Head Start Pasadena Parent Handbook - 464 W. Woodbury Road, Suite 210, Altadena, Calif. 91001 Phone 626-204-8900 | Fax 626-204-8999 - Options For ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Head Start Pasadena
Parent Handbook
464 W. Woodbury Road, Suite 210, Altadena, Calif. 91001
Phone 626-204-8900 | Fax 626-204-8999
HSP@optionsforlearning.org | OptionsForLearning.org
TABLE OF CONTENTS
Agency general information .................................................................................................................................. 3
Options for Learning division offices ................................................................................................................4
My child’s school information ...............................................................................................................................5
Program groups ..............................................................................................................................................................6
Welcome .............................................................................................................................................................................. 7
Non-discrimination Policy .......................................................................................................................................8
Head Start program and confidentiality .......................................................................................................8
Parental access and court orders .....................................................................................................................9
School readiness goals .............................................................................................................................................9
Staff qualifications ........................................................................................................................................................9
Classroom curriculum.............................................................................................................................................. 10
Dressing for school .................................................................................................................................................... .10
Non-class days ...............................................................................................................................................................11
Celebrations ......................................................................................................................................................................11
Religious instructions ..................................................................................................................................................11
Signing in and out .........................................................................................................................................................11
Attendance ...................................................................................................................................................................... 12
Health check.................................................................................................................................................................... 12
Toilet skills.......................................................................................................................................................................... 12
Medication ........................................................................................................................................................................ 13
Allergies .............................................................................................................................................................................. 13
Healthy Schools Act – pest management ................................................................................................. 13
Injuries.................................................................................................................................................................................. 13
Meals..................................................................................................................................................................................... 14
Discipline ............................................................................................................................................................................ 15
Parent conferences and home visits ............................................................................................................. 15
Parenting with the teacher in the classroom ........................................................................................... 16
Immunization for parents ...................................................................................................................................... 16
Health, mental health, and dental services .............................................................................................. 17
Children with special needs ................................................................................................................................. 18
Family partnership services ................................................................................................................................. 19
Parent partnership opportunities ..................................................................................................................... 19
Uniform complaint policy....................................................................................................................................... 19
Fraud/deceit policy ................................................................................................................................................... 20
2 UPDATED 08/26/21
Agency Mission Statement, Vision and Values
Mission
The mission of the Head Start Division is to work in partnership with parents and the
community to provide quality preschool education for children, and comprehensive
support services to families, thus promoting independence and success.
Vision
All children will achieve their potential.
Values
Respect, integrity, accountability;
Professionalism;
Advocacy;
Right to access quality education;
A great place for children and employees to work, learn, and succeed;
Personal rapport between staff and families;
Serving a culturally and economically diverse community;
Innovative and creative contributions to our field.
Website: www.OptionsForLearning.org
3 UPDATED 08/26/21
Options for Learning division offices
Early Head Start
885 S. Village Oaks Drive, Suite 11, Covina, Calif. 91724 | 626-732-0130
Enrichment Program
885 S. Village Oaks Drive, Suite 13, Covina, Calif. 91724 | 626-967-9337
Full-day Preschool
885 S. Village Oaks Drive, Suite 12, Covina, Calif. 91724 | 626-858-0527
Child Care Services
13100 Brooks Drive, Suite 100, Baldwin Park, Calif. 91706 | 626-856-5900
2465 E. Walnut St., Pasadena, Calif. 91107 | 626-449-8221
Head Start South El Monte
1330 N. Potrero Ave., South El Monte, Calif. 91733 | 626-459-4299
Head Start Pasadena
464 W. Woodbury Road, Suite 210, Altadena, Calif. 91001 | 626-204-8900
State Preschool
18455 Railroad St., City of Industry, Calif. 91748 | 626-854-3449
Surround Care
304 S. First St., Alhambra, Calif. 91801 | 626-284-9935
4 UPDATED 08/26/21
MY CHILD’S SCHOOL INFORMATION
The center your child will attend is: _________________________________________________
The phone number to the classroom is: ____________________________________________
CLASS TIMES:
Your child is enrolled in the morning session and should be brought to school by
___________ a.m. and should be picked up by___________ p.m.
Your child is enrolled in the afternoon session and should be brought to school by:
___________ a.m. and should be picked up by___________ p.m.
Your child is enrolled in a five- or six-hour PLUS class and should be brought to
school by ___________ a.m. and should be picked up by ___________ p.m.
Your child is in the:
Early Learners class
Transitional Learners class
Kinder Readiness class
5 UPDATED 08/26/21
PROGRAM GROUPS
Early Learners class (3-year-olds)
Teachers and children develop a warm, supportive relationship, to foster a secure
base for learning. Teachers provide many opportunities for children to learn how to
share and cooperate, work together, take turns, participate in group activities, follow
simple directions, and communicate their wants and needs. Teachers introduce the
alphabet, counting, recognizing shapes and colors, and identifying children’s
names.
Transitional Learners class (3- and 4-year-olds)
Teachers promote and scaffold children as they move toward mastery of skills,
such as writing letters in their name, sorting/comparing, describing objects and
shapes, and math.
Children have opportunities to engage in STEAM (science, technology, engineering,
art, math) activities to promote an interest in experimenting, creating, predicting,
and evaluating based on the children interests. As teachers plan activities that
focus on these areas, children gain a higher level of thinking skills.
Kinder Readiness class (4-year-olds)
Teachers challenge children with hands-on STEAM activities to encourage children
to be curious, to make discoveries, and think critically. Children have opportunities
to observe, ask questions, predict outcomes and come up with solutions. Children
learn the skills needed for kindergarten, such as recognizing letters and simple
words, connecting letters to sounds, and number recognition.
6 UPDATED 08/26/21
WELCOME TO OPTIONS FOR LEARNING’S HEAD START PROGRAM
The staff at Options for Learning Head Start are excited to welcome you and your
child to our program. This will be an exciting year full of new experiences for you and
your child. Your child will be engaged in a variety of fun-filled educational activities
that will prepare him or her for success in kindergarten.
Parents play a vital role in our Head Start program. As you partner with us to
prepare your child for success in kindergarten, we will depend on your unique
understanding of your child, and you can depend on us for our unique
understanding of child development during the preschool years. Together we will be
a dynamic team working together to provide wonderful experiences for your child.
Our Head Start Program offers comprehensive services. You and your child will
receive services and support in the areas of education, family services, health,
disabilities, and special needs, and from our parent coach and classroom
specialist.
The education component focuses on the overall educational services offered to
our children. This component oversees the teaching practices, curriculum, planned
activities, the food program, and the classroom environments. If you have any
questions about anything related to the education component, you will first need to
speak with your child’s teacher. If necessary, you can then speak with the education
coordinator who supervises your child’s teacher.
The family service component focuses on the overall services offered to our
families. This component oversees the enrollment process, family partnership
agreements, assists parents in updating enrollment forms, resources and referrals
to community partners, and other information families may need. If you have any
questions related to your child’s enrollment or related to resources your family may
need, you will first contact your family service specialist (FSS). If necessary, you can
to the family service supervisor who supervises your FSS.
The health component focuses on the overall health and safety of your child. Staff
work with parents to ensure children are receiving their regular health and dental
exams and that our program is aware of your child’s health needs and/or
conditions.
The disabilities component works to ensure that your child receives the necessary
services to support his or her IEP goals. At times, parents may be unaware of their
child’s developmental progress, which can be identified by our teaching staff,
education coordinators, or disabilities coordinator. We are here support you if your
7 UPDATED 08/26/21
child may need additional assistance and receive services to support his or her
development.
Our parent coach and classroom specialist collaborate with parents and staff to
ensure that children are supported at home and in the classroom with practices
that will support the child’s learning. You can request the support of the parent
coach if you are interested in receiving individualized strategies to support your
child at home.
NON-DISCRIMINATION POLICY
Options for Learning is a private nonprofit, equal opportunity agency offering child
care services to families regardless of sex, sexual orientation, gender, ethnic group
identification, race, ancestry, national origin, religion, color, mental or physical
disability, medical condition or age, or on the basis of a person’s association with a
person or group with one or more of these actual or perceived characteristics.
HEAD START PROGRAM ELIGIBILITY AND CONFIDENTIALITY
The federal government, Department of Health and Human Services, and the Office
of Head Start determines the criteria for enrollment into the program. To be eligible
for enrollment into the program the family must:
1. Have a family income that is equal to or below the federal poverty guidelines*;
2. OR receive public assistance;
3. OR be homeless;
4. Have a child who meets the age requirements;
5. Live within the assigned service area for Options for Learning.
*Note: A very small number of families with incomes that exceed the federal
poverty guidelines may also be eligible for enrollment.
Options for Learning is committed to protecting the personally identifiable
information of any child enrolled in our program. Personally identifiable information
may include but it is not limited to the child’s name, date of birth, address, medical
information, parent(s) name(s), family income, academic information, mental
health status, parents’ marital status, birth records or any document containing
personally identifiable information. Child or family information is confidential
whether it is paper-based or is held in a secure program database. Family files are
stored in secure file cabinets that are not accessible to unauthorized staff or to the
general public.
8 UPDATED 08/26/21
Options for Learning may release information from child records in the following
circumstances:
To facilitate the delivery of program services to the child;
To comply with an audit or program evaluation;
To address a disaster, health, or safety emergency;
To comply with a judicial order or lawfully issued court order;
To provide information to a caseworker or other representative from a state or
local child welfare agency;
To address suspected or known child maltreatment and abuse.
PARENTAL ACCESS AND COURT ORDERS
Options for Learning assures that the parents/guardians of enrolled children have
unlimited access to their child. You are always welcome to come into the classroom
for a short or long visit. For some families, there is a court order or restraining order
that controls when and if a parent may access his or her child during school hours.
If this applies to you and your family, please provide a complete copy of the court
order so that our staff can adhere to the court order. Without legal documentation,
we are unable to prohibit a parent access to their child.
SCHOOL READINESS GOALS
Our staff is committed to partnering with you to prepare your child for success in
kindergarten. Our school readiness plan is shared with all enrolled parents and lists
all the skills we will be working on during the school year. All preschool children
develop at their own rate, and our teachers work individually with your child to help
him or her reach his or her full potential during these important preschool years.
STAFF QUALIFIATIONS
Options for Learning staff are committed to providing a high-quality program in a
safe, well-supervised environment. Our teaching staff have completed
college/university coursework related to the field in early childhood education/child
development. They have a wide variety of teaching experiences. The staff will
facilitate active learning by providing challenging and enjoyable activities to foster
the development of each child.
Our teaching staff have a bachelor’s or an associate’s degree in child development
or early childhood education, as well as a child development permit issued by the
California Commission on Teaching Credentialing.
9 UPDATED 08/26/21
CLASSROOM CURRICULUM
Options for Learning uses a classroom curriculum called HighScope. Our teachers
know that children learn best when they are engaged in active learning. The
teacher’s role is to support and guide young children through their active learning
experiences. When you are in the classroom, you will see your child participating in
a variety of daily activities that are part of the daily routine. The schedule for your
child’s daily routine is posted in the classroom.
A typical HighScope daily routine includes the following:
Greeting time: Teachers welcome everyone into the classroom.
Small group time: Teachers present an activity to the children and guide them
through the learning process.
Large group time: All of the children in the class come together to enjoy singing
songs, interactive storytelling and movement activities.
Work time: Each child shares his or her work time plan with the teacher during
planning time and tells her what he would like to do during worktime and what
materials he is thinking of using in classroom. The child then goes to the center
he or she has chosen and works/plays with the materials. Teachers move
around the classroom, talking and teaching as the children explore, create, and
evaluate their work with the classroom materials being used. At the end of work
time, children share their experiences with the teacher during recall time.
Outside time: Children are involved in active play on the yard.
DRESSING FOR SCHOOL
Children will have very active days at school. Dress your child in comfortable
clothing that allows him or her to move and play without being concerned about
getting clothes dirty. To be safe, we encourage you to send your child to school in
closed-toed shoes or shoes that aren’t sandals to wear while playing outside. If your
child wears a jacket or sweater to school on cool days, be sure to label the jacket
with your child’s name so it does not get lost. It is important that children have an
extra set of clean clothes to change into if they get wet during an activity or due to
a restroom accident. We highly encourage parents to check daily that their child
has an extra set of clothes and replace the extra clothes to be weather appropriate
or if the child has outgrown the clothes.
10 UPDATED 08/26/21NON-CLASS DAYS
There will be times when there is no school. Centers are closed on the following
holidays: Labor Day, Thanksgiving, the day after Thanksgiving, Christmas, New Year’s
Day, Martin Luther King Jr. Day, Presidents’ Day, and Memorial Day.
There are also times when the centers are closed so that teachers can attend
training. If the center is going to be closed, a notice will be posted on the parent
board and in the classroom newsletter.
CELEBRATIONS
We strive to be sensitive to all of our families in terms of holidays, birthdays or
special events. Any parent who wishes to bring a treat must first speak with the
teacher to ensure items brought to the program are store bought. We do not
celebrate the end of the school year with a cap and gown ceremony but will allow a
small class festivity.
It is important for children and families to celebrate special events and holidays.
During any celebration, we require that the daily routine is followed and that our
teacher uses the celebration as a learning experience.
RELIGIOUS INSTRUCTION
Options for Learning does not provide religious instruction or worship for children
enrolled in our program.
SIGNING IN AND OUT
As a program, we abide by the Community Care Licensing regulations. It is required
that your child be brought into the classroom and picked up from our classroom by
you or an authorized adult, and the child must be signed in and out of our program
daily. On the sign-in sheet, look for your child’s name, then write down the exact
time you brought your child into the classroom and sign with your full signature.
Follow the same process when you pick up your child: Look for your child’s name,
write down the exact time you picked up your child and sign with your full signature.
It is important that you follow this process daily and that you communicate this
information with any other authorized adult to drop off or pick up your child.
All enrolling parents should list at least two other adults (at least 18 years old) who
can pick up the child in case of any emergency or when the parent is unable to pick
up the child. The listed authorized adult must present a photo identification when
he or she picks up the child. No child will be released to an adult not listed on the
emergency card or to anyone listed who does not have a photo ID when he or she
11 UPDATED 08/26/21picks up the child. At times, a substitute teacher may be working in the classroom
who does not know the parent and may require a photo ID to identify and verify who
you are before releasing your child. Any situations under special circumstances
must be approved by the division director.
ATTENDANCE
For children to receive the full benefit of the program, they need to come to school
Monday through Friday. If your child is ill and unable to come to school, you must
call the center and inform the teacher about your child’s illness and when the child
is expected to return to school. If we are unaware of your child’s absence, we will
call you to verify your child’s absence.
HEALTH CHECK
For the safety and well-being of all children and staff, we highly encourage parents
to monitor their child’s daily health. Children should not come to school if they have
a fever or are not feeling well. Our staff will perform an informal health check daily
when children arrive. If your child has a fever or appears to not be feeling well, our
staff will ask you to take your child home. If your child misses school because of a
communicable disease, you may be asked to bring a note from the doctor
informing us that your child is well enough to return to school. If your child had a
fever, he or she should be fever-free for 24 hours before returning to school.
If your child becomes ill while at the center, our staff will call you to pick up your
child. If we are unable to reach you, our staff will call the other authorized adults you
have listed on your child’s emergency card and ask them to pick up your child.
TOILET SKILLS
Children are encouraged to use the toilet while at school. If your child needs some
encouragement to complete his or her toilet training, please let the teacher know.
You will be asked to speak with the teacher to develop a toileting plan we will use
during school time and that you can use at home to help your child become fully
toilet trained. Children who are in the process of toilet training may not be sent to
school in diapers but may be sent to school in pull-ups. It will benefit your child if
both the teacher and the parent work closely together to ensure your child’s toilet
training success. Please be sure that your child has extra set of clean clothes during
this training process.
12 UPDATED 08/26/21MEDICATION
If your child needs to take medication while at school, you will need to talk with the
Head Start health coordinator. He or she will be able to answer your questions and
to help you complete the necessary paperwork to allow our staff to give your child
medication. Only medication prescribed by your child’s doctor can be given to your
child while in our care.
ALLERGIES
It is necessary that we are made aware of any allergy your child may have. If your
child has any type of allergy be sure you have given us the information as part of
your child’s health history. If your child has allergies to a specific food, you may
request alternative meals. Please complete a Request for an Alternative Meal form
available from our division office or from our site staff. A doctor’s note specifying
what food your child cannot eat is required to make any food substitutions except
for milk substitutions.
HEALTHY SCHOOLS ACT — PEST MANAGEMENT
At the time of enrollment and annually, parents receive the Options for Learning
Annual Notification of Possible Pesticide document. This notification informs you of
the pesticides that could be used at your child’s center and our notification process
as per our Integrated Pest Management (IPM) plan, which is available on the
Options for Learning website and at the office.
INJURIES
If your child is injured while in our program, our staff will assess the injury. A report
regarding the injury will be given to you. If necessary, the staff will call 9-1-1 and
notify you immediately.
Our program provides secondary insurance coverage for children enrolled in our
program and who are injured while school is in session or during a school-
sponsored event. The secondary insurance serves solely as supplemental
coverage. To access the insurance information please speak with our office staff.
All of our teachers have taken a first aid/CPR class and are trained to handle all
types of minor injuries.
13 UPDATED 08/26/21MEALS
Meals are served family style and children are encouraged to taste the different
foods.
All children will receive one to two nutritious meals a day, depending on the length
of their class.
Menus are posted on the Parent Board in the classroom so you will know what your
child will be eating each day.
If your child has allergies to a specific food or cannot eat a specific food due to a
religious conviction or dietary restriction, you may request alternative meals. Please
complete a Request for an Alternative Meal form which can be obtained from our
division office. A doctor’s note or a letter from your religious leader specifying what
food your child cannot eat is required to make any food. No child will be excluded
on the basis of medically necessary dietary restriction.
In many cases, reasonable dietary modifications for a child with a disability are
managed within the meal pattern requirements when a well-planned variety of
nutritious foods are available. However, the needs of a child with a disability may
involve requests for accommodations that do not meet the meal pattern
requirements. All meal services will be in the most integrated setting appropriate to
meet the needs of the child.
Options for Learning will implement procedures for parents or guardians to request
modifications to meal service for children with disabilities and to resolve grievances.
Such procedures will provide one-week advance notice to parents of children with
medically necessary dietary restrictions of daily menus with sufficient information
about meal ingredients and product sourcing to ensure the parents are able to
review meals to ensure safe and equal access for their child. Procedures in place to
address requests to accommodate students with disabilities in the classroom in
compliance with Section 504 or the IDEA may be used to fulfill this requirement.
Upon knowledge of a child's food allergy, Options lor Learning shall do the following:
Notify parents and guardians of the process for requesting meal modifications to
accommodate a child's disability; and
Convene a meeting with the child's parent(s) to develop an individualized meal
plan for the child to meet his/her unique needs in an integrated setting
appropriate to the needs of the child. Said meeting and plan should be in
accordance with Section 504 of the 1973 of the Rehabilitation Act.
14 UPDATED 08/26/21The accommodations process will be a team effort with collaboration between
Options personnel and the child's parent(s). The team will develop a plan to
address the child's need and integrate the child in the classroom as efficiently and
expeditiously as possible.
If a parent or guardian raises any grievances related to requests for modifications
based on a disability, Options shall arrange for an impartial hearing process to
resolve said grievances, which includes:
The opportunity for the child's parent or guardian to participate, be represented
by counsel, and examine the record; and
Provision of notice in writing of the final decision, including the reason(s) for the
decision, and a procedure for review.
DISCIPLINE
For many children, this is their first experience at school. Our teacher will be working
with the children to help them develop appropriate social skills. When problems
arise between children, our teacher will focus on helping the children learn to talk
about the problem instead of hitting, biting or other inappropriate behavior. We ask
all parents to support our efforts to teach appropriate classroom behavior and to
be patient when any child is struggling to learn how to play in a group.
Options for Learning does not practice corporal punishment. Our teacher will work
with your child and use a variety of strategies and approaches to help redirect his
or her behavior. Such strategies and approaches provide choices that helps your
child feel validated, heard, and provides your child with time to think of a different
action.
PARENT CONFERENCES AND HOME VISITS
We plan multiple opportunities during the year to share information with parents
about their child’s experiences at school. We hope that you take a minute each day
to ask the teacher how your child’s day went and what new activities he or she
participated in. Also remember to ask your child what he or she did at school each
day. Encourage your child to show you his or her artwork that may be displayed in
the room or to meet a new school friend. Preschool children love to share their day
with important people in their lives.
Your child’s teacher will schedule parent conferences twice a year. This is a time for
you and the teacher to share your child’s progress. The teacher will share how your
child is doing in the class and will have suggestions for how you can work with your
15 UPDATED 08/26/21child at home. You will be able to share with teacher the skills you see your child
practicing at home and your ideas of what you would like your child to learn during
his or her year in Head Start.
We would also like to be able to visit you and your child in your home for a home
visit. Home visits are scheduled in the fall and in the spring and allow the teacher to
get to know your child and your family. Your teacher will talk with you about the
home visit and will find a time that is acceptable to you for the visit.
PARTNERING WITH THE TEACHER IN THE CLASSROOM
Each month, your child’s teacher will expect to have you be present in the
classroom. Being in the classroom at least twice a month will provide you with a
wonderful opportunity to share your child’s school experiences and to provide
support to the teacher. If your schedule allows you to spend the entire morning or
afternoon in the classroom, your child and the teachers will be very pleased. If your
schedule only allows you to stay for an hour, you will still find meaningful ways to
help in the classroom.
Here are some ways you’ll become a vital part of your child’s classroom:
Help welcome children as they arrive at school;
Read a book to a child or a group of children;
Have fun during work time while children are working at the centers in the
classroom;
Help children wash hands and prepare for meals;
Help to prepare the meals;
Enjoy teaching a child to ride a bike or kick a ball;
Take a turn sweeping the floor to prepare the classroom for the next group of
children;
Say goodbye to each child as they leave school;
See the volunteer job description for more ideas.
IMMUNIZATIONS FOR PARENTS
The State of California has a law that requires all parents/guardians who volunteer
in the classroom to work directly with children OR who want to provide supervision
on a class field trip to show that they have been immunized.
You may give your immunization record to your teacher or to your FSS or bring it to
the Head Start Office.
16 UPDATED 08/26/21What parents will need:
1. Measles (MMR);
2. Pertussis (Whooping Cough)/DTaP/Tdap;
3. Influenza (flu) (If you do not want to receive the flu shot, you can sign a form and
decline this specific immunization;
4. TB clearance (you may do the TB test, or your doctor can determine that you
don’t need one and can sign a TB risk assessment form).
If your doctor determines that you cannot be immunized due to medical reasons,
you can submit a written statement from the doctor. Or if your doctor determines
that you have current immunity (without getting a new immunization), you can
submit a written statement from the doctor.
Parents do not need to submit proof of immunization if they are not directly
interacting with children (i.e., cleaning the classroom or play yard or sorting
supplies).
HEALTH, MENTAL HEALTH, AND DENTAL SERVICES
Children’s health and dental health are important in the children’s early years of life.
Our Head Start program is here to work with you to ensure that you stay on track
with your child’s regular health and dental follow-ups. It is required that all children
enrolled in our Head Start program have a health screening (physical) and a dental
screening as part of the enrollment process. All children must have their health
screening completed and submitted to the Head Start Office within 30 days of
starting the program. Children who have not had their health screening completed
and submitted to the health coordinator by this deadline will not be allowed to
come to school until their physical is done. The State of California requires parents
to meet this deadline, and we are required to suspend any child whose parents
don’t meet the deadline. As soon as the health screening is completed and
submitted to the Head Start Office, the child will be able to return to school. Any
parent who needs help finding a doctor or getting the health screening turned in by
the deadline can call the Head Start Office and speak with the health coordinator.
If your child has a health problem that you would like to discuss with the health
coordinator, please call the Head Start Office. If your child has a health condition
that would require him or her to receive special services during school hours, you
will need to talk with the health coordinator to help develop a health plan for your
child. Conversations with the health coordinator are confidential.
17 UPDATED 08/26/21A dental screening is also a requirement for all enrolled children. The screening
must be done by your family dentist and proof of the screening turned into the
Head Start office. We have a dental resource specialist who is ready to help any
family find a local dentist to do the dental screening. You can talk with the dental
resource specialist by calling the Head Start Office.
If your child needs to see the dentist to have treatment, please make the
appointment right away. If you don’t have dental insurance, we can help you pay
for the treatment. The dental resource specialist will follow up with you to assure
that your child has received the dental treatment he or she needs.
The mental health of our children and families is important to us. Any enrolled child
can receive mental health services. Mental health services include classroom
observations, individual observations, and individual and family counseling. Mental
health services are provided by one of our community partners through a referral
process. If you or your child would benefit from mental health services, please call
the Head Start Office and speak with the child and family service manager or you
may talk with your child’s teacher/parent educator. All conversations are
confidential.
CHILDREN WITH SPECIAL NEEDS
We consider each individual child’s unique needs. In our program, we support and
practice the inclusion of children with varied abilities. We make specific adaptations
and accommodations that are reasonable to the extent possible that do not affect
the operation of our program.
If your child is receiving special education services from the local school district,
your child’s teacher or our disabilities coordinator will be working closely with you
and the school district staff to help your child. We collaborate with parents and the
school districts to develop the appropriate program to support your child’s needs.
If you believe your child has a learning disability or you have a concern about your
child’s development, please talk with your teacher or call the Head Start Office and
ask to speak with the disabilities coordinator. Your conversation will be confidential.
We will work with you to determine if your child would benefit from additional help in
the classroom from our teacher or from special education teachers.
18 UPDATED 08/26/21FAMILY PARTNERSHIP SERVICES
Parents are the primary educators of their children, and parent engagement is an
essential part of our program. Parents are partners in planning and implementing
activities for their child, family goals and program outcomes.
An integral component of our program is the development of a family partnership
agreement that is started during the enrollment process and continues during a
meeting between the family service specialist and the enrolling parent(s). The
family service specialist will work with you to help you identify your family’s
strengths and to help you set realistic family goals. By focusing on these strengths
and connecting you with community resources, the family service specialist will
assist you to reach the family goals you’ve chosen. You will be able to meet with
your family service specialist several times during the year to update her on your
progress meeting your established family goals and to obtain support as needed.
Your family service specialist can provide you with referrals to one of our
community partners, emergency assistance, and other support services.
PARENT PARTICIPATION OPPORTUNITIES
Each class has a parent committee that meets each month. You can find out when
your parent committee is meeting by checking the announcement on the parent
board. The parent committee is an important way for us to partner with all parents
to provide the highest quality program for all enrolled children. We welcome you to
attend each month.
All Head Start programs have a Policy Council that works closely with the managers
on important decisions about the program. Members of the Policy Council are
parents of currently enrolled children and community members who care about
preschool children and the Head Start program. Members are elected to represent
all enrolled children not just their own class. The Policy Council meets one evening a
month for an hour-and-a-half.
There are representatives from the half-day classes, the full-day classes and the
home-based program. If you would like to be nominated to the Policy Council,
please talk with your FSS.
UNIFORM COMPLAINT POLICY
Our clients have the right to file a complaint or grievance regarding alleged
unlawful or alleged violations of federal and state laws or regulations pertaining to
activities or deficiencies of program. Options for Learning has a uniform complaint
19 UPDATED 08/26/21procedure for clients currently receiving or applying for services to follow if filing a
complaint or grievance. A copy may be requested from any Options for Learning
division offices or from the Corporate Office by calling 626-967-7848.
FRAUD/DECEIT POLICY
If Options for Learning determines that a recipient of services has misused funds in
any way, provided fraudulent information to establish initial or ongoing eligibility
and/or need, when in fact the recipient was not eligible at initial enrollment or
reenrollment, Options for Learning will notify the recipient of the ineligibility of
services and services will terminate.
20 UPDATED 08/26/21
OPTIONS FOR LEARNING
HEAD START PASADENA
DIVERSITY & INCLUSION STATEMENT
Options for Learning is committed to serving a culturally and economically diverse
community; where equity, and inclusion are valued as our core strengths and are
essential elements to our mission. Options for Learning is a leader in preparing
children and supporting families for life success through innovative; quality child
development programs, so that all children achieve their potential.
We are devoted to modeling diversity and inclusion for the entire program, while
maintaining an inclusive environment with equitable treatment for all children,
families, and staff.
At Head Start Pasadena, we will:
x Maintain a safe environment of respect, integrity, and accountability for
staff, students, families, and the community that we serve.
x Create a great place for children and employees to work, learn, and succeed
regardless of race, gender, or ethnicity.
x Provide curricula, and program environments that reflect the diversity in our
community and increase cultural awareness.
x Educate our staff on the importance of social equity among all cultural
backgrounds.
x Provide parent education on social equity, diversity, and inclusion to help
strengthen family engagement in our centers.
We will uphold a respectful community where communication is open and respectful
among ALL families, faculty, and staff. Should any treatment outside of this occur
Options for Learning Head Start Pasadena should be notified immediately.OPTIONS FOR LEARNING
EARLY HEAD START AND HEAD START
PARENT AND FAMILY ENGAGEMENT GOALS
Families as Lifelong Educators:
Parents will be provided opportunities to participate in classroom activities while observing
how teachers support learning thru open-ended questions and active listening.
Parents will receive training from program staff on pre-school education including:
language development and literacy, social emotional development, physical development and
health, mathematics, science, creative arts and social studies.
Parents will receive information on how to utilize items found in the home to support learning.
Family Well-being:
Parents will be provided training on child and family health including nutrition and dental
care.
Parents will be provided training on personal and family safety including first aid, and disaster
preparedness.
Parents will be provided information and training on basic banking, financial management and
budgeting.
Parent-Child Relationships:
Parents will be provided opportunities to work with their child in the classroom or during
home visits on projects which foster exploration of feelings and relationships.
Parents will be provided information on child development milestones and how to support the
development of their child’s healthy self-esteem.
Families as Learners:
Parents will work directly with their family service specialist to establish family partnership
goals and to take appropriate steps to reach each of their goals.
Parents will be provided opportunities to participate in parent education meeting which will
provide information on topics of interest to parents, who are looking to find employment,
enroll in a tech program or community college or increase their English language skills.
Family Engagement in Transitions:
Parents will receive information on the process of enrolling their child in kindergarten. They
will also receive help to identify their local neighborhood school and to visit the kindergarten
class.Parents of EHS children will receive individualized information concerning the process of transitioning their child from EHS to HS. Family Connection to Peers and Community: Parents will be provided multiple opportunities to network and talk with parents of other enrolled children. Parent committee meetings will include time to socialize and share information. Parents will be provided with opportunities to volunteering their community with other enrolled parents and to support recruitment activities for the program. Families as Advocates and Leaders: Parents will be provided with opportunities to assume a leadership role in their center parent committee or as a member of the Policy Council. Parents will be provided opportunities to talk with local elected officials about issues that directly affect their family and/or the program. Approved by Head Start Policy Council January 5, 2016 Approved by Early Head Start Policy Council January 28, 2016 Approved by Options for Learning Board of Directors January 25, 2016
OPTIONS FOR LEARNING
EARLY HEAD START AND HEAD START
SCHOOL READINESS GOALS
In accordance with the requirements of the Head Start Act 2007 reauthorization, section 641 A (g),
Options for Learning has established these school readiness goals. This document is organized under the
domains and elements of The Head Start Child Development and Early Learning Framework. The
document is also aligned with the California Preschool Curriculum Framework. The California Preschool
Learning Foundations and the California Preschool
Curriculum Framework were aligned by the California Department of Education with the state’s K-12
curriculum framework. Alignment with the California Framework automatically equates to alignment with
the elementary school curriculum not only for the state as a whole but also for all local school districts.
Options for Learning Head Start and Early Head Start programs are committed to preparing children for
success in kindergarten and the early years of elementary school. Parents, staff, community members,
policy council members and members of the agency Board of Directors share in the responsibility to
develop the whole child in every domain. These goals will be used as the framework for Options for
Learning Early Head Start and Head Start programs.
EARLY HEAD START-Children ages 6 weeks to 3 years.
Domain: Language and Literacy
Children will develop an understanding of the tones and rhythms of adult talk Children
will comprehend and use oral language for conversation and communication.
Domain: Cognition and General Knowledge
Children will develop object permanence.
Children will actively participate in sensory experiences.
Children will use their skills in remembering information and in being aware of their own
thinking.
Domain: Approaches to Learning
Children will demonstrate persistence when working with materials, activities and information.
Domain: Physical Well Being and Motor Development
Children will develop an awareness of how their bodies move and feel.
Children will develop control of their large muscles for movement, navigation and balance.
Domain: Social and Emotional DevelopmentChildren will begin to develop and engage in positive relationships and interactions with adults.
Children will begin to develop personal relationships with peers.
Children will begin to develop and demonstrate control over some of their feelings and
behaviors (self-regulation).
Children will begin to develop and demonstrate a positive sense of self, competence and
confidence.
HEAD START-Children ages 3 to 5 years of age
Domain: Physical Development and Health
Children will benefit from the entire array of health services provided by the program, parent
education in child health and classroom schedules that provide for exercise and rest as needed.
Children will be involved in healthy and safe practices including self-care, tooth brushing,
washing hands, good toilet practices, nutritious food, and physical exercise.
Children will develop large motor coordination, strength, control and spatial awareness.
Children will develop fine motor control, hand-eye coordination and strength.
Domain: Social and Emotional Development
Children will build positive skills for interacting and building relationships with both adults
and peers, including using adults as resources.
Children will develop a clear sense of self and personal identity and a positive concept of
themselves as a capable and successful person in their social and physical environment.
Children will build skills at controlling impulses, cooperatively participating as a member of
a group in group activities and attending to both self-chosen and teacher-initiated tasks.
Children will develop appropriate self-expression skills, acceptance and adaptation to change,
and appropriate conflict resolution skills.
Domain: Approaches to Learning
Children will develop and initiate their own activities and develop the ability to learn
independently of adults.
Children will develop and demonstrate persistence and an increasing span of attention in their
activities, including setting goals, following through on those goals and reporting on their follow-
through.
Children will build skills for cooperating with others, interactive play and participating as a
cooperative member of a group.
Domain: Logic and ReasoningChildren will develop skills for increasingly complex reasoning and problem solving.
Children will increase skills in both understanding and using symbols to represent people,
places, things and their own experiences, including differentiating between fantasy and reality.
Domain: Language Development
Children will increase their receptive language skills.
Children will increase their expressive language
skills.
Children will develop an understanding and appreciation that there are many languages spoken
in our communities and in the classroom.
Domain: Literacy Knowledge and Skills
Children will demonstrate increased interest in and enjoyment of age-appropriate books.
Children will develop an understanding that written letters represent sounds (phonological
awareness).
Children will identify letters and learn the names and sounds of many letters of the alphabet,
particularly letters in their own name.
Children will develop knowledge of print, use of print and letter – sound relationships.
Children will develop an understanding of writing; build early writing skills and the use
of symbols.
Domain: Mathematics Knowledge and Skills
Children will develop the concept of number quantity and counting.
Children will develop fluency in using numbers, including combining quantity or reducing
a quantity which results in a new number of objects.
Children will develop a sense of discrete shapes, learn the names of common shapes and
compare the size and shapes of different objects.
Children will develop skills in identifying patterns in objects, classification of objects into
like groups and sequencing of objects.
Children will explore and come to understand concepts of relative length, width, height, and
volume using a variety of standard and non-standard measuring tools.
Domain: Science Knowledge and Skills
Children will be given a wide range of hands-on experiences with the natural and physical world,
both in the classroom and outdoors, including learning language to describe their experiences and
observations.Children will learn to observe and predict outcomes in the natural world, and to describe those
experiences to others.
Children will develop skills to investigate, gather information, experiment, analyze and reach a
conclusion.
Domain: Creative Arts Expression
Children will actively participate in creating music, including singing and instrumental music,
and develop their enjoyment of musical expression.
Children will actively participate in a variety of creative movement and dance activities and
develop their enjoyment of movement and dance.
Children will actively use a wide variety of media to create both two dimensional and three-
dimensional visual arts, including abstract and representational art and develop their enjoyment
of art.
Children will participate in dramatic acting in a variety of ways, including the house area, block
area, and outdoors.
Domain: Social Studies Knowledge and Skills
Children will develop understanding of their relationship to their family and the larger
community and roles that people have in their family and community.
Children will develop an understanding of and valuing of different cultures, diversity in families
and disabilities in other children and adults.
Children will build greater understanding of the natural and man-made world around them,
including learning words to describe that environment. Children will begin to develop an
understanding of caring for the environment.
Children will develop an understanding of their family history and culture including important
events from the past.
Domain: English Language Development
Dual language learners will develop their receptive language skills in English
Dual language learners will develop their expressive language skills in English.
Dual language learners will increasingly participate in and demonstrate interest in, songs,
rhymes, verbal activities, story reading, story-telling and other activities in English.TIP SHEET
Tips for Parents and Other Adults
For Teaching Pedestrian Safety to Children
:DONLQJLVDIXQDQGKHDOWK\ZD\WRVSHQGWLPH
ZLWK\RXUFKLOGUHQZKLOHWHDFKLQJWKHPVNLOOVWKDW
FDQVHUYHWKHPZHOOWKURXJKRXWOLIH7KHZDONWR
VFKRROLVDJUHDWWLPHWRXVHWKHVHVDIHW\WLSV
Be a walking role model
Children learn through experience. Walking with
parents or another caregiver is an important way for
children to practice crossing real streets and picking
safe places to walk. There is no magic age when
children are old enough to walk without an adult.
But, as a parent, you should decide when your child
has the skills and experience to deal with traffic safely
without you.
As you walk with your child, remember these safety tips:
• Wear bright-colored clothes, and carry flashlights
or wear reflective gear if it is dark or hard to see.
• Look for traffic at every driveway and intersection.
Be aware of drivers in parked cars that may be
getting ready to move.
Choose the safest route to school
• Obey all traffic signs and signals.
• Cross the street safely: Select a walking route with less traffic and
intersections.
1. Stop at the curb or edge of the street.
• Pick places where there are sidewalks or paths
2. Look left, right, left and behind you and in
separated from traffic. If there are no sidewalks
front of you for traffic.
or paths, walk as far from the motor vehicles as
3. Wait until no traffic is coming and begin possible and, if possible, on the side of the street
crossing. facing traffic.
4. Keep looking for traffic until you have fi nished • Limit the number of street crossings. When
crossing. available, cross at a location with an adult school
5. Walk, don’t run across the street. crossing guard.
• Avoid crossing busy or high-speed streets.
Understand your childs’ limitations
Children are not small adults. It will take time and practice for a child to develop the ability to deal with lots of traffic.
Over time, children develop the ability to accurately judge the speed and distance of oncoming traffic. Young children
may think that a car is able to stop, when in fact, it is not. Also, children may think that if they can see a driver, the
driver can see them. But, children are smaller and harder for drivers to see. Get down to a child’s height to experience
their perspective and see what they see.
)RUPRUHUHVRXUFHVDQGLQIRUPDWLRQRQ6DIH5RXWHVWR6FKRROSOHDVHYLVLWWKH1DWLRQDO&HQWHUIRU6DIH5RXWHVWR6FKRRO:HEVLWHDWZZZVDIHURXWHVLQIRRUJ50 Facts You Should Know About Child Abuse
1. Child abuse is a crime.
2. One person can make a difference for a child.
3. No child asks to be abused or neglected.
4. Child abuse and neglect affect children or all ages, races and incomes.
5. Instances of suspected child abuse should be reported to Child Protective Services (CPS) or
police.
6. Parents abusing drugs or alcohol are at higher risk of abusing or neglecting their children.
7. Domestic violence greatly impacts children in the home. In some countries it is prosecuted as
emotional abuse.
8. Children under two years of age are at greatest risk of abuse.
9. Circumstance that place parents under substantial stress (e.g., divorce) can increase the risk of
child abuse.
10. Neglected or sexually abused children may not show any physical signs of harm.
11. It is not a weakness to ask for help when overwhelmed or stressed by parenting. Getting help
when you need it is an essential part of good parenting.
12. The number one reason a baby is shaken is inconsolable crying.
13. Child abuse is the common cause of brain injury in children under one year of age.
14. Most parents don’t hurt their children intentionally. Many were abused and neglected
themselves.
15. Children with disabilities are three to seven times more likely to suffer from maltreatment than
children without disabilities.
16. Most experts believe that actual incidents of abuse are more numerous than statistics indicate.
17. Reporting possible child abuse does not automatically mean the child will be removed from the
home. Removing a child is an action taken only when a child cannot remain at home safely.
18. California has strict rules about the removal of children form their families.
19. Once a Child Protective Services investigation has begun, decisions are based on each child’s
situation.
20. When a CPS report is made, it is assessed by the level of risk. The greater the risk, the quicker
the response.
21. Not all CPS reports are high risk. In some cases, referrals may be made to community agencies
to help a family or caregiver.
22. It is against the law to knowingly make a false report of child abuse.
23. The CPS worker investigating suspected child abuse has the right to interview the child during
school hours.
24. Shaken baby syndrome is a form of child abuse. About 60% of children who survive will become
children with severe disabilities.
25. Parents in crisis can call Parent Outreach at 800-901-4565, a free 24-hour hotline.
www.parentoutreach.org
26. Investigations in the home include assessing the allegations and level of risk to the child.
27. Parents anonymous offers self-help groups for potentially abusive or abusive parents at
www.parentsanonymous.org
28. Parents who don’t protect their child from abuse by another parents or partner in the home are
silent partners to abuse. They can be criminally liable.
29. Parent discussion groups provide a forum for parents to discuss child-rearing problems, gain
support, and minimize isolation. www.parenthood.comYou can also read
