HEAD START

HEAD START BUREAU

NATIONAL HEAD START ASSOCIATION

Community Assessment 2008

DISABILITIES

PIR Profile

FATHERHOOD INVOLVEMENT

HEAD START FACTS

ADOPT-A-CLASS

POLICY COUNCIL

YOUTH INVOLVEMENT

FAMILY SERVICES

PARENT INVOLVEMENT

EDUCATION

HRC WEBSITE

CALENDARS

CLUB DAD

HEALTH & NUTRITION

NOTE BOARD

BEHAVIORAL HEALTH

HEAD START HAPPENINGS

Butte and Dillon

The primary role of Family Services in Head Start is to offer families opportunities and support for growth.  All families need support systems at various times in life.  Head Start Family Services staff is here to provide families with information about the Head Start program and support services available in the community.  The Family Services staff will assist families in locating and securing needed services and to serve as advocates for Head Start and families.

Head Start Family Services also provides direct services to families with enrolled children.  These services include:

The Family Services Component of Head Start serves as a link between the family, the program and the community.

PLEASE CONTACT ANY STAFF MEMBER IF YOU HAVE QUESTIONS.  WE HAVE A GREAT FAMILY SERVICE STAFF WILLING TO HELP YOU AND YOUR FAMILY.

The education program at Head Start is designed to meet each child’s individual needs regardless of their developmental skill level.  Every child receives a variety of learning experiences to foster intellectual, social, emotional and physical growth.  Within the first 45 days of school, your child will receive a developmental screening called Brigance and a social/emotional screening. These screenings help teachers and parents determine the child’s strengths as well as identify goals for growth.

The Early Childhood Curriculum is used as a guideline when planning an appropriate environment complete with a variety of learning opportunities for your children.

CREATIVE CURRICULUM

Butte Head Start uses the Creative Curriculum as a guide to help plan for our children. 

When you visit your child’s classroom, you will see a room full of children playing.  Children at this age learn through play.  The activities we plan for children help them explore the world around them by using all of their senses.

We plan the classroom and outdoor areas very carefully.  We create distinct interest areas such as:  writing, blocks, dramatic play, table toys, art, water play, cooking, music and movement, books and outdoor time.  We use child size equipment, and put items at the children’s level.  The daily schedule supports our goals for the children.  All of the learning is done in fun, exciting and creative ways to encourage your children to learn and experiment.

Play is a powerful natural behavior. Play is child's work, Through play a child learns to:

• Figure out how thing work and solve problems

   

• Talk and share ideas

   

• Build strength and control of their bodies

   

• Develop and express imagination and creativity Learn about themselves, others and the world

   

• Express feelings and energy in healthy ways

   

• Increase ability to concentrate

THE GOAL OF OUR CURRICULUM

The most important goal of our Early Childhood Curriculum is to help children become enthusiastic learners.  This means encouraging children to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts.  Our goal is to help children become independent, self-confident, inquisitive learners.  We’re teaching them how to learn, not just in preschool, but also all through their lives.  We’re allowing them to learn at their own pace and in the ways that are best for them.  We’re giving them good habits and attitudes, particularly, a positive sense of themselves, which will make a difference throughout their lives.

MEASURING OUTCOMES

Our curriculum identifies goals in all areas of development.

The activities we plan for children, the way we organize the environment, select toys and materials, plan the daily schedule, and talk with children, are all designed to accomplish the goals of our curriculum and give your child a successful start in school.

Ongoing Child Developmental Assessments:

Teachers complete the Creative Curriculum Child Developmental Assessment for each child three times a year. The results of this developmental assessment are discussed with parents and child goals are determined. Parents are encouraged to work with their child at home, in addition to what the teachers do in the classroom.

SECOND STEP

A Violence-Prevention Curriculum

            Second Step for Preschoolers and Kindergartners is a curriculum kit designed to reduce impulsive and aggressive behavior in young children and increase their level of social competence.  It does this by teaching skills in empathy, impulse control and anger management. 

          Second Step can be easily integrated into early childhood programs and is a companion curriculum to the Talking About Touching Early Childhood Kit, a personal safety curriculum.  In personal safety education, children are taught how to avoid becoming victims.  In essence, this curriculum constitutes a second step in primary prevention.

GOOD TALKING WORDS

Teach Social Skills Program

”Good Talking Words” specifically teach children necessary social skills, such as:  good greeting words, good listening bodies and good talking words.  The children will become familiar with large pictorial cars, books, puppets, and they will role-play and practice the skills.

Parents will receive information to assist with follow-up at home.

All Butte/Dillon Head Start Programs implement Good Talking Words.

TALKING ABOUT TOUCHING

A Person Safety Curriculum

The Talking About Touching Personal Safety Curriculum helps children develop skills that will help keep them safe from dangerous abusive situations.  Children also learn to ask for help when they need it. 

The lessons are presented in the children’s classroom.  The lessons included:  Learning Car Safety, Learning Traffic Safety, Learning Fire Safety, Gun Safety, Getting Found, Saying No and Telling, Asking First – Going with Someone, Asking First – Accepting Gifts, Getting and Giving Safe Touches, Dealing with Unsafe Touches, Saying No to Unwanted Touches, Learning the Touching Rule, and Using the Touching Rule.

Parents receive information about how they can help their child learn and practice safety rules.  Parents are encouraged to call the Head Start Family Service Advocates if they have questions or concerns regarding this program. Children enrolled in the Full Day/Full Year Program, as well as the Head Start Center classrooms receive the Talking About Touching Personal Safety Training.

Conscious Discipline

We are now using Conscious Discipline as a supplement to our Creative Curriculum program as a classroom social development program that is based on brain research, child development and effective educational practices. It creates positive environments and through everyday events it teaches children self-control, conflict resolution, character development, and positive social skills. This is a comprehensive emotional intelligence curriculum by Dr. Becky Bailey. At various times of the year we offer staff training opportunities and parenting sessions to extend this program to all aspects of our Head Start Program. Feel free to call 723-4078 for further information. These trainings focus on building the 7 Basic Skills of Conscious Discipline:  *Composure, *Encouragement, *Assertiveness, *Choices, *Positive Intent, *Empathy, and *Consequences.

I Am Moving, I Am Learning

The IMIL (I am Moving, I am Learning) program is a research based approach to addressing childhood obesity in Head Start children.  The pilot program began in 2005 by the Region III Office of the Administration for children and Families.  The goals for the IMIL program are to:  (1) increase the amount of time spent in moderate to vigorous physical activities (MVPA) during the daily routine to meet national guidelines for physical activity; (2) improve the quality of structured movement activities taught by teachers and adults; and (3) improve healthy food choices for children and their families every day.

Here at your Head Start, we are proud to announce that we have been taking the proactive approach to this issue for years.  Our teaching staff implements “movement” in their classrooms as part of the daily routine.  In addition, other staff members participate in these activities by teaching and encouraging the students to be active and using large motor skills whenever possible.

Healthy eating choices are also a high priority within the program.  To encourage families to eat better, we work hard to become good role models in the choices we make when serving snacks or meals during parent and family special events.

Kelly Bear Preschool Drug Prevention Program

1. Geared toward the four and five year old classrooms.

2. Will help children identify their feelings and behaviors.

3. To identify what is good for our bodies.

4. To learn about Good Deeds.

5. Help children make positive choices.

The health component’s primary goal is to establish a long term “Medical Home” for each child and their family.  This provides an opportunity to develop a relationship between the family and their health care provider, which hopefully will continue after the child has left Head Start.

A Health History will be completed for each child so that any health related issues might be addressed immediately.  All children are screened for vision, hearing, height and weight and also a developmental screening.

All children entering Head Start are required to have a physical and dental exam within 90 days of enrollment, and all follow-up treatment completed as soon as possible.  Immunizations must be up-to-date as required by Montana State Law.  After a Head Start enrollee turns 4 years of age, they are required to have their DtaP/IPV boosters.

Preventative dental care, such as tooth brushing and fluoride, are provided in the Head Start classroom.  If your child is going to receive fluoride at school, please do not give it at home on school days.

Nutrition is a very important part of the Head Start program.  All Head Start children receive a nutritious breakfast in the morning and lunch in the afternoon.  We follow the USDA guidelines, which provides the children with at least one half to two thirds of their daily nutritional needs.  A bi-weekly menu is sent home so that families are kept informed of what is being served to their children.  If parents have any suggestions for the menu, they are encouraged to give them to us.  If your child has a food allergy or intolerance, it has to be in writing from the child’s medical provider.  Food substitutions can then be made accordingly.

Medication Policy:

In order for the school nurses to administer any medication to a Head Start enrollee, the following items are needed:

All medications are kept in a locked medicine cabinet.  Please do not send any prescription or over-the-counter medication with your child.  Please bring medication to school, DO NOT send medication on the bus.

If your child is sick, please do not send them to school. Call and let us know that your child is sick and will not be in school.  If your child has a communicable illness, such as strep throat or pink eye, they will need to stay home for 24 hours after antibiotic treatment is started.  If your child gets sick at school, they will be taken to the nurse’s office for evaluation and sent home if necessary.  Please keep us notified of any changes in home and work phone numbers and emergency contacts so we can notify you quickly in case of illness.

"The United States Department of Agriculture (USDA) prohibits discrimination in its programs and activities on the basis of race, color, national origin, sex, age, or disability.  Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact the USDA's TARGET Center (202) 720-2600 (Voice and TDD).

To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410, or call (202) 720-5964 (voice and TDD).  USDA is an equal opportunity provider and employer."

The Policy Council is made up of parents of Head Start students who are elected to the position by the other parents in the Program.  Each class shall have one parent representative and one alternate from their classroom.  There shall also be representatives from the community.  These should not exceed forty-nine percent (49%) of the total Policy Council.

THE POLICY COUNCIL SHALL:

PARENT RESPONSIBILITIES:

Acadia Altacare of Montana will be providing behavioral health services for Head Start students.  Behavioral health therapists and associates will be working with children in all Head Start classes.  The therapeutic technique used with our students is based on the Play Therapy Model.

Play Therapy is an active therapy that incorporates play to resolve issues that the child may be experiencing.  The goal is for the child to see him or herself as competent, special, and fun to be with, as well as assist the child in learning new coping and behavioral skills through play.

The Acadia Altacare of Montana program at Head Start is considered an outpatient therapy program. Students receive 30 to 45 minutes per week of individual therapy. Therapy is based on the treatment goals developed by the therapist, parent, and teacher's observations and concerns.

Students also receive ongoing support by one of the mental health associates for at least 30 minutes and up to 2 hours per week.  This support occurs both in and out of the classroom setting.  Our goal is to assist the child in helping the classroom experience to be a positive one by focusing on listening skills, task completion, and positive relationships with their classmates.

Parents are encouraged to take an active role in Play Therapy!

Head Start students who may have behavioral health/mental health issues can also be referred to more intensive therapeutic service through the Head Start Program.

The Acadia Altacare Specialists can be reached at the Head Start Main Center during the hours of operation at 723-4078 ext. 21.  Feel free to call with your questions about our fun program!

CHILD ABUSE AND NEGLECT

Under Montana State Law, the Head Start staff is mandated to report to the Department of Family Services any reasonable cause to suspect that a child is being abused or neglected.

Reporting is a critical step in obtaining help for both the child and parent.  We are here for support and to help the parent wherever needed.

Montana Child Abuse Hotline

Centralized Intake

Child and Family Services Division

1-866-820-5437

1-866-341-8811 TD line for the hearing-impaired.

The disabilities component helps provide special needs children with the necessary services to ensure continued growth and success.  Early identification and intervention will help to secure this goal.  Head Start works collaboratively with parents to secure services by the Local Education Agency (LEA) special education staff, local community resources, professionals and program staff.  Opportunities provided by Head Start are made available to children who have  disabilities by using an active inter-disciplinary team approach.

In our inclusive pre-school classrooms, children with special needs truly have a “HEAD START” toward achieving their fullest potential.

Head Start is committed to these specific objectives to maintain and improve our services to children with special needs and their families:

Head Start is committed to the philosophy that parents are the primary educators of their children.  Our goal is to get “fathers” involved to help their children succeed in school and to help males realize the positive impact that they have on the future of Head Start children.  We offer a variety of ways for “dads” to become involved, such as volunteering at school, activities to do at home with their child, and “Fatherhood Projects” for the father or father figure of Head Start children.  By participating in these activities, males will become involved in the children’s early learning years.

4 out of 10 children live in a Father-Absent Household.

Resource: National Fatherhood Initiative 1998

Butte and Dillon Head Start is excited about the development of the Adopt-a-Class program within our Head Start classrooms.  The Adopt-a-Class Program was developed to offer opportunities for local businesses or organizations to collaborate in providing needed support to the Head Start program and children.   As a community partner in the Adopt-a-Class Program, you can greatly improve the overall program by providing support to a classroom by encouraging volunteering from your organization to read to children once a month, or more if available.  With a focus on early literacy skills, each community partner would be asked to assist in providing the needed funds to purchase new story books for the children to keep.  The financial support of $100.00 or more per year would purchase 3 to 5 new books for each child in the adopted classroom during the school year.

Head Start is committed to improving the programs available to the children and families.  As a community partner, you can help us achieve this goal by offering your needed support and truly make a difference in the life of a child.

If you are interested in this wonderful opportunity to help the children of our community, do not hesitate contacting us at 723-4078 or 1-800-560-3734.  We look forward to hearing from you.

2009-2010 ADOPT-A-CLASS SPONSORS

One of our many goals is to promote positive youth development through youth participation at Head Start.  Throughout the year we work with high school, junior high students and faith based youth organizations to develop “youth mentors” to become positive role models for our Head Start children.  Through their participation in Head Start, youth will develop positive relationships with children; explore the Early Childhood profession as a career choice and help promote early literacy skills with Head Start children.