Geminus Head Start Parent Handbook 2012 2013 by GEMINUS

Geminus Head Start Grantee Parent Handbook Zero – Five Year Olds Center Based and Home Based Programs HEAD START‐ EARLY HEAD START CURRICULUM

FREQUENTLY ASKED QUESTIONS

POLICIES & GUIDELINES

PARENT INVOLVEMENT

IN‐KIND

Welcome to Geminus Head Start & Early Head Start! A Message from the Director, Dr. Leonard Jozwiak Mission, Vision and Guiding Principles About the Program  General  Program Locations & Hours of Operations School Readiness (0 to 5 Approach)  How will my child learn?  Teaching Strategies Gold  Born to Learn  Center‐Based Guidelines  Home‐Based Guidelines Family and Community Engagement  Family Partnerships  Program Governance  Volunteering Success  Matching Requirement  Volunteer Policy  Volunteer Rights and Responsibilities  Helping Hands List  IN‐KIND Form Policies  Confidentiality  Child Abuse and Neglect  Smoking  Internal Dispute Resolution  Exclusion Policy for Ill Children 2

Frequently Asked Questions General  How was my child selected for Head Start or Early Head Start?  How will my child’s special needs be met?  How does the program celebrate special occasions?  How often will my child play outdoors?  Will my child be going on field trips?  Will there be animals in my child’s classroom?  What kind of discipline approach is used?  How will the program help my child and I manage being apart from one another?  How should my child dress for the classroom?  Can my child bring things from home? Home Visiting  What is the purpose of home visits?  What components are addressed during the home visit?  How often do home visits occur for the home based programs?  How does the home visitor prepare for transition from home visiting to center based setting? Socializations  What is the purpose of the socialization?  Is attendance to socialization mandatory?  How often do socializations occur? How long will they last?  Will there be food served during socializations?  When programs/locations for socializations are closed, how will I find out? Attendance & Transportation  What should I do if my child will be absent?  Is there a policy about missing too many days?  When will school be closed and how can I find about the closing?  What do I need to know about getting my child to and from the site?  What should I do if I move or change my phone number? Health/Safety & Nutrition  What kind of health requirements must I complete?  What kinds of health requirements will a child enrolled in the program for a second year need to complete?  When should I keep my child at home?  When should I tell my home visitor not to attend home visit due to family/child illness?  What will happen if my child gets sick at school?  How does the program handle emergencies and accidents?  What will my child eat in class or at socializations?  Can my child bring home‐baked items to school? 3

WELCOME to a brand new program year!!! Head Start & Early Head Start staff are here to work together with parents to make this the best program for children, their families and their communities. There are a number of questions that parents have about Head Start & Early Head Start, that are answered in this Parent Handbook. If you have any more questions and you do not find the answers in this book, please ask any of the staff members. A Message from the Director: As we move ahead into the 21st century with increased performance accountability, a strong focus on child outcomes, providing and documenting meaningful and helpful assistance for parents, and increasing collaboration with all area programs that work with children, we can clearly see the challenges that lie ahead for both us and those whom we serve. We find that technology has brought a needed focus on effective program delivery which includes having and utilizing the wealth of information now available to make improvements in our performance and in that of our children. We have the obligation to understand and utilize these data to continually sharpen our skills, program content and our interactions in the classroom and with our parents and community partners. In addition, we are challenged to expose our children to the marvels and power that technology brings to both the classroom and each of our daily lives. We understand the importance of applying and utilizing technology to develop skills, provide access to information, to prepare children for school and even to efficiently communicate in our evolving 21st century world. The availability of data and information is helping us to ensure that our programs, children and parents remain focused on achieving the heightened standards and expectations for public school preparation to establish the necessary foundation for success for our Head Start children. Through the use of technology, we are able to clearly document each child’s progress in achieving the pre‐kindergarten standards to ensure a strong preparation for entry into kindergarten and continued success as learners. It is critical that we both clearly communicate with and engage our parents in this process in order to enable them to be lifelong advocates for their children and their children’s success in school, in careers and in life as productive citizens. If we are to make a difference in the lives of our Head Start children and families, we must instill the understanding that every child has amazing potential and that the motivation to activate that potential must be nurtured and encouraged in order for abilities, skills and performance to flourish. This is the legacy that we must leave, a legacy of success and tangible outcomes reflected in the progress made by our children that was planted through their experience in a quality Head Start program. Our achievement of success is intertwined between ourselves, the program, and the children and their parents; the ultimate outcomes realized reflect directly on our mutual success and the effectiveness of Head Start, Early Head Start services and the very lives that these programs embody and were created to serve. Dr. Leonard Jozwiak, Vice President

MISSION STATEMENT ‐ We are the Northwest Indiana leader in early childhood education making a positive impact on families, children and staff through creative partnerships that inspires personal growth, fosters empowerment and provides quality comprehensive services for all. VISION STATEMENT ‐ We are an organization of excellence, supporting a highly qualified and dedicated staff that inspires children, families, and staff to achieve their full potential which prepares them for a successful and fulfilling life. GUIDING PRINCIPLES

We believe in…               

Providing children with quality education regardless of race, creed, economic status, language or ‘ special need. Preparing children and families for future success. Children learning through S.M.A.R.T. play. Self‐directed Meaningful Appropriate and active Reflective and Respective of needs, interests and differences Teacher‐supported Parents playing a pivotal role in children’s education. Everyone having and being entitled to their opinions and those opinions being respected. We can agree to disagree. Staff and parents being equal partners in the education of our children. Uplifting the community by providing a high quality program. Giving children a Head Start. Nurturing a healthy mind, body and spirit. Creating a positive environment (home, work and community). Meeting people where they are. Leadership. Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, Personal Courage. Building people’s strengths. Providing people with the tools that they need to be successful. Holding Education And Diversity Start To Achieve Real Transformation

ABOUT THE PROGRAM The Head Start & Early Head Start program areas are Gary, East Chicago, Griffith, Hammond, Lake Ridge, Porter and South Lake Counties with Geminus Corporation serving as the program’s funding organization since April 1997. Geminus Head Start and Early Head Start is currently funded to serve 1,178 children, from zero to five (and select expectant families) all of which who reside in surrounding areas of Lake and Porter counties. While most people understand that Head Start & Early Head Start provides early childhood education and development services, many do not know that the program is for the entire family. In addition to teaching staff, Geminus Head Start & Early Head Start center based options have Family Support Specialists and Home Visitors for the home based options. Following the initial enrollment process, Family Support Specialists and Home Visitors provide support and guidance to families throughout their participation in Head Start. These staff members assist in securing resources and developing goals to help families live fuller, richer lives. When parents or guardians have concerns, it is important to contact their Teacher, Family Support Specialist or Home Visitor. Below is a list of ALL sites in the program. Please contact any one for additional information. Sites

St. Patrick's Church 1709 E. 138th Street, East Chicago, IN 46321 219-397-2367 219-397-1817 Roxana Center 900 Shell Street, East Chicago, IN 46312 219-397-2986 or 219-397-2623

4900 Broadway 4900 Broadway Gary, IN 46408 219-980-1053 St. Mark's School 3880 Jackson Street, Gary IN 46408 219-985-6275

Temple Israel 601 N. Montgomery Blvd, Gary IN 46403

Hours of Operation

Program Type East Chicago Sites Double Session 7:45-11, 12:45 -4 Double Session 8-11:15, 1:00-4 Double Session 7:45-11, 12:45 -4 Double Session 8-11:15, 1:00-4 Full Day Full Day Double Session Double Session Gary Sites Full Day Full Day Full Day Full Day Full Day Full Day Full Day Full Day Double Session Double Session Double Session Double Session Full Day

Delegate/ Partner Status?

Funded Enrollment

136

108

182

8-2:00 8-2:00 9-12:30, 1:30-5 7:45-11:15, 12:30-4 8-2:00 8-2:00 8-2:00 8-2:00 8-2:00 8-2:00 8-2:00 8-2:00 7:45-11:15, 12:30-4 7:45-11:15, 12:30-4 7:45-11:15,12:30-4 7:45-11:15, 12:30-4 8-2:00

Hammond Sites Head Start Main Office Miller Elementary School 6530 New Hampshire, Hammond IN 46323 219-989-7345, ext. 3570, 3550 Irving Elementary School 4727 Pine, Hammond IN 46327 219-989-7345 ext. 3563 Hess Elementary 3640 Orchard Drive, Hammond IN 46323 219-989-7345 ext. 3560 Lafayette Elementary 856 Sibley Street, Hammond IN 46320 219-989-7345, ext. 3562 Maywood Elementary 1101 165th Street, Hammond IN 46324 219-985-7345 ext. 3561 Edison Elementary 7025 Madison Avenue, Hammond IN 46324 219-989-7345 ext. 3556 Miller Elementary School 6530 New Hampshire, Hammond IN 46323 219-989-7345, ext. 3551 O'Bannon School 1317 - 173rd Street, Hammond IN 46324 219-989-7345 ext. 3565

Lake Ridge Schools 6111 W. Ridge Road, Gary IN 46408 219-989-7823 Geminus Lake Ridge Program 6111 W.Ridge Road, Gary IN 46408 219-513-8042 or 219-513-8048 Westchester Intermediate School 1050 S. 5th Street, Chesterton IN 46304 219-983-3726 South Haven 310 W. U.S. Hwy 6, Valparaiso IN 46383 219-763-2666 Hebron Resource Center 611 N. Main Street, Hebron IN 46321 219-996-5882 St. Paul Catholic School 352 West Chicago Street, Valparaiso IN 46383 219-286-3070 or 219-707-5014 Franklin Elementary School 201 N. Griffith Blvd., Griffith IN 46319

Double Session

7:45-11:30, 12:153:45

Delegate

258

Delegate

Double Session

8:00-11:15, 12:003:30

Delegate

Double Session

7:45-11:15, 12:003:30

Delegate

Double Session

7:45-11:15, 12:003:30

Delegate

Double Session

7:45-11:15, 12:003:30

Delegate

Double Session Half Day Double Session

7:45-11:15, 12:003:30 7:45-11:15 7:45-11:15, 12:003:30

Delegate Delegate

34 17

Delegate

Lake Ridge Site Double 7:45-11:15, 11:45Session 3:15 Double Session Full Day

7:45-11:15, 11:453:15 8-2:00

Full Day 8-2:00 Porter County Sites Full Day

8:30-2:30

Double Session Full Day Full Day

8-11:30, 12:30-4 8:30-2:30 8-2:00

Full Day

8-2:00

Double Session

7:45-11:15, 12:30-4

Lake County Sites Double Session 7:45-11:15, 12:30-4

34 7

219-513-9434 or 219-513-9993 Holy Name 13209 Schneider Street, Cedar Lake IN 46303 219-374-5483 Hobart Head Start 2109 E. 57th Ave. Hobart, IN 46342 219-947-7060 Iddings Elementary 7249 Van Buren Street, Merrillville IN 46410 219-650-5302 St. Francis 2453 E. Putnam Street, Lake Station IN 46405 219-962-5743 Henry S. Evans Elementary 2915 E 35th Ave., Lake Station IN 46405 219-963-6583 or 219-963-6625

Full Day Double Session

8-2:00 8-11:30, 12:30-4

Full Day Double Session

9-3:00

Full Day

9-3:00

Double Session

7:45-11:15, 12:30-4

Double Session Double Session

7:45-11:15, 12:30-4

34 No

7:45-11:15, 12:30-4

8-11:30, 12:30-4

Full Day 9-3:00 Early Head Start Programs EHS Facility (Lake County) Home Visiting 8-4:30 *vary 8368 Louisiana Street, Merrillville IN 46410 Home Visiting 8-4:30 *vary 219-472-0631 St. Paul Catholic School (Porter County) Home Visiting 8-4:30 *vary 352 West Chicago Street, Valparaiso IN 46383 Home Visiting 8-4:30 *vary 219-286-3070 or 219-707-5014 Early Learning Partnership of Northwest Indiana Home Visiting Generally 8-4 6530 New Hampshire, Hammond IN 46323 Home Visiting Generally 8-5 219-228-2490 Home Visiting Generally 8-6 Home Visiting Generally 8-7 Home Visiting Generally 8-8 Home Visiting Generally 8-9 Full Day/Full Class time 9-3; Hobart Center Based Site Year Wraparound 8-4 Full Day/Full Class time 9-3; 2520 W. Old Ridge Road, Hobart IN 46342 Year Wraparound 8-4 219-940-9781 Head Start Home Visiting Home Visiting 8-4:00

10 10 10 No

Partners

10 10 10 10 10 10 8

SCHOOL READINESS (O TO 5 APPROACH) Geminus Head Start & Early Head Start activities are designed to build social skills, language development, reinforcement of thinking processes, small and large muscle development and self‐help skills. The program believes children learn best by doing. Curriculum planning provides for children to learn by hands‐on experimenting, guessing, problem‐solving, all of which is aligned with school readiness outcomes and is incorporated into their “play” activities. Geminus Head Start teaching teams are trained in the utilization of the Creative Curriculum as well as, Teaching Strategies GOLD assessment process, in addition to their individual academic coursework tracks. HOW WILL MY CHILD LEARN? Children in Head Start & Early Head Start will be learning the things that they need to know in order to have a positive and successful elementary school experience. Children have opportunities to learn in each of these areas:  Cognitive: to help children develop learning skills, prepare to read and write, ask questions, use words to describe their ideas, feelings and what they see  Social: to help children feel comfortable in school, make friends and solve problems  Emotional: to help children develop self‐control and independence, experience a sense of accomplishment and satisfaction and have a positive attitude toward life, others and themselves  Physical: to help children increase their large muscle skills through running, jumping and climbing; to help children develop their small muscle skills through building, cutting, stringing and painting In your child’s classroom you should see the following things:  Interest areas: block corner, house corner, table toys, library corner, computer area, art area, sand and water area  A selection of learning materials in each interest area so children have the chance to learn in whatever area the children choose for play  Materials for the children’s use are stored on low shelves, in containers and on hooks so children can get them on their own  Picture and word labels are on containers and shelves so children know where materials belong. Labeling with pictures and words also helps children in beginning reading skills.  A variety of children’s work is on display throughout the classroom Children will learn math, science, social studies and early reading and writing skills in each of the interest areas. This learning will be “hands‐on” learning. “Hands‐on” learning is the best way for children to learn since it “fits” with how they develop. Another term used to describe this type of learning is developmentally appropriate. Through their play activities, children will learn by exploring, experimenting, problem solving and asking questions. The Early Head Start curriculum for Infants Toddlers and Two’s focuses specifically on The Foundation to provide the knowledge that teachers/home visitors for this age group need to create responsive environments and individualize care, Routines and Experiences to discuss the five routines and eight experiences that are essential to the development and learning of children birth to age 3, explaining how to plan intentionally while maintaining the flexibility to respond to the changing interests and abilities of young children and, Objectives for Development & Learning: Birth through Kindergarten to explain the skills, knowledge, and behaviors that matter most to the continuing development and learning of very young children. 9

Children enrolled in our Home‐Based programs will have home visitors trained in the Relationship Based Home Visiting model, which is research based and developmentally appropriate and is blended Creative Curriculum and with Teaching Strategies Gold for assessment . The curriculum places a special emphasis on social emotional development in the early years, recognizing that a secure attachment between a parent and child is crucial. Enrolled home‐based families also participate in our monthly Socializations, held 2 times per month in an effort to bring all home based families together for networking and child‐parent activities. Development screenings of each Head Start or Early Head Start child are completed within the first 45 days of the child’s enrollment in the program. Information regarding the screening will be shared with parents at the Parent/Teacher Conference. Each child’s learning and development is assessed three times during the year for Head Start and four times per year for Early Head Start. Throughout the school year you will be given information about what your child is learning. At each Site meeting, the upcoming topic of study will be introduced by your child’s teaching team. You will have a chance to give ideas about possible classroom activities and field trips. Other information about how and what children are learning will be provided through newsletters and parent workshops. You will have times to meet with your child’s teaching team to talk about how your child is doing, what your child will be working on and ask about any concerns or questions you may have about your child or your child’s classroom. Throughout the year, you can ask your teaching team questions about what your child is learning. If you have any questions about your child’s development, staff is readily available to talk with you about your concerns. The Geminus Head Start Education Advisory Committee, a committee made up of staff, parents and community members involved in education recommended the selection of Teaching Strategies Gold (formerly known as The Creative Curriculum) as the curriculum for Head Start & Early Head Start classrooms . The following categories of development are implemented by Head Start & Early Head Start teaching staff throughout the year with individualized objectives for children’s learning: Social/Emotional Development Obj. 1: Regulates own emotions and behaviors Obj. 2: Establishes and sustains positive relationships Obj. 3: Participates cooperatively and constructively in group situations Physical Development Obj. 4: Demonstrates traveling skills Obj. 5: Demonstrates balancing skills Obj. 6: Demonstrates gross‐motor manipulative skills Obj. 7: Demonstrates fine‐motor strength and coordination Language Development Obj. 8: Listens to and understands increasingly complex language Obj. 9: Uses language to express thoughts and needs Obj. 10: Uses appropriate conversational and other communication skills Cognitive Development Obj. 11: Demonstrates positive approaches to learning Obj. 12: Remembers and connects experiences Obj. 13: Uses classification skills Obj. 14: Uses symbols and images to represent something not present 10

Literacy Obj. 15: Demonstrates phonological awareness Obj. 16: Demonstrates knowledge of the alphabet Obj. 17: Demonstrates knowledge of print and its uses Obj. 18: Comprehends and responds to books and other texts Obj. 19: Demonstrates emergent writing skills Mathematics Obj. 20: Uses number concepts and operations Obj. 21: Explores and describes spatial relationships and shapes Obj. 22: Compares and measures Obj. 23: Demonstrates knowledge of patterns Science and Technology Obj. 24: Uses scientific inquiry skills Obj. 25: Demonstrates knowledge of the characteristics of living things Obj. 26: Demonstrates knowledge of the physical properties of objects & materials Obj. 27: Demonstrates knowledge of Earth's environment Obj. 28: Uses tools and other technology to perform tasks Social Studies Obj. 29: Demonstrates knowledge about self Obj. 30: Shows basic understanding of people and how they live Obj. 31: Explores change related to familiar people or places Obj. 32: Demonstrates simple geographic knowledge The Arts Obj. 33: Explores the visual arts Obj. 34: Explores musical concepts and expression Obj. 35: Explores dance and movement concepts Obj. 36: Explores drama through actions and language English Language Acquisition Obj. 37: Demonstrates progress in listening to and understanding English Obj. 38: Demonstrates progress in speaking English

CLASSROOM GUIDELINES (Center‐based program)  Check in with the teacher or other designated staff person before you begin working in the classroom  Refer to children by using their correct names 

Get down on the child’s level (kneeling, sitting, bending down) when talking with a child



Calling or yelling to children across the room is reserved for use only in cases of emergency



Initiate conversation with children using words connected to the concepts being taught (for example: over, under, big, little)



Participate in active games and musical activities, if physically able



Allow children to answer when the teacher asks questions



Become acquainted with the system of rules and limits used in the classroom



Redirect children’s behavior using positive statements (for example: please use your walking feet; please use your inside voice. Or ask, “What kind of feet do we use in the classroom?; what kind of voices do we use in the classroom?”)



Allow the teacher or teacher’s assistant to manage the discipline for all children in the classroom. When experiencing difficulty with a child’s behavior, remind the child of the behavior that is expected (for example: “It’s time to clean up. Please put the blocks away.”). Inform the teacher if the difficult behavior continues.



Identify behavior as unacceptable, rather than identifying the child as unacceptable or “bad”



Consider as confidential any information you learn about children and their families during your volunteer experience. Maintaining confidentiality includes not discussing the information with any other parents, staff or people not involved with the program

   

Engage in conversations with other parents and classroom volunteers only while on break or before/after class. Children need your undivided attention when you are in the classroom Ask questions if uncertain of a rule or routine Inform staff if there is an area in which you would like to work or an area in which you do not feel comfortable Discuss with the teacher the best time to take your break 12

 Notify the teacher when you leave the room  Keep personal refreshments (for example: coffee, pop, etc.) in a designated area outside of the classroom Sometimes children experience some difficulty sharing their parents with the other children in the classroom when the parent is in the classroom to volunteer. The child may become clingy, demanding or uncooperative. Parents faced with this type of situation should ask staff for suggestions on how to best manage the situation and allow staff to manage any discipline issues. Parents should also be supportive of the classroom guidelines by following the guidelines when interacting with all children, including their own. Geminus Head Start (and its delegates) disallows siblings of Head Start students in any Head Start classroom while parents volunteer in the classroom for the following reasons:   

Insurance and liability purposes Head Start Performance Standards & Indiana Licensing Regulations with regard to Child/Teacher ratio Board of Health concerns about the health and safety of the sibling and Head Start children and staff

End of the Year Activities Each programming year, families will be invited to participate fully in end of year activities planned by staff and parents. In accordance with State Licensing regulations, siblings of enrolled students are not allowed in classroom settings during volunteering or special events. However, Geminus Head Start is committed to ensure that all parents have an opportunity to participate fully in their child’s planned end of the year activity therefore, childcare can be provided for end of the year activity days (if requested in advance). As a parent, you will be guaranteed the courtesy of receiving adequate time to confirm whether you require childcare for end of the year activities. HOME VISIT GUIDELINES (Head Start or Early Head Start Home‐based program)  All home visitors will set up an appointment with you prior to showing up at your place of residence.  All home visits are conducted at the parent’s convenience  All home visits need to be conducted with the parent/guardian of the child, you may invite other family members to participate. (i.e. child care providers, grandparents)  The home visitor will conduct the home visit on the floor with you and your child, so that you and your child can engage in the activity relating to the child’s developmental level.  All home visits are required, by the Head Start Performance Standards, to last a minimum of 90 minutes one time per week. SOCIALIZATION GUIDELINES (Head Start or Early Head Start Home‐based program)  Socializations will be conducted, at a minimum, 2 times per month for approximately 3 hours.  Socializations are conducted during the week, at a time which is convenient for most of the families.

 The purpose of group socializations is to, “build on the experiences and goals that are addressed during home visits, as well as, attend to the needs of both children and families.” Home Visitor’s Handbook, Office of Head Start FAMILY AND COMMUNITY ENGAGEMENT FAMILY PARTNERSHIPS: Parents will have the opportunity and are encouraged to participate in the Family Partnership Agreement process. This process involves creating a partnership with your Family Support Specialist/Home Visitor to identify personal, professional and educational goals, and meeting the key elements to make the goal a reality, along with monthly follow up meetings to determine how the developed plan is working to meet your needs. GOVERNANCE: ALL Parents are encouraged to be involved in making decisions for their Head Start & Early Head Start program through their involvement on their Parent Site Committee, held once a month. Each parent, whether in the Head Start or Early Head Start program, are automatic members of their Site Committee. You will be asked to let staff know what days and times would be best for you to attend the meetings. Staff will schedule the meetings at times that will best meet the needs of the parents. At the Site Committee meeting parents will talk with staff about ideas for classroom activities, field trips and home activities. Parents will also have the opportunity to be a voting member on the Policy Council to make decisions to approve future funding and program policies for the entire Geminus Head Start & Early Head Start program. OTHER WAYS PARENTS CAN BE INVOLVED: Children are most successful in school when parents are involved. Volunteering in the classroom or socialization, becoming active at the site or completing at‐ home activities are great ways to become involved in your child’s education and is strongly encouraged by the Federal Office of Head Start. All of the activities listed in this handbook are ways for parents to lend a “helping hand” and volunteer. Geminus Head Start completely relies on YOU, to participate in and have fun with activities that benefit your Head Start & Early Head Start program and most importantly your child. We hope every parent becomes a volunteer. In order for us to keep our Head Start program available, we count on our parents to record the various ways in which they have “volunteered”. This list below provides some examples of suggested activities that can count toward volunteerism IN‐KIND. No volunteer activity is too big or too small to count as IN‐KIND! Your classrooms will always have IN‐KIND forms available to document volunteer hours. BE SURE TO CHECK OUT THE HELPING HANDS FORM POSTED AT YOUR CLASSROOM OR SOCIALIZATION SITE FOR A LIST OF VOLUNTEER ACTIVITIES. WE ALSO HOPE YOU GIVE US MORE IDEAS!

Classroom Activities Reading or telling stories to children Assisting children in all activity areas in the classroom, including art activities, cooking experiences, carpentry activities. Sharing ethnic recipes, traditions, songs, etc. in the classroom

Non‐classroom Activities Home Activities Assisting in fixing parent and Completing activities for each classroom boards of the 50 goals and objectives Cutting out items for collages, Providing suggestions for arts and craft items classroom activities or field trips

Gathering materials for Typing site meeting minutes classroom projects Making materials for use in the Preparing packets for various Teaching common words in a classroom (play dough, doll site activities foreign language clothes, etc.) Reading a story every night Assisting the teachers in a walk Making phone contacts with your child before putting outdoors, on field trip or other regarding special activities him/her to bed outdoor activities Sit down and eat a meal Playing the piano or another together. Tell your child about Office assistance to staff musical instrument your day. Ask him/her about their day. Play board games together. Assisting teacher in preparing a Pick games that encourage class activity (larger or small Copying hand‐outs counting and following group) directions. Draw pictures while talking Greeting children/helping with about shapes and colors. Stapling, folding, sorting copies arrival routines Encourage your child to describe his/her picture Tape recording a story for use Have you child help you Participation in Circle Time in the classroom prepare dinner or a snack. While riding in a car, talk Assisting children in your Participating in the program’s about weather and changes in designated work area in classroom annual review seasons. Before going shopping, write Assisting those children that need with your child a list of five extra support during the Assisting with recruitment items you will purchase. Say programming time the word and letter sounds out loud. Talk about the importance of Assist children with tooth brushing tooth brushing. Encourage brushing three times per day. Have your child help with Assist with the various activities folding the laundry. that occur during breakfast/lunch/ Encourage them to match snack socks. Assisting children with dismissal/departure 15

IN‐KIND: Geminus Head Start & Early Head Start funds come directly from the federal government. However, the government only provides 80% of the funds necessary to operate our program. The other 20% must come from in‐kind. In‐Kind is the donation of time, space or materials used in the program that would otherwise be purchased. A dollar amount is assigned to all volunteer hours whether in the classroom, at the site or at home. The dollar amounts are totaled and help us reach our required goals. MATCHING REQUIREMENT: Head Start Performance Standard 1301.20 “Federal assistance under the Act for a Head Start program shall not exceed 80 percent of the total costs of a program and the non‐Federal share will not be required to exceed 20 percent of the total costs of the program.” For every in‐kind dollar that the program is not able to raise, the government could ask us to return $4.00 of our program’s funds. As you can see, your participation is critical to the operation of a successful program for your child. Your volunteer time keeps the Head Start program running and it vital to providing the necessary funds to operate a quality program for your child. GRANT AWARD RECEIVED = 80% $15,000,000 IN‐KIND NEEDED = 20% $3,000,000 16

POLICIES VOLUNTEER: The Geminus Head Start & Early Head Start program is required to follow many of the same regulations as state licensed childcare center and according to these guidelines a volunteer is defined as any parent or individual who spends 8 hours or more per month in classroom‐related activities at the site. Any parent or individual as a volunteer must have completed:  Employee Information form  Volunteer training  Proof of a recent TB Test (within the last 3 months)  Background check  Physical  Signed Confidentiality agreement form A Volunteer has the right to: A Volunteer has the responsibility to: Be provided with orientation and training to Accept orientation and training to learn the best learn the best methods of performing and methods of performing and completing the completing the accepted volunteer opportunity accepted volunteer opportunity Be provided with written program policies Adhere to program policies regarding volunteers regarding volunteers (i.e. confidentiality) Be provided with space, equipment and privilege Use space and equipment only for assigned or authorized work of working conditions comparable to those given to paid staff engaging in similar work Be provided with guidance and support from the supervising staff member Be respected by co‐volunteers and staff Be provided with a review of job performance

Respect co‐volunteers and staff Accept supervision Provide constructive comments when discussing the program with staff Appreciate the efforts of co‐volunteers and staff

Be appreciated for a job well done CONFIDENTIALITY: 1. The parents/guardians have access to their own child’s record for inspection at all times. 2. When custody has been awarded to only one parent, access to records must be limited to the custodial parent. In cases of disputed access, the facility may need to request that the parents supply a copy of the court document that defines parental rights. 3. Only Head Start & Early Head Start staff or authorized federal Health and Human Services (the agency that funds Head Start) employees can have access to the file. 4. Persons with a written release of information that is signed by the parent/guardian and states what information is being requested can access the file. 5. Records are kept in a secure file. 17

When accessing a record, such as a health record, the authorized person needs to sign that they have reviewed the file and note their reason for the review.

Discussions and expressed concerns among staff members or other authorized persons about a child or family will be conducted in a professional manner and never in the presence of another person. 8. Only authorized staff will have access to the computerized tracking systems for children’s and families’ information. 9. Written releases shall be obtained from the child’s parent or legal guardian prior to forwarding information and/or the child’s records to other service providers (elementary school, etc.). Confidential information about the child’s medical condition and the family’s status shall be kept unless such information is released at the written request of the family, except in cases where abuse or neglect is a concern. In such cases, state laws and regulations override. CHILD ABUSE & NEGLECT: All staff employed at the Geminus Head Start is made aware of their responsibilities as Indiana state mandated reporters of the possible child abuse and neglect of all children they officially contact. Also, staff must comply with agency procedures for the report of such when reasonable cause is established for suspecting that child abuse or neglect is occurring. Any employee of the Geminus Head Start program who knowingly fails to report a case of possible child abuse or neglect when there is reasonable cause to believe that abuse or neglect is occurring jeopardizes his/her continued employment with this agency. The Family Support Staff or Home Visitors have the responsibility of ensuring that parents of children enrolled in the programs are aware of the responsibility of staff as mandated reporters for reporting child abuse or child neglect. During interviews and reporting of possible child abuse or neglect, the person(s) alleged to have possibly acted in a way that could be abusive or negligent of a child is to be treated in a manner which is non‐accusatory. The fact of child abuse or neglect will be established by the Child Protective Services Agency. All further follow‐up of the incident and social intervention should be provided in a manner which acknowledges and affirms the strengths of the family and its members and which empowers this family, as much as possible, providing for the safety of the children, to remain intact and meet family needs and needs of individual family members. Geminus Head Start programs provide excellent ways for establishing good working relationships with parents in the communities we serve. In addition, program staff is in a unique position to detect early signs of maltreatment, to seek help for families, and to assist in preserving and stabilizing family life. It is important to remember that a child’s life or well‐being may rest with staff’s decision or indecision to take action. To further maintain the safety of children enrolled in the program, no child will be released to an adult who is not listed on the Child Release form that is completed by the parent/guardian prior to entrance into the program. All staff will be required to work together with parents/guardians to ensure that release forms are kept up to date. Staff members also have the authority to not release a child to an adult who is deemed to be impaired 18

or in a state that may create a harmful situation for the child. SMOKING: All Head Start locations are smoke‐free environments. Smoking is not allowed in any Head Start or Early Head Start buildings or on any building grounds, including cars in the parking lot. INTERNAL DISPUTE RESOLUTION: There may be times that a parent has comments or concerns about the policies, staff or program operations at their Head Start Site, or the program as a whole. The Internal Dispute Resolution is a way for parents to express their comments or concerns. Parents can share their comments and concerns and will have their comments and concerns addressed. It is important that the steps be followed so each concern can be addressed in a timely and consistent way. A copy of this process is enclosed. Any parent receiving services through the Head Start & Early Head Start program may initiate a concern. Such concerns may include but are not limited to the following program management and service areas: communication, disabilities, education, eligibility/enrollment/attendance, facilities, fiscal operations, health, nutrition, parent involvement, personnel, social services and transportation. The resolution of all concerns is to follow Steps 1 and 2 below. If other Head Start & Early Head Start parents share the same concern, the concern may be processed through the Site Committee and beyond via Steps 3 through 7. If the concern remains the concern of an individual parent only, the concern will move directly from Step 2 to Step 5. STEP 1 – Take the concern to the staff person directly responsible An individual with a concern should first take the concern to the person(s) directly responsible for that program area. For example, a concern regarding the classroom should be discussed first with the teacher. If the concern is resolved at this level, no further action is necessary. If the concern is not resolved at this level, the individual should move on to Step 2. A concern taken beyond Step 1 must be in written form and should contain the following:  Description of the specific comment or concern  Date of the incident or date when concern first arose  The name / signature of the person submitting the comment or concern  Date written comment / concern submitted to Head Start staff STEP 2 – Take the concern to the Supervisor / Manager If resolution is not achieved at Step 1, the individual may submit a written description of the concern to the appropriate management staff person (for example: Area Supervisor or Transportation Manager). The management staff person will mail a written response within 24 hours acknowledging the receipt of the concern. The management staff person will meet with all parties involved within 3 working days of receiving the individual’s written concern. If the concern is resolved, no further action is necessary. Within 5 working days of the meeting, the management staff person will provide the individual who submitted the written concern with a written summary of any action taken to resolve the identified concern. If the concern is not resolved at this level, the individual should move to Step 5. If the concern is not resolved at this level and other Head Start parents share the same concern, the parents should move to Step 3. STEP 3 – Take the concern to the Parent Committee If the concern remains unresolved following the meeting outlined in Step 2, the individual should take the concern to the Parent Committee. This invites parents with a similar concern to join in voicing and discussing the concern 19

or help resolve the concern. The concern should be presented in writing to the Parent Committee Chairperson with a request to have the concern placed on the agenda of the next regularly scheduled Parent Committee meeting. The written request should include a detailed description of the concern. The Parent Committee will address the concern at the Parent Committee meeting. If the individual and a majority of the quorum of the Parent Committee agree upon a resolution of the concern no further action is necessary. The minutes of the meeting will reflect the resolution of the concern, including the steps needed to resolve the concern. If a majority of the quorum of the Parent Committee members present at the meeting agree that the issue is a concern for other parents and the concern is unresolved, the Parent Committee should move on to Step 4. The Family Support Specialist responsible for assisting the parents in the facilitation of the meeting will inform the Area Supervisor of the unresolved concern. If the concern is not resolved at the Parent Committee meeting, the concern is then taken to Step 4. STEP 4 – Take the concern to Deputy Director If the concern remains unresolved following the meeting outlined in Step 3, the concern should be taken to the Deputy Director. The concern should be presented in writing to the Deputy Director. The written request should include a detailed description of the concern and any previously taken steps. The Deputy Director within 10 business days will provide a written response to the parent Parent committee chairperson. STEP 5‐ Take the concern to the Director Individual Parent Concern: If the concern remains unresolved following the meeting outlined in Step 4 the individual may within 10 business days make a written request to meet with the Head Start Director. The written request should be sent to the Head Start Director and include a detailed description of the concern. The Head Start Director will meet with all parties involved within 10 business days of the written request. If a resolution to the concern is agreed upon, no further action is necessary. Within 5 working days following the meeting, the Head Start Director will provide the individual with a written summary of the action proposed to resolve the concern. The Head Start Director will be responsible for communicating with Head Start staff involved in completing the steps necessary to resolve the concern. The Director may respond in writing, call a meeting or telephone individuals of his response. The Director, if still unresolved, may request concern be placed on Policy Council Agenda. STEP 6 – Take the concern to the Policy Council The Policy Council will address the concern at the Policy Council meeting. If a resolution to the concern is agreed upon by a majority of the quorum of the Policy Council, no further action is necessary. The minutes of the meeting will reflect the resolution of the concern. Within 5 working days following the meeting, the Policy Council Chairperson will provide a written summary of action taken to resolve the concern. At the next Policy Council meeting, the Head Start Director will report to the Policy Council the steps taken to implement the agreed upon resolution. If the concern is not resolved at the Policy Council meeting, the concern is then taken to Step 7. STEP 7 – Take the concern to the Executive Officers of the Lake Ridge Board and the Policy Council If the concern remains unresolved following the meeting outlined in Step 6, a joint meeting between the Executive Committee of the Geminus Board of Directors, the Head Start Policy Council Administrative/ Personnel Committee and the Head Start Vice President will occur within 5 working days. If the Executive Committee of the Geminus Board of Directors and the Policy Council Administrative/Personnel Committee agree upon a resolution to the concern, the resolution will be recommended for approval to the Lake Ridge Board and Policy Council. If a majority of the quorum of the Policy Council approves the recommendation, the Head Start Director will notify the Board of Directors of the decision. Written notification to implement the corrective measures agreed upon 20

will be provided to the Head Start Director by the Policy Council Chairperson. The meeting minutes will reflect the decision of the Policy Council. At the next regularly scheduled Policy Council meeting the Head Start Vice President will provide a written summary of the action taken to resolve the concern. The Policy Council representatives will inform Head Start parents of the action taken to resolve the concern through the reports they give at their respective Site Committee meetings. If the concern is not resolved in the meetings outlined in Step 7, the Impasse Resolution process will be initiated.

GEMINUS HEAD START/EARLY HEAD START EXCLUSION HANDBOOK OF ILL OR AFFECTED CHILDREN The purpose of this Handbook is to help Head Start Teachers and Parents determine when a child is not to attend the Head Start Center, or be seen by a Home Visitor. Whenever a child falls into a category that he/she is to be excluded, contact the Family Support Specialist. After appropriate measures have been taken, the child will then be able to attend the Center or have a Home Visitor. Upon a child’s return to the Center, they must submit documentation from the physician that the child is under treatment and able to return to class. By following this handbook, we are better able to see that all children remain healthy and are not at risk of contacting an illness that could be prevented. The parent, legal guardian, or other person(s) authorized by the parent shall be notified immediately when a child has a sign or symptom requiring exclusion from the program as described below. A.

The illness prevents the child from participating comfortable in program activities.

The illness results in a greater care need than the staff can provide without compromising the health and safety of the other children, or

The child has any one of the following conditions:

1. A diagnosed communicable disease or suspected signs of a communicable disease. (i.e. chicken pox, German measles, measles, mumps.) 2. Diarrhea: The child may return to class 24 hours after the last episode if no other symptoms are present. 3. Vomiting (two or more episodes of vomiting in the previous 24 hours) until vomiting resolves or until a health care provider determines the illness to be non‐communicable, and the child is not in danger of dehydration. 4. Symptoms and Signs of severe illness such as unusual lethargy, listlessness, uncontrolled coughing, continued headaches, irritability, persistent crying, chest discomfort, constant runny nose, difficult breathing, wheezing or other unusual signs until medical evaluation indicated. 5. Undiagnosed skin rash with or without a fever or behavior change until a health care provider determines that these symptoms do not indicate a communicable disease. 6. Earaches and Toothaches, home visitor may go into home. No attendance at Center until earache or toothache is taken care of. 22

7. Mouth Sores with or without drooling unless a health care provider or health official determines that condition is noninfectious. 8. Discharge from ears –inflamed tissues around ears or eyes. Home Visitor may go into home. No attendance at Center until physician gives release. 9. Pink Eye Symptoms (conjunctivitis) Whites of eyes turn pink or red and feel gritty, then a white or yellow discharge crust forms overnight. Need to be seen by physician. Can return to center 24 hours after treatment is instituted. 10. Ringworm Often appears to begin as a small scaly patch on the edge of the scalp near the hairline. Ringworm can also infect other parts of the body including feet and groin. Need to be seen by physician. Parent/Guardian must provide documentation that the child has been seen by a physician and received treatment before the child can return to the center. Ringworm must be covered with a bandage at all times while the child is at the Center, or have a home visitor. 11. Meningitis – Symptoms: Severe headache, stiff neck, fever, vomiting, rash, irritability. Very sudden and very severe. Contact doctor immediately. Contact Public Health Authority to find out if other cases have been reported. 12. Hepatitis – Symptoms: fever, nausea, vomiting, headache, jaundice. Contact doctor immediately. No home visits or Center attendance for a minimum of 7 days to one month for Hepatitis A and Hepatitis C after onset of jaundice. Doctor will give release. 13. Impetigo – Symptoms: skin lesions, patch of tiny blisters – a strep infection. Need to be seen by family doctor. May have a home visitor or can return to center 24 hours after oral medications are started. 14. Chicken Pox – Symptoms: skin rash, small red fluid filled spots, after a few days they burst or dry out, then crust over. Itchy, may have a slight fever. May have home visitor or return to Center seven days after onset of rash or until all sores have dried and crusted. 15. Head Lice – Symptoms: Persistent itching of the scalp, sometimes accompanied by infested scratch marks or what appears to be a rash. Nits are usually often found at the back of the head and neck and behind the ears. Treatment includes medicated lice shampoo. May have home visitor or return to Center 24 hours after treatment is completed and the child is found to be nit and lice free. Notice: If pregnant or child is under 1 year of age – contact physician regarding use of medicated shampoo. 16. Mumps – Symptoms: Malaise (generalized weakness), anorexia (loss of appetite), headache, and low‐ grade fever, followed by an earache that’s aggravated by chewing or when drinking sour or acidic liquids. May return to the center, or have a home visitor, nine (9) days after onset of parotid gland swelling. 17. Fifths Disease – Symptoms: red rash on the face, primarily on the cheeks, gives the “slapped face” appearance. Lasts 1‐4 days. The rash may appear on upper and lower extremities. Communicability is uncertain. Treatment: None needed, take comfort measures for rash. Limit direct contact. 18. Pin Worm (Enterobiasis) – Symptoms: intense itching around anus, may lead to loss of sleep, irritability, scratching, skin irritation and sometimes vaginitis. To be seen by doctor. Crowded living 23

conditions often enhance its spread to several members of a family. Entire family may need to be treated at the same time. Doctor will determine when child is ready to return to center. 19. Strep Throat or other streptococcal infection – Symptoms: Fever and sore throat. May also present with rash and earache. May have home visitor or return to Center 24 hours after antibiotic treatment is started and cessation of fever. 20. Tuberculosis – Symptoms include weight loss, fever, night sweats, cough and chills. May not return to Center, or have a home visitor, until a health care provider or health official states that the child can attend the program. 21. Scabies or other infestations – Symptoms: Itchy, red, raised eruption of the skin caused by a mite. Can appear anywhere on he body. The most characteristic burrow appears as a gray or white, tortuous, threadlike line. May return to Center, or have home visitor after treatment is completed. 22. Pertussis (Whooping Cough) – Symptoms: A highly contagious respiratory infection which produces an irritating spasmodic cough and often ends in a high pitched, inspiratory whoop. May return, or have a home visitor, after completing of successful antibiotic treatment and child does not need supportive or respiratory treatment. 23. Fever – Most pediatricians consider any thermometer reading above 100.4 degrees a sign of fever. If your child has a fever, it is probably a sign that the body is fighting an infection. The child may return to class, or have a home visitor, if there has been no fever in the preceding 24 hours. 24. MRSA – Most MRSA infections appear as boils that are red, swollen, and painful and have pus or other drainage. You may notice blisters, or a wound that looks like a spider bite. A fever and chills are common with MRSA. This skin infection commonly occurs where there has been an open area on the skin such as a cut or abrasion. Contact your health care provider for treatment. May return to the center, or have a home visit with consent of health care provider. 25. Rotovirus – Symptoms: Diarrhea, low‐grade fever, nausea and vomiting lasting 3 to 10 days. May not return to the center, or have a home visit without the consent of the health care provider. 26. Croup – A respiratory infection involving the throat and lungs. Symptoms are a harsh cough, with breathing difficulties. Child must be kept home, or will not be seen by the home visitor until cleared by a doctor. If a child becomes ill at school, the child will be isolated from the other children on a cot in a quiet, suitable area. An adult will stay with the child or be within visual and hearing distance of the child. The child’s teacher will call the parent(s) or other contact person to inform them of the child’s illness and to request them to come and get the child. If the parent(s) or contact person cannot pick the child up, but is home to receive the child, the teacher is responsible for making arrangements to transport the child home as soon as possible. If the child becomes ill at home, and is in the home based program, the parent must call the home visitor to reschedule the visit. Home visitors will not make visits when the child is ill. 24

The parent must present written documentation from the physician that the child is no longer contagious and is well enough to return to the center or have a home visitor. Head Start reserves the right to admit or exclude children with communicable conditions from the program based on individual cases for the sole purpose of providing a healthy environment for all children. This policy was edited and approved by the Lake Ridge Head Start Advisory Committee on 4‐6‐04. Approved by the Geminus Head Start Parent Policy Council on 4/30/04.

FREQUENTLY ASKED QUESTIONS GENERAL How was my child selected for Head Start or Early Head Start? When you applied for the program, you gave staff information about your family size, your income, your child’s age and other things. Staff then listed each piece of information on a selection sheet. The selection sheet gives each piece of information a number value. Those numbers are the points that make up the Enrollment Selection Criteria Point System. Individual points were assigned to each source of information provided by the family and then calculated for a grand total. The enrollment application with the highest number of calculated points are then selected for enrollment in the program. Once the classrooms are filled, the remaining children are then placed on a waiting list. When an opening for a new child occurs in the classroom, staff refers to the waiting list and the child with the highest points on the waiting list is enrolled in the classroom. How will my child’s special needs be met in the program? Children with special needs are always welcome in the program and the Head Start & Early Head Start program is committed to providing classroom settings that include all children. All children who attend the program are treated with respect and dignity, regardless of disability. Head Start strives to meet the individual education needs of every child including those children who enter Head Start with an Individual Education Plan /Individual Family Support Plan through their school systems’ Special Education Department or Part C organizations, such as First Steps. The Disabilities Coordinator works closely with staff and families to make sure the program is well prepared to welcome and nurture all children, especially those with disabilities. How does the program celebrate special occasions? Teachers think about a number of things when they plan and celebrate special occasions in their Head Start classrooms. They think about all of the children in their classroom and how any celebration can be respectful of all of the children and their cultures. They also think about how young children learn. If a holiday or other special occasion is to be celebrated, teachers will want to be sure that the children are able to make a learning connection about the celebration. For example, if someone in the classroom celebrates Cinco de Mayo then the children can connect the information with the child who celebrates the holiday. If no child in the classroom celebrates Cinco de Mayo, the children will have difficulty making that learning connection since there will be no person or past experience to connect the information to. The Holiday and Celebration Policy gives teachers guidelines on planning and celebrating special occasions. Teachers also receive help in planning and celebrating occasions. These guidelines are helpful when parents and staff talk together at Parent Site Meetings about how to plan and celebrate special occasions. The Holiday and Celebration Policy also give teachers and parents’ guidelines for celebrating a child’s birthday. The guidelines for birthdays were designed to make sure that health, safety, nutrition, education and classroom culture needs are met, while also recognizing the child’s move from one age to the next. The guidelines for celebrating children’s birthdays are available in each Head Start classroom. How often will my child play outdoors? Expect that your child will play outdoors on a regular basis, unless the National Weather Service indicates a potential safety or health hazard (i.e. wind advisory, heat advisory). If your child’s classroom is in a public school building, the Head Start classroom will follow the school’s outdoor policy. The following guidelines will be followed regarding outdoor play: Staff will be responsible to monitor appropriate dress for outdoor weather activities. Programs make effort to have a supply of weather related clothing available to children who may not have appropriate clothes for the weather. In cases of extreme winter weather, children will be allowed outdoors for brief intervals. 26

In cases of heat and high humidity, children will be allowed outdoors for intervals of no longer than 15 minutes. Drinking water should be readily available for the children. Supervisory staff reserves the right to stop children from participating in outdoor activities based on individual circumstances for the purpose of providing a safe environment for all children. Children with special needs will be included in outdoor activities based on information obtained in the child’s health records and their Individualized Education Plan. Will my child be going on field trips? Yes, field trips are an important part of the Head Start program. Field trips are tied to the classroom curriculum. For example, if the topic of study is community workers, a trip to the fire station to learn about firefighters may be suggested. Parents will work with teaching staff to provide suggestions for classroom field trips keeping in mind Head Start guidelines regarding the cost of the field trip, the distance of the field trip location from the Head Start classroom and the time the children will spend at the location. Parents will provide approval for field trips. A Permission Slip signed by the child’s parent(s) is required for a child to go on a field trip. In addition unless an emergency situation exists, such as the need for medical treatment or the inability of a designated adult to receive the child at the end of the day, children will return to their Head Start site after a field trip. From the site, they will return home. Will there be animals in my child’s classroom? Including animals as part of the classroom learning environment can be an important part of the curriculum as long as Head Start guidelines for animals in the classroom are followed. Animals will only be introduced into the classroom with the approval of the Supervisor, written informing of parents and with the determination that no children or adults who regularly spend time in the classroom have any allergies to the proposed animal. If any children or adult that is regularly in the classroom has any allergy to the proposed animal, the animal will not be allowed in the classroom. Animals will be included in the classroom for observation purposes only. Children will have no physical contact with the animals. The animals will be kept in secure containers. Cleaning of containers will occur when children are not present. Once the steps listed above are taken and permission is given for an animal to be in the classroom, the following living things when properly contained are allowed in a Head Start classroom: aquarium living things such as tropical fish or goldfish and animals such as gerbils and guinea pigs. On occasion, it may be appropriate to have pets or other animals as occasional visitors to the classroom. Again, no animal can be brought into the classroom until the steps listed above are completed. Parents will be notified before the animal’s visit. Visits by a pet or another animal must a part of the topic of study and listed on the lesson plan. During the visit, the animal will remain in the control of the owner. The animal will be taken out of the classroom as soon as the visit ends. What kind of discipline approach is used? Staff is prohibited from using any type of physical discipline (Spanking, etc.).The program uses positive discipline, which teaches children what they can do rather than what they can’t do. When positive discipline techniques are used in the classroom, children learn what they can do within the limits of the classroom. As children grow, the continued use of positive discipline techniques helps children learn to manage their own behavior. Consistency is the key to positive and successful discipline. The consistent use of the following discipline techniques will help children learn what to expect and what they can do. 27

   

Clear and positive classroom rules explained to children Choices offered Logical consequences used. For example, “ Sand is for digging and building. You were throwing sand in the faces of your friends, so you will need to get out of the sandbox and find another place on the playground to play.” Contingencies (When, then statements) used. For example, “When you pick up the blocks, then you can go to the play dough table.” “When you zip up your coat, then you can go outside.”

How will the program help my child and I manage being apart from one another? Coming to Head Start may be your child’s first experience being away from you or your child may already have experience being in a child care program. If your child has not been in the program before, Head Start will be a new experience. It is normal for many young children to cry when they have to separate from their parents and try a new experience. Head Start staff will be working to make this transition from home to Head Start a positive and successful experience for both you and your child. Be prepared that this may take some time. Sometimes your child may be fine until other children begin to cry or your child’s crying may only last a few minutes. Staff will work with you in helping your child to feel safe and comfortable in his/her new classroom. Orientation and Phase‐in activities will be helpful in preparing your child for the first day of classes. The following are additional suggestions to help you and your child with the transition into the program:  Plan to attend Orientation and Phase‐in to help both you and your child feel more comfortable with the classroom and staff.  Make sure your child knows who will pick him/her up (at school or off of the bus).  Tape record yourself reading one of your child’s favorite stories and give the tape to your child’s teacher. Your child can then listen to your voice reading a familiar story, which can help your child feel more comfortable.  Talk about some of the things your child will be doing at school. It is normal for parents to have a tough time separating, too! Teaching staff and Family Support staff will also be available to help parents feel safe and comfortable as their children enter Head Start. How should my child dress for the classroom? Children should be dressed comfortably to play both inside and outside. Clothing should be washable and easy for your child to put on and take off (for going to the bathroom). Shoes should be comfortable for running, climbing and jumping. Shoes should also be safe, so we suggest that children not wear flip flop type sandals as children can trip and fall more easily in this type of footwear. The children will play outdoors throughout the year, so dress your child in keeping with the weather. Outdoor clothing (boots, jackets with zippers, hats and mittens) should be easy to put on and take off. All clothing that is left at school and all outdoor clothing should be marked with your child’s name. A lost and found box is located at your child’s classroom site, just in case your child should lose an unmarked item of clothing. Can my child bring things from home? No, children are discouraged from bringing toys and other items from home unless approved by the Teacher for special show‐and‐tell projects. Head Start classrooms are rich in materials appropriate for children’s development, and sites cannot assume responsibility for lost or damaged items. The only items needed are a pillow and blanket for sessions that have rest periods (typically those that run 5 days per week) and extra clothing 28

in case of accidents. HOME VISITING What is the purpose of the home visit? To work in collaboration with a home visitor to establish goals for you and your child, and to reach the goals you have established as your child’s first and primary teacher. The main focus of your home visit is your child’s development. During each visit, an activity or experience will be presented for you and your child to enjoy together. What components are addressed during the home visit? You and your home visitor will address the following components on each visit:  Child development in terms of milestones  Social/Emotional Development  Health and Nutrition  Safety How often do home visits occur for the Home Based programs? Home visits occur on a weekly basis for 90 minutes. How does the home visitor prepare for transitions from home visiting to a center‐based setting? At 18 months of age, if the parent is interested in center‐based programming, the FSS/Home Visitor and parent will begin the transition process. This will include trips to the center, transition activities for all parties, meetings, etc. to ensure the child/family are transitioned successfully out of home‐based services. SOCIALIZATIONS (HOME‐BASED ONLY) What is the purpose of the socializations? To, “build on the experiences and goals that are addressed during home visits, as well as, attend to the needs of both children and families.” Home Visitor’s Handbook, Office of Head Start Socializations give you a chance to:  Be out of the house and meet other parents  Assist in organizing activities, gathering materials, and preparing snacks  Share what you know and learn with other parent and EHS or HS staff members  Attend presentations about safety, nutrition, discipline, or other topics of interest  Share activity ideas and things you learn with family members; and the most important of all  Strengthen your relationship with your child. Is attendance to the socialization mandatory? No, but strongly encouraged for all families. This is a time for you, your child, and other parents and their children to come together. These are opportunities to build on the goals you set during your home visits. How often do socializations occur? How long do they last? Socializations occur two times per month, for a total of 24 socializations per year. Socializations will last anywhere from 90 minutes to 3 hours depending on the families attending the group Will there be food served during socializations? Yes, snacks will be provided during socializations. The United Starts Department of Agriculture sets forth requirements based upon the average daily allowance of nutritious foods. All snacks served at socializations will be approved by the USDA. 29

When programs/locations for socializations are closed, how will I find out? Home Visitors or your Family Support Specialist will contact you directly if socializations are going to be cancelled. If your socialization is to occur in a Head Start site location, the Head Start Management staff determines weather conditions to be unsafe. The following radio stations may carry information about school closings in your area: Announcements will be on the area radio stations before 6:00 am ‐ WJOB 1230 AM ‐ WZVN 107.1 FM ‐ WGN 720 AM ‐ Indiana 105.5 FM ATTENDANCE & TRANSPORTATION What should I do if my child will be absent? Parents/guardians are required to contact their child’s site, each day he/she is absent. What do I need to know about getting my child to and from the site? Head Start does provide transportation at many program sites. When your child is enrolled, staff will notify you if you are eligible to receive transportation services. It is important to understand that transportation service is an added benefit, not a requirement of Head Start. If you receive transportation, you will be expected to follow the transportation policies and guidelines. Not doing so could result in the loss of this privilege. If your site does not provide transportation, it will be your responsibility to bring your child to Head Start and pick them up at the end of the day. During enrollment, you will decide who will be authorized to pick your child up. PLEASE NOTE: All authorized persons will be required to sign in and out each day. So that your child receives the most benefit from their experience and does not miss out on any of the valuable educational and nutritional activities, as well as to prepare them for kindergarten and the school system, it is best if your child is dropped off and picked up on time. Is there a policy about missing too many days? Yes, if a child is absent four times and the program has not received a call from the parent or guardian, the Family Support Specialist will make a home visit. If no one is home, a letter will be sent to the parent or guardian stating that if the parent does not contact the program within the next week, the child will no longer be enrolled. For home based families, if you need to cancel your home visit, please contact your home visitor 24 hours prior to your scheduled time. Your home visitor will re‐schedule your home visit to occur at a later time in the week, at a time that is agreed upon. Based on Head Start requirements, if the child is absent from the program for an extended period of time (more than one week for vacations, etc.) the child will lose their enrollment slot and be put on the waiting list. Under certain circumstances, if a child is gone from the program for an extended period of time due to serious illness or hospitalization, the child can still be enrolled. When will school be closed and how can I find out about the closing? Staff at your site will provide a calendar that lists when classes will not be in session due to a holiday or special event. Other than those closings listed on the calendar, Head Start & Early Head Start programs will remain in session unless the school system is officially closed or the Head Start Management staff determines 30

weather conditions to be unsafe. Every effort will be made to adhere to the program’s schedule. The following radio stations may carry information about school closings in your area: Announcements will be on the area radio stations before 6:00 am ‐ WJOB 1230 AM ‐ WZVN 107.1 FM ‐ WGN 720 AM ‐ Indiana 105.5 FM ‐ WAKE 1500 AM ‐ WYIN ‐ TV Channel 56 Closings will also be listed on local television stations 5, 7, 9, and 32. What should I do if I move or change my phone number? If you move or change your phone number during the school year, it is very important that you contact your Family Support Specialist or Home Visitor by phone and give that person your new address and/or phone number. If you do not have a phone, please send a note to your child’s teacher letting the teacher know your new address. If you move and your child will no longer be attending the program, please contact your Family Support Specialist or Home Visitor so you can complete the necessary forms. HEALTH/SAFETY & NUTRITION What kinds of health requirements must I complete? 1. Complete Physical Exam with screenings as required by the State of Indiana. 2. Dental Exam if 2 years of age or older 3. Complete immunizations or an up‐to‐date schedule of when the immunizations will be completed If you have not done so already, please complete the requirements listed above and return all necessary documents to your Family Support Specialist as soon as possible. Because Geminus Head Start must follow the same guidelines as state licensed childcare centers, not returning health information may result in your child not being able to participate in the program. What kinds of health requirements will a child enrolled in the program for a second year need to complete? If this will be your child’s second year in the program, he/she will need: a complete physical examination with screenings within the last 12 months; and an updated dental check up within the last 6 months. When should I keep my child at home? There are times when a child should be kept at home because the child is sick. Keeping a child at home when the child is sick is in the best health interest of the child who is sick and for the staff and other children in the classroom. The Lake Ridge Head Start Exclusion Handbook is included as a part of this handbook. The Exclusion Handbook provides an explanation of when children should be kept at home because they are sick. When should I tell my home visitor not to attend a home visit due to family/child illness? We completely understand that there will be times when a home visitor should not conduct a home visit because the family/child is sick. Cancelling the visit is the best option when the family member/child is sick. The Lake Ridge Head Start Exclusion Handbook is included. The Exclusion Handbook provides an explanation of when home visits should not take place. 31

What will happen if my child gets sick in class? Children who come to the center sick or get sick shortly thereafter will be sent home as directed by the Exclusion Handbook & Policy. If a child gets sick at school, the child will be kept away from the other children in a quiet, suitable area where that child can rest. An adult staff member will stay with the child or be within visual and hearing distance of the child. The child’s teacher will call the parent(s) or other emergency contact person to inform them of the child’s illness and to request them to come and get the child. If the parent(s) or emergency contact person cannot pick the child up, but is home to receive the child, the teacher is responsible for making arrangements to transport the child home as soon as possible. Head Start reserves the right to admit or exclude children with contagious conditions from the program, based on each individual case, for the sole purpose of providing a healthy environment for all children. How does the program handle emergencies and accidents? At Orientation, all parents will be made aware of the emergency procedures used by Head Start. Every staff member receives First Aid and CPR training when they are hired, along with a refresher training every other year. When an emergency requiring an immediate response occurs, an assessment of the child’s condition is done and the child’s parent(s) or guardian is contacted. Staff will contact Emergency Medical Services (EMS) if it is determined by the assessment of the child’s condition that EMS is necessary. The appropriate first aid procedure will be administered until the arrival of Emergency Medical Services. If the parent cannot be reached, people listed on the child’s Emergency Release form will be contacted. Each Head Start classroom and office has a written plan for evacuating and/or responding to disasters such as fire and tornadoes. Each plan includes a diagram posted at the room exit showing the evacuation route, and classrooms have monthly fire drills and seasonal tornado drills. Occasionally a child is returned to his or her Head Start site because during the bus route there was no authorized person available to receive the child. Or a child may remain at their site after classes have ended because no adult has arrived to retrieve them. In these instances each site has established procedures to have personnel remain with the child for a specified period of time. The parent/guardian will be contacted. If however, the parent/guardian does not arrive in the specified time, authorities will be contacted. What will my child be eating in class or at socialization? Your child will be eating healthy and nutritious snacks and meals and you should receive a monthly calendar that lists the foods that will be served at meals and snacks. All menus are reviewed by a nutritionist who is trained to know what foods a preschool‐age child needs to eat in order to grow. The nutritionist makes sure that the children receive a well‐balanced diet with the right amount of vitamins and nutrients. If you have any specific questions about what your child will be eating you can ask your teaching team or your Family Support Specialist. If they are unable to answer your specific questions they will help you get an answer. Can my child bring home‐baked items to school? No, The United States Department of Agriculture (USDA) regulations state that home‐baked items cannot be brought to school. According to the regulations, store‐bought, individually wrapped items can be brought to school. There is a list of policy approved snacks that may be brought into the classrooms. Please contact your staff for additional information. 32

Acknowledgement of Receipt for Parent Handbook I, ________________________________ have attended Head Start or Early Head Start Parent Orientation and received a Parent Handbook for (child name) ____________________________________________________ on the date of ________________________20_________ and have reviewed the contents of the Geminus Head Start Parent Handbook. ___________________________________________ Parent Signature __________________________________________ Email address ___________________________________________ Staff Name (PRINT)