04.01.01e - Education Services Plan

1. Goals and Philosophy of IMSHS.
2. Implementation of curriculum.
3. Child assessment, observation, and recording.

1. Portfolio observation & recording and assessment.
2. Classroom management and child guidance.
3. Nutrition and meal service.
4. IMSHS Policies and Procedures
5. Head Start Child Outcome Framework
6. Overview of State Licensing & Head Start Standards
7. In addition Education Coordinators receive training on:
   1. Supervision
   2. Mentoring

1. State Licensing Standards
2. Head Start Performance Standards
3. Creative Curriculum, IMSHS curriculum andnuals
4. Anti-Bias Curriculum
5. IMSHS Policies and Procedures

1. Training Sessions
2. Observing Teachers in Classroom

1. Monthly Infant Plan (AED) for children 6 wks. to 12 mos. - each teacher is responsible for hers.
2. Toddler Lesson Plan (Modified Creative Curriculum) for children 13 -36 mos. - teachers plan together.
3. Creative Curriculum Preschool Lesson Plan for children 3-5 years.

Staffing:

1. Maintain group size and ration according to IMSHS & HS Standards:

1. Infant & Toddlers 4:1 (qualified teacher) with maximum group size of 8
2. Three-Year Olds 8:1 with group size of 16 (3-year old classroom is one in which more than half of the children are 3 years old or will turn 3 by September ft).
3. Four & Five-Year Olds 10:1 with a group size of 20

Additional Curriculum Requirements:

1. Pedestrian safety activities need to be scheduled for children & families.

1. 3-6 mos - Introduce simple repetitious rhyming songs using child's own hands, toes, or fingers to gently move in time.
2. 6 mos.-1 year - Encourage child to play along with music by providing simple musical instruments.
3. 1 to 1-1/2 years - Introduce visual components: use soft, plastic or rubber animals to move about in time to music. Picture books and felt visuals can also provide visual reinforcement.
4. 1-1/2 & Older - Play music as often as possible. Be sure to include folk, classical, jazz, and other forms.

General Routines:

1. Assure that routines and transitions occur in a predictable unrushed manner and according to each child's needs.

1. Pat, rock, etc. children who cannot sleep;
2. Partly darkened rooms;
3. Play lullabies or other soothing music;
4. Individualize infants' sleeping routines according to parents' information and the babies' cues;
5. Follow a familiar naptime ritual with toddlers,othing and quieting them;
6. Do not reprimand children who do not sleep;
7. Kinder-eligible children will NOT be expected to e up naptime for work time. Follow IDCFS requirements.

1. Hold babies to take bottles;
2. Use chairs with trays and infant seats only for feeding babies that need them;
3. Involve toddlers in table-setting, serving, and clean-up, according to their abilities;
4. Sit with small groups (4-5) of toddlers and serve from their seats (do not hold child's hand to serve);
5. Eat with children, modeling affirmative attitudes, manners, and conversation.

Mid-Season Classroom Transitions:

Avoid transferring children from room to room if at all possible. When and IF a child needs to be moved to another room, follow these techniques.

Parental Involvement:

Provide parents the following opportunities to contribute to planning the education program:

Family Literacy:

Offer a Family Literacy Program following the guidelines below:

For Children:

1. Offer at least three parent-child literacy group activities.

For Parents:

1. Offer parents opportunities to work on their literacy development by referring to, or providing literacy classes.

1. Reading aloud
2. Choosing good books
3. Early language/literacy development

Delegates are required to enter the following information into the ATI-Web (Galileo) system:

1. Children's Birth Date and Center's Identification Number - once

1. Provide time for teachers to input assessment data and plan individualized activities.
2. Give technical assistance to teaching staff as needed.
3. Plan training based on observations or teacher's requests.

1. If you have a child with disabilities, make sure to have the required preliminary meeting, as stated in the procedure; then assign the assessment scales that best meet his/her needs.
2. Assure that every child has a file for you to keep their work samples, audio recordings, photographs, written observations, Galileo assessments, and individual assessment reports.
3. Assign the Galileo scales to your students using the guide below:
   • All Returning Children - Continue using scales used the previous year or move to next age group.
   • Infant-Toddler Children (6 wks - 24 mos.) - Use 0-2 Galileo Early Cognitive Development and Perceptual-Motor Development Scales & Social Development.
   • Two-Year Olds (24 - 36 mos.) - Use 2-4 Galileo Early Math, Language & Literacy scales & Social Development
   • Preschool Children (36 mos. - 5 yrs.) - Use V2 3-5 Galileo Early Math, Language & Literacy and IMSHS & L2 scale.
   • New Kindergarten - eligible Preschool Children (36 mos. - 5 yrs.) - Use the Galileo Early Development scale and IMSHSP L2 scale.
4. You can substitute scales as needed. E.g. Ramon is 4 years old and his language & literacy baseline can be assessed using the V2 3-5 scales, but not in math. In this case, the teacher would use the V2-3-5 Language & Literacy scale, but use the 2-4 Early Math scale instead of the V2 3-5 Early Math scale.