PY 2016-2017 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: 1304.41(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. 1304.40(h)(1)-(4)-Parent involvement in transition activities 1308.21(a)(1)-Services for Children with Disabilities-Transition
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.
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.
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.
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.
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
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
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.