Transition Policy and Procedure

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Transition Policy and Procedure"

Transcription

1 PY SOUTHERN OREGON HEAD START Policies & Procedures: EHS PAGE 1 OF 8 POLICY/APPROACH: SOCFC will ensure every child and family experiences a smooth transition entering Early Head Start (EHS) and Head Start (HS), between EHS and HS, and from HS to public school. Transition planning will take into account each child and family s individual needs and support parents in their role as their child s primary teacher. EHS and HS staff will be well-trained in supporting healthy transitions and expectations regarding communication between home, programs and public school. Southern Oregon Head Start recruits children with disabilities. The Enrollment, Disabilities, and Mental Health Departments work together to obtain needed information to identify children with special needs for our classrooms. Children with Individualized Family Service Plans (IFSP) enter our program with specialized needs that must be understood by all staff in order to assure that they have a high quality individualized educational experience within our programs. Children may require physical accommodations in classroom set up, special education materials or services, and have special transportation needs. In order to properly plan and coordinate services, the Disabilities Department conducts staff site visits with each center to review the needs of all children entering our program or transitioning from one program option to another. The procedures and timelines for conducting these transition meeting are outlined below. Policy Council Approval 8/19/2014 Board Approval 8/21/2014 HEAD START PERFORMANCE STANDARD: (c)(1-3)Grantee and delegate agencies must establish and maintain procedures to support successful transitions for enrolled children and families from previous childcare programs into EHS or HS and from HS into elementary school, a Title I pre-school program, or other childcare settings (h)(1)-(4)-Parent involvement in transition activities (a)(1)-Services for Children with Disabilities-Transition

2 PAGE 2 OF 8 PROCEDURE: A) Annual Staff Training: 1. EHS and HS education staff will be trained annually in supporting healthy transitions for children and families. 2. EHS and HS education staff will visit each other s programs to support staff communication and a shared understanding of our 0-5 program services. Staff visits will take place in February/March each year. B) Child and Family Transitions: Home or Childcare into EHS 1. EHS Specialists will plan individualized supportive transitions in partnership with parents at enrollment. 2. An Individual Care Schedule will be completed at enrollment for each child entering the Toddler Combination and Part-Day program options. This will inform and support each child s routine care needs including sleeping, feeding and toileting. 3. For children on IFSPs, the IFSP goals will be reviewed and incorporated in the transition process. 4. All parents will receive an orientation prior to attending services. At orientation parents will be informed about strategies to support healthy transitions. 5. Parents will be encouraged to volunteer in the classroom to support their child s secure transition. 6. Specialists will follow-up on the transition process on home visits. C) Child and Family Transitions: EHS to HS: 1. Every EHS child will have a transition plan in place by age 30 months developed in partnership with parents. 2. In January of the EHS child s transition year, a Transition Plan Update will be completed by Specialists in partnership with parents that establishes individual goals for each child based on their needs. 3. If parents are interested in their child applying to Head Start, staff will facilitate scheduling of the enrollment interview. All EHS children must be re-determined income eligible at the time of application to HS.

3 PAGE 3 OF 8 4. Income eligibility will be determined by HS and EHS applicants selected according to the Selection Criteria Policy. 5. HS acceptance letters will be routed to the EHS Administrative Assistant who will send these letters EHS families selected. Letters will include the HS center placement. 6. The transitioning children selected into HS will participate in EHS class visits to the HS center they will attend the following year (based upon home address or known childcare address). One or two visits per EHS class will take place in April and early May of the transition year and will be scheduled prior to spring break. EHS centers will coordinate class visits for children who will be transitioning and the HS center will arrange for both a teacher and family advocate to be present to speak to parents whenever possible. 7. EHS transitioning children with diagnosed disabilities will have placement determined at their scheduled IFSP team meeting. The EHS Specialist will accompany the parent whenever possible to this meeting. EHS staff will support parents in advocating for their child s needs. 8. EHS staff will assist with transition as indicated on the IFSP Family Outcomes and Transition from Early Intervention section of the child s IFSP. HS staff will attend the meetings whenever possible. 9. If the HS center placement for an EHS transition child changes, an individual visit will be scheduled whenever possible. 10. EHS transitioning children will visit HS center play yards during June and July. 11. EHS/HS transition child staffings will be scheduled and a transitioning child summary completed, prior to EHS children attending HS services. 12. Head Start teachers will complete an initial home visit with the family and transitioning child prior to the child s first school day. Teachers will complete an initial Home Visit Form, which supports the development of their partnership. EHS Transition Parent Meeting: EHS Centers will schedule a transition parent meeting in April/May of each year for families of EHS children who will transition into Head Start. A Head Start Teacher and Family Advocate will attend. An agenda will be developed by EHS and HS staff with the goal of providing information about the transition process and what to expect in the Head Start program. EHS and HS staff will convey a strong positive team approach. The agenda for this parent meeting will include: How EHS and HS staff all work together to support families promoting a 0-5 culture. How to support healthy transitions and the family s role in that process. This includes the importance of family members volunteering in the HS classroom during the first few weeks of school. That staff will be working with families to create a Transition Book for each EHS child and how this book may be used as a tool to support the transition to HS.

4 PAGE 4 OF 8 The logistics of the HS day for children and how EHS routines reflect what children will experience in the HS classroom routine. The Family Advocate s role in HS and the opportunities for involvement in the HS center. The purpose of the transition staffing in ensuring that each child s strengths and needs are communicated between EHS and HS staff to support each child s smooth transition. Transfer of Records from EHS to HS: EHS child and family files on all transitioning children will be transferred to the EHS office at the end of the EHS program year. The EHS child and family transition file will be routed to the enrollment department prior to HS class division. Significant information important for class division will be included in the file. Electronic child and family records and education records will be transitioned according to the agency Student Education Records Policy. D) Child and Family Transitions: Home, Childcare or Pre-School into Head Start 1. Staff will recognize families as the child s forever teacher. This can happen in all interactions, especially at registration, orientation and the Initial Home Visit. 2. They will encourage families to share photographs, portfolios, screening, assessment data and any other information about a previous setting the child has been in, including childcare or preschool. 3. Staff may request that the family sign an ROI if the family thinks the previous teacher has some valuable information to share about the child in the previous setting. 4. All families will participate in orientation prior to the child attending class. This will include information about supporting healthy transitions. 5. Families will be encouraged to volunteer in the classroom to support their child s secure transition. E) Child and Family Transitions: From HS to another HS Center or Pre-School Program 1. Families will receive the child s portfolio, copies of conference forms to share with the new teacher and any other student record information the family requests for in writing. 2. Families whose children are transferring to another head start center will be notified that all information is transferred to the staff at the new center. 3. When possible, a transition booklet will be created to help the child and family with the transition. 4. Staff will support the child as they say goodbye to their class. 5. We will facilitate visits to the new center when possible.

5 PAGE 5 OF 8 F) Child Concurrently Enrolled in Head Start and another Program When a child is enrolled in Head Start and another program, the Head Start staff will talk with the family about how that is working for the child, if the child needs any transitional objects or routines, and if they would like any curriculum ideas or strategies to be shared between the programs. If so, the parent can sign a release of information and specify what information and/or materials could be shared. Our focus will be on supporting the child and family and encouraging partnerships among the family and all programs involved. G) Child and Family Transitions: Head Start to Public School 1. Our school readiness goals as well as individualization for each child will be considered. Family Conference Forms will be developed in partnership with families and will summarize the child s development in each of the following areas: Social/Emotional, Cognitive, Physical, Language, Social Studies, Art, Science and Technology, as well as considerations for Dual Language Learners and children on IFSPs. 2. The third Family Conference Form will also contain the following: a. The Kindergarten class the child will be attending and information regarding school readiness. b. Family comments, observations and specific steps for home activities to do over the summer to continue to prepare the child for kindergarten and strengthen the familychild relationship. 3. The teacher will leave two copies of the Family Conference Form with the family along with the Child s Portfolio and Family Observation Journal. The second copy of the Family Conference Form is for the family to take when they meet with their child s kindergarten teacher. 4. The Family Conference Form will become a part of the Student Education Record. A copy of the Family Conference Form and a summary form of the child s developmental screening will be forwarded to the appropriate kindergarten. 5. Family Advocates will give parents their child s certificate of immunization form (CIS) at the end of the HS program year to assist them in kindergarten enrollment.

6 PAGE 6 OF 8 Transition Activities: 1. Representatives from schools the children may attend are invited to speak each spring at parent meetings. It is important to represent all the schools children will attend. If a staff representative cannot attend, that school s information will be shared. 2. Field trips with children and their families transitioning to the kindergartens they will be attending will take place. These visits will be scheduled by Area Managers. Children who will return to Head start will not participate. 3. Advocates will publicize and attend Kindergarten round-ups with families and make connections with school personnel (e.g. social worker, homeless liaison) to facilitate connections between Head Start parents and schools. 4. Family advocates will encourage families to develop transition goals during their child s prekindergarten year. 5. Advocates will educate families about the achievement gap as a year round activity and summer slide and ensure that parents are aware of activities and resources such as reading programs and free lunch programs available in the community. A folder is developed for each Head Start parent which includes information about when kindergarten registration is taking place. Student education records will be forwarded to the child s next placement. 6. Transition booklets will be provided to all Head Start parents. This resource will provide parents with information on how to best prepare their child for public school and how to maintain an active role in their child s educational experience. 7. Transition from Early Childhood Special Education plans are addressed on the child s IFSP. These plans are determined by the child s IFSP team. Head Start staff will assist as indicated on the child s IFSP. 8. Children on IFSPs have scheduled transition to public school meetings that generally take place in the spring, as scheduled by each school district. 9. Families of children who are not on IFSPs but who need extra support and planning upon entering their next placement will meet with HS staff to sign an ROI to allow the sharing of information with the child s next school placement. Families will be encouraged to have a meeting with the school and Head Start staff as support. The Area Manager will arrange the meeting with the school. Families will be encouraged to support a meeting between the HS teacher and the school If the school does not wish to schedule a meeting the concerns are addressed in the final Family Conference Form which goes on to the public school. Teachers will make every effort to attend this meeting. H) Transition of Children with an IFSP- Early Head Start (EHS) to Head Start (HS) 1. A transition contact or meeting is to be held for children in EHS entering into the HS program with an IFSP 2. Disabilities and Mental Health staff will obtain a copy of the IFSP for review 3. Health and Nutrition check-in for possible health plans needed for child

7 PAGE 7 OF 8 4. Transition Areas to be Reviewed as needed a. Review the IFSP components and individualization needed for the child b. Review facility or materials modifications c. Clarify the child s transportation details, parent transportation, HS transportation, or School District transportation (who gets the child off the bus, who is responsible for calling the bus company when the child is sick, etc) d. Review annual IFSP review meeting dates and evaluation processes, and the importance of including EHS/HS staff in these reviews e. Secure contact information and schedules for all EHS/HS therapists, including when the therapists will be on site in the center and the child s home f. Review any medication/nutrition accommodations needed for child and complete individual plan as needed in coordination with the EHS/HS Health Department I) Transition of New Children on IFSPs to Early Head Start and Head Start 1. The Disabilities and Mental Health Department works with Enrollment and sends out a Release of Information (ROI-D-8) for the appropriate county. Once the ROI is received, the Disabilities and Mental Health Department will contact the appropriate agency to review the child s services (eligibilities, OT, PT, Speech, current level of classroom exposure and any regional services). The Disabilities staff will request the child s current IFSP, eligibility and assessment/reports. 2. The Disabilities Supervisor reviews the IFSP and reports, including the adaptations and modifications, to plan for the child s transition into EHS/HS classroom. 3. At registration the EHS specialist and the family advocate (FA) use the data system to enter the guardian(s) input on their enrolling child. If the guardian suspects their child is experiencing a development delay this information is entered into the data system. The Disabilities Department reviews the child s electronic file to determine parental concerns and track ASQ outcomes to assist in necessary referrals. EHS specialists, teachers and FA work with the parents to address the parental concerns. 4. At the beginning of the school year the Disabilities Department sends out a Disabilities Welcome letter and a copy of the State Procedural Safeguards to children on IFSPs. 5. The child s EHS specialist or teacher will complete the initial home visit at which time the EHS specialist or teacher will have the opportunity to gain more information to better plan for the child s classroom experience. 6. The Disabilities Supervisor completes an initial site visit at each center to review each child on an IFSP. The child s goals, services, adaptations/modifications are discussed. If there are any training needs for EHS or HS staff the Disabilities Supervisor will contact the IFSP case manager. 7. For children entering HS program on an IFSP there is an Initial Observation form filled out by the teacher within 45 days of the child s first day of attendance. This form is also used to assist the teacher in planning to meet the child s needs. A copy of this is sent into the Disabilities Supervisor for review. IF there are apparent needs the child is experiencing that

8 PAGE 8 OF 8 are not addressed on the IFSP, the Disabilities Supervisor will then contact the child s case manager to request a meeting to determine the needs of the child. J) Transition of Head Start Children into Public School-IFSP 1. Transition planning for children on IFSPs, that will be entering public school, begins when the child turns 4 years of age (See transition plan addressed on the child s IFSP). This planning is completed at the IFSP meetings with the IFSP team including the parents. 2. The IFSP case manager in Jackson County completes a form on each transitioning child, usually after consulting with the HS teacher. This happens in December and January. This information is sent onto each school district in Jackson County by the IFSP case manager. In Josephine County a planning meeting is held with Early Childhood Services (ECS) and each school district to review children on IFSPs and plan for transition meetings, observations, etc. 3. In March HS sends a list of children to each school district with a letter that requests the school district to invite HS to the transition meeting and to call the Disabilities Department if they have questions. In Josephine County the ESC invites HS to the transition meetings. Teachers and FAs check with guardians to encourage their participation in the transition meeting and to offer their presence if desired. HS staff makes every effort to attend these meetings, if they are unable to attend they contact the IFSPs case manager. 4. In March Disabilities Department sends a letter to the parents of children on IFSPs explaining the importance of the transition meetings to public schools. We also send a transition packet. 5. The Disabilities Supervisor tracks transition meetings for children on IFSPs entering public school, to ensure that each child has a scheduled meeting.

DAVIS EARLY INTERVENTION PARENT HANDBOOK DAVIS SCHOOL DISTRICT

DAVIS EARLY INTERVENTION PARENT HANDBOOK DAVIS SCHOOL DISTRICT DAVIS EARLY INTERVENTION PARENT HANDBOOK DAVIS SCHOOL DISTRICT Early Learning Center 115 South 200 East Farmington, Utah 84025 402-5408 TABLE OF CONTENTS SECTION I Page Introduction 3 What Is Early Intervention?

More information

Clinton County Early Intervention Services

Clinton County Early Intervention Services Clinton County Early Intervention Services Page 1 of 13 CLINTON COUNTY BOARD OF DEVELOPMENTAL DISABILITIES Dear Families, Welcome to Early Intervention Services! We look forward to getting to know you

More information

PRESCHOOL EVALUATION AGENDA. 3. Review of Existing Data Completed with Team Present and documenting team decision

PRESCHOOL EVALUATION AGENDA. 3. Review of Existing Data Completed with Team Present and documenting team decision PRESCHOOL EVALUATION AGENDA 1. Introductions; Roles; Purpose of the visit 2. Explanation of Procedural Safeguards 3. Review of Existing Data Completed with Team Present and documenting team decision 4.

More information

HEAD START PERFORMANCE STANDARDS W/ MENTAL HEALTH FOCUS

HEAD START PERFORMANCE STANDARDS W/ MENTAL HEALTH FOCUS HEAD START PERFORMANCE STANDARDS W/ MENTAL HEALTH FOCUS This list represents a variety of Head Start Performance Standards that include some aspect of mental health; however, it is not exhaustive of every

More information

To prepare and challenge students to become lifelong learners and productive citizens in a global society.

To prepare and challenge students to become lifelong learners and productive citizens in a global society. Stanley County School District #57-1 Coordination/Transition Plan Fort Pierre, SD 2014-2015 Mission: To prepare and challenge students to become lifelong learners and productive citizens in a global society.

More information

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Originally developed: (1995) Bridging Early Services, Transition Taskforce, Kansas

More information

EARLY CHILDHOOD TRANSITION GUIDEBOOK. What You Need to Know Before Your Child s Third Birthday

EARLY CHILDHOOD TRANSITION GUIDEBOOK. What You Need to Know Before Your Child s Third Birthday EARLY CHILDHOOD TRANSITION GUIDEBOOK What You Need to Know Before Your Child s Third Birthday Early Childhood Transition Guidebook What You Need to Know Before Your Child s Third Birthday PACER Center

More information

EARLY CHILDHOOD TRANSITION PROCESS

EARLY CHILDHOOD TRANSITION PROCESS FALL 2015 EARLY CHILDHOOD TRANSITION PROCESS A guide for helping families of children with special needs prepare for smooth and effective transitions JOHN WHITE STATE SUPERINTENDENT OF EDUCATION Terms

More information

HEAD START/EARLY HEAD START TRAINING POLICIES

HEAD START/EARLY HEAD START TRAINING POLICIES HEAD START/EARLY HEAD START TRAINING POLICIES Board Orientation...TR 1 Child Abuse Prevention Training...TR 2 Child Development Associate (CDA) Renewal...TR 3 Child Development Associate (CDA) Training

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

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

Connecticut Birth to Three System. A Family Handbook. Guide 3: Transition to Early Childhood Special Education

Connecticut Birth to Three System. A Family Handbook. Guide 3: Transition to Early Childhood Special Education Connecticut Birth to Three System A Family Handbook Guide 3: Transition to Early Childhood Special Education July 2013 Connecticut Birth to Three System A Family Handbook This handbook and others are available

More information

Special Education For Preschoolers

Special Education For Preschoolers C A L I F O R N I A E A R L Y S T A R T Special Education For Preschoolers A G U I D E F O R P A R E N T S Early Intervention services system encouraging partnerships between families and professionals,

More information

III. FREE APPROPRIATE PUBLIC EDUCATION (FAPE)

III. FREE APPROPRIATE PUBLIC EDUCATION (FAPE) III. FREE APPROPRIATE PUBLIC EDUCATION (FAPE) Understanding what the law requires in terms of providing a free appropriate public education to students with disabilities is central to understanding the

More information

INDIVIDUAL FAMILY SERVICE PLAN (IFSP)

INDIVIDUAL FAMILY SERVICE PLAN (IFSP) INDIVIDUAL FAMILY SERVICE PLAN (IFSP) Check here if this is an Interim IFSP Resident District: IFSP Meeting Date: IDENTIFYING INFORMATION MARSS ID #: Gender: M F Date of Birth: / / School: Providing District

More information

Continuing The Journey. Best Practices. in Early Childhood Transition. A Guide for Families ELEMENTARY AND SECONDARY EDUCATION

Continuing The Journey. Best Practices. in Early Childhood Transition. A Guide for Families ELEMENTARY AND SECONDARY EDUCATION Continuing The Journey Best Practices in Early Childhood Transition A Guide for Families ELEMENTARY AND SECONDARY EDUCATION Acknowledgements This guide is the result of a collaborative effort between the

More information

4C HEAD START/EARLY HEAD START PROGAM IMPROVEMENT PLAN 2015 2016. Responsible All senior Management Staff and Coordinators

4C HEAD START/EARLY HEAD START PROGAM IMPROVEMENT PLAN 2015 2016. Responsible All senior Management Staff and Coordinators SYSTEM OR SERVICE: Management Systems: Program Planning OUTCOME: Systems implemented that enhance daily programmatic functions Implement and maintain an effective system of sharing information from key

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

Head Start Core Values

Head Start Core Values 1. Purpose of Head Start Head Start is a national program that promotes school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional,

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

Early Head Start and Head Start: Santa Barbara County

Early Head Start and Head Start: Santa Barbara County Early Head Start and Head Start: Santa Barbara County Community Action Commission of Santa Barbara County 5638 Hollister Avenue, Ste. 230 Goleta, CA 93117 (805) 964-8857 Synopsis 2008-2009 Overview Community

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

School-based Support Personnel

School-based Support Personnel L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program

More information

EARLY INTERVENTION: QUESTIONS AND ANSWERS

EARLY INTERVENTION: QUESTIONS AND ANSWERS EARLY INTERVENTION: QUESTIONS AND ANSWERS IMPORTANT: ELC's publications are intended to give you a general idea of the law. However, each situation is different. If, after reading our publications, you

More information

Eastgate Early Childhood & Family Center

Eastgate Early Childhood & Family Center Eastgate Early Childhood & Family Center A seven member Board governs the Stark County Board of Developmental Disabilities: Robert Milliken, President Richard Hoffman, Vice President Carlene Harmon, Secretary

More information

Topic #4: Goals, Objectives, Outcomes, Progress, and Action Plans Program Examples

Topic #4: Goals, Objectives, Outcomes, Progress, and Action Plans Program Examples Planning in Head Start Topic #4: Goals, Objectives, Outcomes, Progress, and Action Plans Program Examples The Head Start planning system and its related activities are an essential part of program operations.

More information

Position Description

Position Description Teacher As set by state certification authorities. Principal/Assistant Principal Teacher Assistants, Volunteers, Para-professionals, and college students assigned for clinical experience. To lead students

More information

What Is The Current State Of Publicly Funded Pre-K In King County?

What Is The Current State Of Publicly Funded Pre-K In King County? What Is The Current State Of Publicly Funded Pre-K In King County? Publicly Funded Pre-K Programs and Services Federally Funded Head Start and Early Head Start (HS & EHS) Children from birth (including

More information

Supporting Families in Transition between Early Intervention and School Age Programs

Supporting Families in Transition between Early Intervention and School Age Programs Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education The transitions between early intervention

More information

OTERO JUNIOR COLLEGE CHILD DEVELOPMENT SERVICES

OTERO JUNIOR COLLEGE CHILD DEVELOPMENT SERVICES OTERO JUNIOR COLLEGE CHILD DEVELOPMENT SERVICES Providing the opportunity for a positive early childhood experience to all children and families is an investment in the future and our community. Information

More information

INDIVIDUALIZED FAMILY SERVICE PLAN

INDIVIDUALIZED FAMILY SERVICE PLAN INDIVIDUALIZED FAMILY SERVICE PLAN Introduction [34 CFR 303.20] The Individualized Family Service Plan (IFSP) is the written agreement between the family and the local tiny-k program that documents a plan

More information

MISSION STATEMENT PHILOSOPHY

MISSION STATEMENT PHILOSOPHY MISSION STATEMENT The Cranston Public School District s mission of inclusion, through a partnership involving regular education, special education, and families is to set appropriate challenges and goals

More information

Preschool Special Education Services

Preschool Special Education Services AFC S GUIDE TO Preschool Special Education Services September 2015 Copyright 2015 by Advocates for Children of New York, Inc. TABLE OF CONTENTS Introduction... 3 Overview of Preschool Special Education...

More information

ETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report

ETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report Evaluation Team Report Annotations for the New ETR PR-06 Form The purpose of an evaluation under the Individuals with Disabilities Education Act (IDEA) is to determine whether a child is a child with a

More information

Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention. The American Occupational Therapy Association, Inc.

Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention. The American Occupational Therapy Association, Inc. Role of Occupational Therapy With Infants, Toddlers, and Families in Early Intervention Occupational therapy promotes function and engagement in daily habits and routines. the occupation of life skills

More information

Illinois Early Childhood Programs Matrix

Illinois Early Childhood Programs Matrix Illinois Department of Human Services State Collaboration Office Illinois Early Childhood Programs Matrix Updated 06-2012 Posted Online: 09-20-2012 ILEarlyChildhoodCollab.org ILLINOIS EARLY CHILDHOOD PROGRAMS

More information

A Guide To Special Education for Children Transitioning 1

A Guide To Special Education for Children Transitioning 1 A Guide to Special Education for Children Transitioning from Preschool Special Education 2012 The Mid-State Early Childhood Direction Center Syracuse University 805 South Crouse Avenue Syracuse, NY 13244-2280

More information

THE HEAD START PARENT, FAMILY, AND COMMUNITY ENGAGEMENT FRAMEWORK PROMOTING FAMILY ENGAGEMENT AND SCHOOL READINESS, FROM PRENATAL TO AGE 8

THE HEAD START PARENT, FAMILY, AND COMMUNITY ENGAGEMENT FRAMEWORK PROMOTING FAMILY ENGAGEMENT AND SCHOOL READINESS, FROM PRENATAL TO AGE 8 THE HEAD START PARENT, FAMILY, AND COMMUNITY ENGAGEMENT FRAMEWORK PROMOTING FAMILY ENGAGEMENT AND SCHOOL READINESS, FROM PRENATAL TO AGE 8 U.S. Department of Health and Human Services Administration for

More information

A ROAD MAP TO SERVICES FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES IN TIOGA COUNTY

A ROAD MAP TO SERVICES FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES IN TIOGA COUNTY A ROAD MAP TO SERVICES FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES IN TIOGA COUNTY A guide designed to help people with developmental disabilities and their families find services in Tioga County Presented

More information

A GUIDEG EDUCATION FOR CHILDREN SPECIAL PRESCHOOL TRANSITIONING FROM EARLY INTERVENTION

A GUIDEG EDUCATION FOR CHILDREN SPECIAL PRESCHOOL TRANSITIONING FROM EARLY INTERVENTION A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2013 1 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo,

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

An Early Education Provider s Guide to. Early Intervention. in Pennsylvania

An Early Education Provider s Guide to. Early Intervention. in Pennsylvania An Early Education Provider s Guide to Early Intervention in Pennsylvania Partnerships with Families Caring for and educating young children is exciting and challenging at the same time. As an early education

More information

FREQUENTLY ASKED QUESTIONS ABOUT PHYSICAL THERAPY, OCCUPATIONAL THERAPY, AND ADAPTED PHYSICAL EDUCATION SERVICES

FREQUENTLY ASKED QUESTIONS ABOUT PHYSICAL THERAPY, OCCUPATIONAL THERAPY, AND ADAPTED PHYSICAL EDUCATION SERVICES FREQUENTLY ASKED QUESTIONS ABOUT PHYSICAL THERAPY, OCCUPATIONAL THERAPY, AND ADAPTED PHYSICAL EDUCATION SERVICES 1. What is adapted physical education? Adapted physical education is a diversified program

More information

ASSISTIVE TECHNOLOGY FOR CHILDREN WITH DISABILITIES

ASSISTIVE TECHNOLOGY FOR CHILDREN WITH DISABILITIES Making sure that all of Pennsylvania s children have access to quality public schools ASSISTIVE TECHNOLOGY FOR CHILDREN WITH DISABILITIES IMPORTANT: ELC's publications are intended to give you a general

More information

ROLES AND RESPONSIBILITIES. IEP Team Member Roles and Responsibilities

ROLES AND RESPONSIBILITIES. IEP Team Member Roles and Responsibilities ROLES AND RESPONSIBILITIES IEP Team Member Roles and Responsibilities AT decisions surrounding identification of AT needs and implementation of AT are best made in cooperation and collaboration with individuals

More information

Early Intervention Services in New Jersey Frequently Asked Questions

Early Intervention Services in New Jersey Frequently Asked Questions Early Intervention Services in New Jersey Frequently Asked Questions What Should You Do If You Think an Infant or Toddler Is Not Growing or Developing as He or She Should? Seek help early. The first three

More information

Grand Haven Area Public Schools

Grand Haven Area Public Schools What is Title 1? Title I is a federal aid program for elementary, middle and high schools. Title I money is given to school districts based on the number of lowincome families in each district. Each district

More information

The UCLA TIE-INS Program Report Together in Education in Neighborhood Schools. October 2012

The UCLA TIE-INS Program Report Together in Education in Neighborhood Schools. October 2012 The UCLA TIE-INS Program Report Together in Education in Neighborhood Schools October 2012 UCLA TIE-INS Program The UCLA TIE-INS Program is a collaborative partnership between UCLA and the Los Angeles

More information

Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation

Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Companion Document to NJOSEP Code Trainings October/November 2006 Updated

More information

CCELP California Comprehensive Early Learning Plan

CCELP California Comprehensive Early Learning Plan 36. San Diego County 11/08/12 and 11/19/12 Hosted by: San Diego Child Care and Development Planning Council Primary facilitator(s) name: Phone: 408-453-6500 Don Bolce E-mail: don_bolce@sccoe.org Number

More information

Service Delivery Models

Service Delivery Models Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of

More information

One Hope United Head Start Program. Annual Report 2014

One Hope United Head Start Program. Annual Report 2014 One Hope United Head Start Program Annual Report 2014 One Hope United - Delegate Agency Program Number: 05-CH6100-004 Program Name: One Hope United Address: 514 W. 31 st Street Phone Number: 312-949-4045

More information

The Special Education Referral & Identification Process. Menlo Park City School District Source: US Department of Education and

The Special Education Referral & Identification Process. Menlo Park City School District Source: US Department of Education and The Special Education Referral & Identification Process Olivia Mandilk, Director Menlo Park City School District Source: US Department of Education and Protection and Advocacy, Inc. 11/07 Step One Child

More information

HEAD START ANNUAL REPORT 2010-2011. Administrative Office 620 5th Street P.O. Box 273 Fairbury, NE 68352-0273 (402) 729-2278 www.bvca.

HEAD START ANNUAL REPORT 2010-2011. Administrative Office 620 5th Street P.O. Box 273 Fairbury, NE 68352-0273 (402) 729-2278 www.bvca. Administrative Office 620 5th Street P.O. Box 273 Fairbury, NE 68352-0273 (402) 729-2278 www.bvca.net HEAD START ANNUAL REPORT 2010-2011 Serving the counties of Fillmore, Gage, Jefferson, Saline, Seward,

More information

A GUIDEG SPECIAL PRESCHOOL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION DRAFT

A GUIDEG SPECIAL PRESCHOOL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION DRAFT A GUIDEG TO PRESCHOOL SPECIAL EDUCATION FOR CHILDREN TRANSITIONING FROM EARLY INTERVENTION 2010 Early Childhood Direction Center c/o Women & Children s Hospital of Buffalo 219 Bryant Street Buffalo, New

More information

Transition to Formal Schooling Best Practice Rubric for Formal School Settings (Receiving Schools)

Transition to Formal Schooling Best Practice Rubric for Formal School Settings (Receiving Schools) Introduction: The transition into formal schooling can be one of the most significant events a young child experiences. Excitement, shock, fear, happiness, anxiety, surprise and a sense of being overwhelmed

More information

Table of Contents. Welcome!... 3. Introduction... 3. Myths About Teacher Assistants... 3. Ethical Considerations for Teacher Assistants...

Table of Contents. Welcome!... 3. Introduction... 3. Myths About Teacher Assistants... 3. Ethical Considerations for Teacher Assistants... Table of Contents Welcome!... 3 Introduction... 3 Myths About Teacher Assistants... 3 Ethical Considerations for Teacher Assistants... 4 A Code of Ethics... 5 Do s and Don ts for Teacher Assistants...

More information

Social and Emotional Needs of Young Children Training Script

Social and Emotional Needs of Young Children Training Script Page 1 of 7 Social and Emotional Needs of Young Children Training Script Slide #1: Social and Emotional Needs of Young Children Slide #2: Training Objectives Let s take a few minutes to review the training

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

Memorandum of Understanding

Memorandum of Understanding Memorandum of Understanding The Department of Assistive and Rehabilitative Services and the Texas Education Agency I TEXAS EDUCATION AGENCY I. PURPOSES The purposes of this Memorandum of Understanding

More information

Local Early Childhood Interagency Collaboration Agreement Collaborative Team. I. Purpose, Guiding Principles and Goals of this Community Collaboration

Local Early Childhood Interagency Collaboration Agreement Collaborative Team. I. Purpose, Guiding Principles and Goals of this Community Collaboration Local Early Childhood Interagency Collaboration Agreement Collaborative Team I. Purpose, Guiding Principles and Goals of this Community Collaboration The purpose of this agreement is to promote cooperation

More information

Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services

Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services Applied Behavioral Counseling Applied ABC Presented by Joan

More information

The Early Intervention Program

The Early Intervention Program The Early Intervention Program u For Children with Special Needs Birth to Age Three u From the New York State Department of Health A Parent s Guide Welcome to the Early Intervention Program The early years

More information

TENNESSEE STATE BOARD OF EDUCATION

TENNESSEE STATE BOARD OF EDUCATION Policy for Local School Systems To establish early childhood education and parent involvement programs of high quality, the State Board of Education adopts the following policy: 1. Subject to the rules,

More information

Parent s Guide to SPECIAL EDUCATION

Parent s Guide to SPECIAL EDUCATION Parent s Guide to SPECIAL EDUCATION in MISSOURI Missouri Department of Elementary and Secondary Education Division of Special Education D. Kent King, Commissioner of Education Revised September 2008 This

More information

TRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? TRANSITION PLANNING BEGINS

TRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? TRANSITION PLANNING BEGINS TRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? A process designed to plan for life after graduation, through identifying dreams, goals, instructional needs and supports is beneficial

More information

Hudson Middle School Hudson City School District

Hudson Middle School Hudson City School District Hudson Middle School Hudson City School District Comprehensive Guidance Plan 2007 2009 Staff: Counselors: Rosalie Cornell Secretary: Amy Lasher Elizabeth Novine 1 Mission Statement In coordination with

More information

Preschool For All Program Evaluation TEACHER SELF EVALUATION

Preschool For All Program Evaluation TEACHER SELF EVALUATION Preschool For All Program Evaluation TEACHER SELF EVALUATION Name: Date: Self-evaluation has been proven to help set personal goals, and increase teacher performance. This form is for you and will not

More information

TRANSITION Tool Kit for Service Coordinators

TRANSITION Tool Kit for Service Coordinators TRANSITION Tool Kit for Service Coordinators Tool Kit Items: 1. Process Quick Guide 2. Process Diagram 3. IFSP Plan Guidance for Use 4. IFSP Plan Form A 5. IFSP Plan Form B 6. Parent Form: Written Notification

More information

West Virginia Early Childhood Community Collaboration Strategies

West Virginia Early Childhood Community Collaboration Strategies West Virginia Early Childhood Community Collaboration Strategies October 2001 A Technical Assistance Document to Support Local Collaboration Companion Document to the West Virginia Side-by-Side Summary

More information

R00A99. Early Childhood Development. Maryland State Department of Education. Response to the Analyst s Review and Recommendations

R00A99. Early Childhood Development. Maryland State Department of Education. Response to the Analyst s Review and Recommendations R00A99 Early Childhood Development Maryland State Department of Education Response to the Analyst s Review and Recommendations House Education and Economic Development Subcommittee February 26, 2015 Senate

More information

Head Start & Early Head Start FY 14 Annual Report

Head Start & Early Head Start FY 14 Annual Report Head Start & Early Head Start FY 14 Annual Report Northside Center s Head Start and Early Head Start programs provide a comprehensive child and family development program for low-income pregnant women

More information

WV Birth to Three. Comprehensive System of Personnel Development CORE COMPETENCIES FOR EARLY INTERVENTION AND SERVICE COORDINATION SPECIALISTS

WV Birth to Three. Comprehensive System of Personnel Development CORE COMPETENCIES FOR EARLY INTERVENTION AND SERVICE COORDINATION SPECIALISTS WV Birth to Three Comprehensive System of Personnel Development CORE COMPETENCIES FOR EARLY INTERVENTION AND SERVICE COORDINATION SPECIALISTS April, 2003 Revised May, 2008 Acknowledgments The WV Birth

More information

PARENT S GUIDE OCCUPATIONAL AND PHYSICAL THERAPY SERVICES IN MONTANA SCHOOLS

PARENT S GUIDE OCCUPATIONAL AND PHYSICAL THERAPY SERVICES IN MONTANA SCHOOLS PARENT S GUIDE TO OCCUPATIONAL AND PHYSICAL THERAPY SERVICES IN MONTANA SCHOOLS 2007 Parents Guide to Occupational and Physical Therapy Services in Montana Schools INTRODUCTION This document provides

More information

The Individualized Family Service Plan. Handout 8. 303.20 Individualized family service plan.

The Individualized Family Service Plan. Handout 8. 303.20 Individualized family service plan. The Individualized Family Service Plan IDEA 2004 s Part C Regulations Handout 8 303.20 Individualized family service plan. Individualized family service plan or IFSP means a written plan for providing

More information

CHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM

CHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an

More information

SETON HILL CHILD SERVICES, INC. ANNUAL REPORT 2013-2014

SETON HILL CHILD SERVICES, INC. ANNUAL REPORT 2013-2014 SETON HILL CHILD SERVICES, INC. ANNUAL REPORT 2013-2014 Serving Westmoreland County since 1966 Seton Hill Child Services, Inc 2013-14 Report Page 1 OUR MISSION Seton Hill Child Services, Inc. is in business

More information

DRAFT TUITION BASED PRESCHOOL ACTION PLAN

DRAFT TUITION BASED PRESCHOOL ACTION PLAN POUDRE SCHOOL DISTRICT Early Childhood Education DRAFT TUITION BASED PRESCHOOL ACTION PLAN March 6, 2012 DRAFT TUITION BASED PRESCHOOL ACTION PLAN Background Summary The Early Childhood Program began the

More information

Helping children develop to their full potential. Early Head Start Head Start Raising A Reader

Helping children develop to their full potential. Early Head Start Head Start Raising A Reader Helping children develop to their full potential Early Head Start Head Start Raising A Reader Fiscal Year 2011-2012 Contents Our Story............................................. 1 Mission Background

More information

Transition Planning for the Individual Education Plan

Transition Planning for the Individual Education Plan Transition Planning for the Individual Education Plan October 2014 Background Information Regulation 181/98 requires that a transition plan be developed as part of the IEP for exceptional students who

More information

English Learner Program Description White Bear Lake Area Schools

English Learner Program Description White Bear Lake Area Schools English Learner Program Description White Bear Lake Area Schools March, 2012 Please direct questions to: Kathleen Daniels Director of Special Services kathleen.daniels@isd624.org 1 The purpose of this

More information

TK EXPANSION PLAN GOALS. The short and long-term goals of the TK Expansion Project are to:

TK EXPANSION PLAN GOALS. The short and long-term goals of the TK Expansion Project are to: TK EXPANSION PLAN The Transitional Kindergarten Expansion Plan is intended to provide an alternate program in schools with closed School Readiness Language Development Program (SRLDP) classrooms. $14.3M

More information

Suwannee Valley Community Coordinated Child Care, Inc. serving Columbia, Hamilton, Lafayette and Suwannee counties.

Suwannee Valley Community Coordinated Child Care, Inc. serving Columbia, Hamilton, Lafayette and Suwannee counties. The Head Start Approach to School Readiness means that children are ready for school, families are ready to support their children s learning, and schools are ready for children. Head Start views school

More information

Special Educaton Staff

Special Educaton Staff Special Educaton Staff The following consultant/support personnel provide service in addition to regular and special subject consultants, coordinators and guidance counselors. Please refer to Appendix

More information

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child Northeast Metro 916 Auditory/Oral Program Engaging The Whole Child Welcome to Northeast Metro 916 Auditory/Oral Program I am proud of what our program has accomplished for children and families in the

More information

WV e-learning 2013-2014. Early Childhood Classroom Assistant Teacher. Requirements for Authorization

WV e-learning 2013-2014. Early Childhood Classroom Assistant Teacher. Requirements for Authorization WV e-learning 2013-2014 Early Childhood Classroom Assistant Teacher Requirements for Authorization Early Childhood Classroom Assistant Teacher - Permanent Authorization 2 Early Childhood Classroom Assistant

More information

Within the context of this policy, the following definitions apply:

Within the context of this policy, the following definitions apply: BOARD OF EDUCATION POLICY 9300 HOMELESS CHILDREN AND YOUTH Effective: June 9, 2011 I. Policy Statement The Board of Education of Howard County is committed to ensuring that all children and youth have

More information

The University of North Carolina at Pembroke 2015-2016 Academic Catalog

The University of North Carolina at Pembroke 2015-2016 Academic Catalog 338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduce

More information

Delray Beach CSAP - Kindergarten Readiness

Delray Beach CSAP - Kindergarten Readiness Delray Beach CSAP - Kindergarten Readiness Assurance #1 School Readiness has improved over the past four (4) years and stands at 78% in 2011 with 75% of our students attending a State Voluntary Pre-Kindergarten

More information

BIRTH THROUGH AGE EIGHT STATE POLICY FRAMEWORK

BIRTH THROUGH AGE EIGHT STATE POLICY FRAMEWORK BIRTH THROUGH AGE EIGHT STATE POLICY FRAMEWORK The Birth Through Eight State Policy Framework is a tool, or roadmap, that anyone can use to guide policy in ways that will improve the health, learning,

More information

Illinois State Board of Education. Early Intervention to Early Childhood Transition Frequently Asked Questions

Illinois State Board of Education. Early Intervention to Early Childhood Transition Frequently Asked Questions Illinois State Board of Education Early Intervention to Early Childhood Transition Frequently Asked Questions Question 1. When should the Child and Family Connections (CFC) service coordinator provide

More information

ATTACHMENT 3 REQUIREMENTS FOR PROFESSIONAL AND ASSOCIATE LEVEL EARLY INTERVENTION CREDENTIALING AND ENROLLMENT TO BILL

ATTACHMENT 3 REQUIREMENTS FOR PROFESSIONAL AND ASSOCIATE LEVEL EARLY INTERVENTION CREDENTIALING AND ENROLLMENT TO BILL ATTACHMENT 3 REQUIREMENTS FOR PROFESSIONAL AND ASSOCIATE LEVEL EARLY INTERVENTION CREDENTIALING AND ENROLLMENT TO BILL Please monitor the EI website at www.dhs.state.il.us/ei for changes to Credentialing

More information

Supporting Children with Disabilities and Their Families

Supporting Children with Disabilities and Their Families Supporting Children with Disabilities and Their Families An Interagency Agreement Among Early Care, Health and Education Programs and Agencies in Vermont 2010 CONTENTS Statement of Purpose...1 Introduction...2

More information

FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers

FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers 1. What is the current proposal regarding secondary learning centers? Rising Grade 6 students currently attending

More information

Starting School. Guidelines for Parents/Guardians of Children with Special Educational Needs

Starting School. Guidelines for Parents/Guardians of Children with Special Educational Needs Starting School Guidelines for Parents/Guardians of Children with Special Educational Needs NCSE 2016 The word parent in this document should be taken to include guardians of children. Contents Introduction

More information

for Young Children with Special Needs

for Young Children with Special Needs for Young Children with Special Needs to Baltimore City Public Schools! As a parent or guardian, you have an essential role to play as your child s first teacher. And, as a parent or guardian of a young

More information

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES ESL PROGRAM GOAL and MISSION The goal of the English as a Second Language (ESL) program in Grandview ISD is to enable

More information

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012 Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,

More information

Competencies. The Children s Program Administrator Credential of NewYork State. Topic 1: Administering Children s Programs

Competencies. The Children s Program Administrator Credential of NewYork State. Topic 1: Administering Children s Programs In cooperation with: New York State Child Care Coordinating Council and the New York State Association for the Education of Young Children Competencies The Children s Program Administrator Credential of

More information

A parent s guide to licensed child care in Toronto

A parent s guide to licensed child care in Toronto A parent s guide to licensed child care in Toronto Whether you need child care because you are working, attending school or simply because you would like an early learning experience for your child, a

More information