Education Services Plan Policy Number and Last Update
(04.01.01e/01-2013)

GOAL I: To provide the children with a learning environment that is fully inclusive and which will assist them to develop and obtain the necessary knowledge and skills to be successful in their social and academic future. (HSPS 1304.21 - Education and Early Childhood Development)

Objective I-A: Provide training that will guide and support staff toward implementation of education services and the curriculum.

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
I-A, 1
1. Grantee will provide 1 week of training for delegate staff on, but not limited to:
  1. Goals and Philosophy of IMSHS.
  2. School Readiness Goals
    1. Implementation of curriculum.
    2. Child assessment, observation, and recording.
Education Manager (EM) May
I-A, 2 2. Education staff receive training on: (see pre-service procedure for complete list)
  1. Curriculum implementation.
  2. Portfolio observation & recording and assessment.
  3. Classroom management and child guidance.
  4. Nutrition and meal service.
  5. IMSHS Policies and Procedures
  6. Head Start Child Outcome Framework
  7. Parent Engagement training so staff can facilitate peer activities that help parents and families: enhance parent-child relationships; strengthen their role as educators; reflect and set learning goals; learn about transitions; and, encourage parent leadership & advocacy.
  8. Overview of State Licensing & Head Start Standards
  9. In addition Education Coordinators receive training on:
    1. Supervision
    2. Mentoring
Director & Education Coordinator (EC) Pre-opening and May-Nov. as needed
I-A, 3
3. Staff are required to familiarize themselves with and follow: 
  1. State Licensing Standards
  2. Head Start Performance Standards
  3. Creative Curriculum, IMSHS curriculum and
  4. Anti-Bias Curriculum
  5. IMSHS Policies and Procedures
Education Staff Director & EC Pre-opening and May-Nov. as needed
I-A, 4
4. Staff hired mid-season are oriented to all of the above by: EC Before taking classroom position
  1. Training Sessions
  2. Observing Teachers in Classroom
EC Before taking classroom position
I-A, 5
5. In-service training session are presented for all teaching staff. Topics will be chosen per staff interest or supervisor's observation of need. Monthly

Objective I-B: Provide a program that offers a variety of experiences and activities that will enhance the physical, emotional, and cognitive development of each child.

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
I-B, Curricula,
1
Curricula
1. Infant/Toddler classrooms follow the Creative Curriculum for Infant, Toddlers, & Twos (Second Edition).
Education Staff Prior to opening & May-Nov.
I-B, Curricula,
2
2. Preschool classrooms follow the Creative Curriculum for Preschool (4th Edition). Education Staff Prior to opening & May-Nov.
I-B,
Curricula,
3
3. All classrooms complement the above curricula with the Anti-Bias Curriculum & Whole Language Approach. Education Staff Prior to opening & May-Nov.
I-B,
Lesson Plans,
1
Lesson Plans
1. Teachers use the Lesson Plans in the Education Manuals (no other plans will be accepted).
  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.

2.  Classrooms with multi-age children use the predominant age to select the lesson plan to use.

3. Teaches will not use additional lesson plan inserts e.g. forms for individualized goals and objectives, detailed description of activities etc.

EC & Education Staff May-Nov. per Planning Procedure
I-B,
Staffing,
1

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 1st).
  3. Four & Five-Year Olds 10:1 with a group size of 20
Directors & EC May - Nov.
I-B,
Staffing,
2
2. Assign two paid staff persons for each classroom throughout the day.
I-B,
Staffing,
3
3. Every classroom has at least one teacher, teacher assistant, or a third person not counted in the adult/child ration, who speaks the child's language (including sign-language when applicable).
I-B,
Staffing,
4
4. Assign and move primary caregivers with children as they transition from infant into toddler rooms, whenever possible.
I-B,
Staffing,
5
5. Assign one staff member per classroom to begin his/her schedule 15-30 minutes prior to arrival of the children to conduct routine safety classroom check and prepare learning areas for children's arrival.
I-B,
Staffing,
6
6. Assign a staff member to inspect the playground, before children's scheduled outdoor hour, and complete the Playground Safety Checklist.
I-B,
Additional Curriculum Requirements,
1

Additional Curriculum Requirements:

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

Teaching Staff & HC -30 of enrollment
I-B,
Additional Curriculum Requirements,
2
2. Teaching staff follows IMSHS Language Acquisition Policy & Procedures.
I-B,
Additional Curriculum Requirements,
3
3. Make all the necessary accommodations in consultation with parents and in accordance with the child's Individual Education Plan (IEP) or Individual Family Services Plan (IFSP) to successfully include children with disabilities with same age peers. Directors, DSC, & EC May - Nov.
I-B,
Additional Curriculum Requirements,
4
4. Provide a balance of teacher-directed and child-initiated activities that include individual and small group activities (indoor and outdoor). Teaching Staff & Coordinators May - Nov.
I-B,
Additional Curriculum Requirements,
5
5. When developmentally appropriate and supported by the parents, provide opportunities for the children to learn self-control, autonomy and responsibility including independent use of toilet facilities.
I-B,
Additional Curriculum Requirements,
6
6. Integrate health, mental health, and safety activities into the classroom daily schedule; including preparation for medical and dental exams, tooth brushing, hand washing, safety practices, emergency drills, cooking preparation activities, etc.
I-B,
Additional Curriculum Requirements,
7
7. Coordinators inform teachers of results on children's screenings, evaluations, or examinations and evaluate how this information affects the child's developmental progress, participation in the classroom, or socialization with his/her peers.
I-B,
Additional Curriculum Requirements,
8
8. Use music to enhance children's creativity and learning according to the following: Babies & Toddlers - play a variety of soft background music, including soft classical music, cultural, and English lullabies (as much as possible). Hum or sing to babies throughout daily routines as alternative to speech and to enhance language development. Loud music or sounds are detrimental to babies.
  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.
I-B,
Additional Curriculum Requirements,
9
9. No music with vulgar language or sexual innuendo is allowed in the classroom or during bus trips.
I-B,
Additional Curriculum Requirements,
10
10. Lesson plans should include at least three math, literacy, and science activities per week.
I-B,
Additional Curriculum Requirements,
11
11. Provide 60 minutes of outdoor playtime for infants/toddler; 90 minutes of outdoor play plus 30 minutes of teacher-directed physical/movement activities for preschool children--daily.
I-B,
Additional Curriculum Requirements,
12
12. Provide children with concrete experiences and materials to promote exploration, comparison, and experimentation. (Absolutely no calendar or weather time, mandated drills or worksheets, pattern art, food used for art or play, handwriting lessons, or mandated phonic instruction is to be used.) Education Staff May - Nov.
I-B,
Additional Curriculum Requirements,
13
13. Provide numeric, emerging literacy, science, social studies, language, and art opportunities throughout every learning area, in accordance with the Creative Curriculum and Whole Language Approach. Education Staff May - Nov.
I-B,
Additional Curriculum Requirements,
14
14. Follow IMSHS Nutrition Policy & Procedures when planning and doing nutrition activities. Education Staff May - Nov.
I-B,
Additional Curriculum Requirements,
15
15. Plan age-appropriate field trips that are fun and expand children's understanding of the world. Education Staff May - Nov.
I-B,
Additional Curriculum Requirements,
16
16. Assign each child his/her own crib or cot, which is used for sleeping only and labeled with each child's own name. Cribs are 3 feet apart when children are sleeping. Education Staff May - Nov.
I-B,
Additional Curriculum Requirements,
17
17. Use naptime to plan, document children's development, update portfolios, etc. Education Staff May - Nov.
I-B,
Additional Curriculum Requirements,
18
18. Arrange meal areas as far as possible from the diapering area. Teaching staff DO NOT place any food items on the diaper tables, including food bins. Education Staff May - Nov.
I-B,
General Routines,
1

General Routines:

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

Education Staff Daily
I-B,
General Routines,
2
2. Use daily routines (diapering, meals, etc.) as opportunities to build a close relationship with each child while attending to his needs. Education Staff Daily
I-B,
General Routines,
3
3. Nap times provide children a peaceful respite from activity:
  1. Pat, rock, etc. children who cannot sleep;
  2. Partly darkened rooms--no classroom shall be completely dark, teachers should be able to see ALL children at ALL times;
  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,soothing 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.
Education Staff Daily
I-B,
General Routines,
4
4. Using feeding techniques that enhance attachment, increase feeling of security, and provide an overall sense of well-being (see Infant Feeding Procedure).
  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.
Education Staff Daily
I-B,
Mid-Season Classroom Transitions

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.

Education Staff & EC May - Nov.
I-B,
Mid-Season Classroom Transitions,
1
1. Discuss the transition with the parents before it occurs.
I-B,
Mid-Season Classroom Transitions,
2
2. Allow the child to visit the room where he/she is to be moved, with a current caregiver, for short periods of time and increase it as the child becomes more comfortable.
I-B,
Mid-Season Classroom Transitions,
3
3. When a number of children need to be transferred, move a current caregiver with them; this will assist both the staff and the children to accept the change more easily (especially if transition needs to be done quickly).

I-B,
Parental Engagement

(Families as life long educators)

Parental Engagement (PE)-- Families as life long educators:

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

  1. Home visits, staff-parent conferences, and progress notes.
  2. Invite at least one parent per classroom to participate in the Parent Education Committee to give input into educational services.
  3. Provide parents with ideas for learning experiences they can do at home that can promote children's development.
  4. Engage parents in conversations and share child assessment data to help parents learn about children's progress.
  5. Provide opportunities for the parents to review and give input into their child's assessment.
  6. Send bi-weekly Notitas to share information about children's social, emotional, and cognitive development and the importance of the home language. Encourage staff to consistently connect with families to gather child information and parent observations to inform teaching.
  7. Send home ideas/activities that promote learning.
  8. Encourage families to observe & participate in child learning and development during home visits and in the classroom.
  9. Encourage parent-to-parent support about children's learning and development during parent meetings.
  10. If parents have access to computer, provide them with User ID to the Galileo assessment web-page & show them how to navigate page to check on their child's progress.
Education Staff Per procedures
I-B,
(PE),
(Positive Parent-child relationships)
Parental Engagement--Positive Parent-child relationships:
  1. Engage with parents as equal partners in learning about their child while acknowledging parent's premier role as their child's first teacher.
  2. Foster meaningful, reciprocal relationships between mother and child, and father and child in manner that is both culturally receptive and responsive.
  3. Talk together with families about the child's signals in ways that help families explore these signals and understand and respond to their child's behavior.
  4. Work together with families to help children overcome behavioral challenges.
  5. Facilitate, or refer parents to: parental support and/or educational groups where they can share their concerns (e.g. children's behavioral problems and special needs).
Education Staff, Mental Health Consultants & Family Services Coordinators May-Nov.
I-B,
Family Literacy,
1

Family Literacy:

Offer a Family Literacy Program following the guidelines below:

For Children:

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

Education Staff & EC June - Sept.
I-B,
Family Literacy,
2
2. Hold at least three book distributions.
I-B,
Family Literacy,
3
3. Offer a 2-week reading challenge for parents and their children (follow RIF guidelines).
I-B,
Family Literacy,
4
4. Provide special library events.
I-B,
Family Literacy,
5
5. Have project literacy activities.
I-B,
Family Literacy,
6
6. Offer take-home literacy activities like a lending library, Polaroid literacy projects, book-in-a-bag, reading bear, etc.
I-B,
Family Literacy for Parents,
1

For Parents:

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

EC & FSC June - Sept.
I-B,
Family Literacy for Parents,
2
2. Assist families with their education and training goals, and provide referrals to educational resources (GED, adult education, and ESL).
I-B,
Family Literacy for Parents,
3
3. Provide literacy workshops including:
  1. Reading aloud
  2. Choosing good books
  3. Early language/literacy development
I-B,
Family Literacy for Parents,
4
4. Invite them to participate in literacy activities such as: story time, individual reading, journal writing, project literacy activities, or special events at the local library.

Objective I-C: Enhance delegate grantee communication systems.

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
I-C, 1

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

Data Entry person or assigned staff Per Procedure
I-C, 2 2. Family Information - once
I-C, 3 3. Children's Attendance - ongoing (at least weekly)
I-C, 4 4. Education Services Track Sheet - ongoing
I-C, 5 5. Staff Contact Information - once
I-C, 6 6. Classroom Staff Track Sheet - ongoing
I-C, 7 7. Children's Assessment Data - 2-3 times a season
I-C, 8 8. Education Coordinator's monitor reports - monthly.
I-C, 9 9. education Coordinator's Curriculum Implementation classroom observations - monthly
I-C, 10 10. Education Coordinator's CLASS Preschool classroom observations - monthly

Objective I-D: Demonstrate the effectiveness of the program's teaching strategies, by demonstrating increased parenting skills, and by raising children's levels of development in social-emotional, language, physical, and cognitive areas.

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
I-D, 1 1. Read and follow the Child Assessment Procedure. If possible, computers and internet access will be made available to all preschool classrooms for children and teachers to access the Galileo website. Education Staff & EC Per procedures
I-D, 2 2. Data entry duties will only be assigned to teaching staff, or to a part time data entry staff person. Director & EC Per procedures
I-D, 3 3. Link lesson plans to the child's portfolio, and assessment checklist. Teaching Staff Per procedures
I-D, 4 4. Continuously monitor the ongoing assessment documentation.
  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.
Teaching Staff, Director, EC, & EM Per procedures
I-D, 5 5. Staff will follow the following procedure for setting up portfolios and assigning assessment scales:
  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 G3 scales to your students depending on age range.
  4. You can substitute scales as needed. E.g. Ramon is 4 years old and his language & literacy baseline can be assessed using the 3-5 scales, but not in math. In this case, the teacher would use the 3-5 Language & Literacy scale, but use the 2-4 Early Math scale instead of the 3-5 Early Math scale.
Education Staff Per procedures
I-D, 6 6. Enter Galileo Assessment data into the ATI Web to document the individual increase and acquisition of developmental skills.
  • If parents have access to computer, provide them with User ID to the Galileo assessment web-page & show them how to navigate page to check on their child's progress.
Assigned staff After each assessment
I-D, 7 7. Develop or use the reports available in the Galileo ATI Web to compile classroom data and analyze results, and evaluate progress toward meeting goals in School Readiness Plan. EC & Director
I-D, 8 8. Use the Creative Curriculum Classroom Observation and CLASS to observe, document, and analyze curriculum implementation, teaching strategies and adult/child interaction. Use data to check compliance toward IMSHS thresholds and School Readiness Goals. Teaching staff & EC
I-D, 9 9. Participate in the Education Committee to evaluate the early childhood services. (see Education Committee Procedure.) Teaching staff, EC & Parents
I-D, 10 10. Delegate and grantee staff will collect and analyze children's developmental assessment data after each of the checkpoints. EC & Educ. Manager Aug. & Oct.
I-D, 11 11. Delegate staff will share individual child assessment reports with parents after each checkpoint, and will use the results to make immediate changes, or adaptations to the environment, and to review curriculum, individual child goals, ongoing assessment, teaching strategies, and/or training needs. Teaching staff Per Parent/Teacher Conference procedure
I-D, 12 12. Grantee staff will use the results to plan for training and/or technical assistance for delegate staff to meet School Readiness Goals. EM
I-D, 13 13. Child Assessment Outcome reports, including necessary follow-up, will be given to the Board of Directors and Policy Committee after each assessment. EC & Directors Per outcome procedures
I-D, 14 14. Delegate staff and grantee staff will monitor implementation following the Monitoring Procedures.
I-D, 15 15. Delegates will use the aggregated data when doing their annual program planning and submit a child outcomes program improvement plan, which includes action plans and budget details. Directors, Staff, Board Members, & Parents
I-D, 16 16. The Education Manager will collect and analyze statewide developmental progress data to check progress toward meeting School Readiness Goals and and use the results at the Strategic Planning Meeting to develop objectives for program improvements and revision to School Readiness Plan. EM

Objective I-E: Develop inter-agency agreements with local public schools, child care, and local Head Start agencies as necessary, other local agencies providing services to IMSHS families, and update them annually. 

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
I-E, 1 1. Follow Transition Procedure. EC & Delegate Director Annually
I-E, 2 2. Attempts should be made to obtain agreements between the Migrant Head Start agency and local public schools.
I-E, 3 3. Follow the Inter-agency Agreement Development Procedure.

GOAL II: To coordinate activities that support continuity of services and successful transitions for children and families as they leave IMSHS.

Objective II-A: INTRASTATE - Support the children's successful transition to public schools or other programs.

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
II-A, 1
1. When a child has a disability, follow the Transition of Children with Disabilities Guidance. Delegate team Submit with funding proposal
II-A, 2
2. Develop a transition plan to Kindergarten, including budget, and specific activities that include consultation with parents, a field trip to school, and translation services if needed.
II-A, 3
3. Transfer children's relevant records to public schools, after parents have signed the permission to release information. EC & Delegate Team
II-A, 4
4. Invite school district personnel to Parent Fair and any other center event to familiarize them with the Head Start program. 2 weeks before school opens
II-A, 5

5. Develop parent training sessions in collaboration with school personnel when possible, to explain transition requirements, parents' roles and responsibilities in public schools, and to answer parents' questions.

In addition:

  • ensure families know about their rights under federal and state law, such as their rights under the Individuals with Disabilities Education ACT (IDEA).
  • ensure families have ongoing opportunities to discuss their observations and concerns about their child's strengths and challenges prior to transitions from MSHS to other HS or child care facilities and from MSHS to K-12.
  • share information about activities and everyday interactions with children that promote school readiness as outlined in the School Readiness Plan.
  • ensure that families have ongoing opportunities to discuss child assessment data so that families are prepared to initiate and/or participate in similar discussions with teachers in K-12.
  • provide families wit information about child development and the impact of transitions on children across early childhood and school settings.
  • provide advocacy training and opportunities for families to develop and use advocacy skills in the context of their child's lifelong learning.
FSC & Director At all events
II-A, 6 6. Assist families who stay in the area to enroll children in child care, preschool, or Region V Head Start programs, if they wish.
  • help families identify and understand quality criteria in early childhood settings as children transition to new classrooms.
  • use family partnership process to help families develop transition plans for themselves and their children.
II-A, 7 7. Document the transition program's name and address in the Education Services Track Sheet and enter into the Galileo Online System. FSC & EC Start month prior to Kindergarten
II-A, 8 8. Assist families to apply for state day care voucher, if applicable. Sept. - Oct.

Objective II-B: INTERSTATE - Support the successful transition of all children and their families to their next destination. 

OBJECTIVE NUMBER (Education Services Plan)
ACTION STEPS
PERSON PRIMARILY RESPONSIBLE TIMELINE
II-B, 1
1. IMSHS develops a collaborative agreement with Texas Migrant Council's (TMC) grantee officer to collaborate in the transition of families to and from Texas. EM
II-B, 2 2. Delegate agencies obtain parents' consent to transfer relevant records between local TMC and IMSHS programs. Delegate Staff
II-B, 3 3. IMSHS delegate agencies collaborate with local Migrant Even Start Programs to facilitate the smooth transition between programs for winter services in Illinois or Texas. EC, Director, & Transition Coordinator
II-B, 4 4. IMSHS delegate agencies contact and establish similar collaborative agreements with agencies in other states where families migrate to and from, if applicable.