Committee Ron Litzau District Assessment Coordinator Christopher Schulz School Administrator Alvina

More information

National Board for Professional Teaching Standards Certification Incentive Program

National Board for Professional Teaching Standards Certification Incentive Program Certificated Personnel BP 4112.2(a) CERTIFICATION The Superintendent or designee shall ensure that persons employed in positions requiring certification qualifications have the appropriate credential or

More information

Alcovy High School Parental Involvement Policy

Alcovy High School Parental Involvement Policy Alcovy High School School Parental Involvement Policy Dr. Sandra Owens, Principal 14567 Highway 36 Covington Ga, 30016 770-784-4995 http://www.newtoncountyschools.org/alcovy/ June 12, 2015 Title I Information

More information

ESSENTIAL DUTIES AND RESPONSIBILITIES:

ESSENTIAL DUTIES AND RESPONSIBILITIES: Title: Preschool Teacher Reports To: Early Childhood Specialist/Pre -K Program Director Employed By: Hanley Harper Group (HHG) Send Resume and Cover Letter To: speters@hanleyharpergroup.com BASIC FUNCTION:

More information

Vermont Birth to Five (VB5) Teaching Strategies GOLD (TSG) Pilot Final Evaluation

Vermont Birth to Five (VB5) Teaching Strategies GOLD (TSG) Pilot Final Evaluation Vermont Birth to Five (VB5) Teaching Strategies GOLD (TSG) 2014-2015 Pilot Final Evaluation Background The knowledge and skills to assess a child s developmental progress, as well as the ability to use

More information

Early Childhood education

Early Childhood education Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on

More information

AR 4112.2. Personnel. Certification. Registration

AR 4112.2. Personnel. Certification. Registration AR 4112.2 Certification Registration Each person employed by the district for a position requiring certification qualifications shall, within 60 days after beginning employment, register with the county

More information