The Nueces County Community Action Agency (NCCAA) Birth-to-Five Head Start Program believes that children learn best when their families’ needs are addressed. In the classroom, program staff integrates instruction in all of these areas. The teachers provide “hands-on” learning experiences that are age and developmentally appropriate. The staff involves parents in the program’s educational activities to ensure the parent’s role as the key influence on the children’s development. The Educational Services provided to Head Start children is unique. No other program for young children is as comprehensive or reaches into so many areas of the child’s life. Head Start is based on the philosophy that to be effective, a birth-to-five program should address children’s needs in all areas of development – physical, social, emotional, language, and cognitive. The program also supports and assists all those who affect the child’s development.

The Education Content area is designed to meet the individual needs of children and the educational priorities of the community. Regardless of cultural background or special needs, every child is offered a variety of learning experiences to develop an appreciation for ethnic, cultural, and linguistic diversity. Children participate in indoor and outdoor activities and are introduced to new concepts. They are also encouraged to express their feelings and to develop self-confidence and the ability to get along with others.

1. Educational Purpose:
   Provide intensive focus on socialization skills.
2. Focus on total development (physical, social, emotional, language, and cognitive development).
3. Provide intensive focus on oral language communication in the child’s primary language.
4. Provide a variety of positive learning experiences leading to success in school
5. Develop positive attitudes toward self and others.
6. Adapt learning experiences to linguistic, cultural and social-economic backgrounds of children.
7. Provide opportunities for manipulation, exploration and inquiry.
8. Provide opportunities for parental involvement.
9. Track children’s progress over time
10. Provide opportunities to develop strong literacy and numeracy skills in preparation for Kindergarten

DEPARTMENTAL STAFF & QUALIFICATIONS
Curriculum and Instruction Coordinator

• Baccalaureate or advanced degree in early childhood education or in a field related to early childhood education, with a least two years experience in teaching preschool children and at least two years experience in teaching preschool children and at least two years experience in a supervisory capacity.
• Successfully pass and maintain documentation of:
• A physical, a pre-employment TB Test, pre-employment drug test
• A criminal background check
• Have transportation and current liability coverage on a vehicle. Moderate travel on a daily basis may be required
• Possess a valid Texas Driver’s license (operators-Class C)
• Effectively use computer, spreadsheet, and word processing software
• Dress in appropriate business attire
• Provide proof of work eligibility

Education Resource Mentor

• Baccalaureate Degree or better in elementary education with early childhood or kindergarten endorsement or a Baccalaureate Degree in education with Early Childhood and/or reading specialization.
• Technical writing skills
• Successfully complete and maintain current documentation of:
  • A physical, a pre-employment TB test, pre-employment drug test
  • A criminal background check
• Pass and submit a post offer physical examination
• Must have transportation and current liability coverage in vehicle
• Must possess a valid Texas Driver’s license (Operators Class C)
• Able effectively use a computer and word processing software
• Dress in appropriate business attire

Teacher Qualifications

• An Associate, Baccalaureate or advanced degree in early childhood education or a field related to early childhood. Teachers need to have a least one year of experience in teaching preschool children.
• Successfully complete and maintain current documentation of:
  • A physical, a pre-employment TB test, pre-employment drug test, criminal background check
  • Food Handler’s Permit
  • CPR and First Aid
• Acquire 1.5 CEUs annually
• Obtain 15 clock hours of training each year
• Possess a valid Texas Driver’s license (Operators-Class C)
• Dress in appropriate attire
• Provide proof of eligibility to work

EDUCATION RESOURCE MENTORS
These mentors are primarily responsible for implanting curriculum and support services related to the Head Start Performance Standards. They provide support for the centers and educational staff in the implementation of a whole language program as well as instructional strategies. They will also assist classrooms with planning and initiating appropriate activities that support the w4ritten goals and objectives of the Head Start Program.

SCREENINGS AND ASSESSMENTS
In the preschool division teaching staff as well as other Head Start staff conduct screenings and assessments on each child. Parents also assist in the gathering of some information about their child. The results of these screenings and assessments are shared with the parents on a regular basis. Finally all Screening and Assessment results will move with the child if the child transfers.

The screenings that are conducted include:

1. Language Preference – The language preference form is completed for each preschool child at the beginning of the program year. Classroom teachers complete this measure no later than 2 weeks after the child’s entry into the program. The purpose of this measure is to determine the child’s language preference for instruction.
2. Brigance Preschool Screen – This assessment is completed within 45 days of the child’s entry into the program. The purpose of this tool is to help determine if further evaluation is needed. The results are tracked.
3. Speech Screening – trained community partners outside the agency conduct Speech screenings for preschool children. Children receive a second screening when they do not pass the screening. The Disabilities Services staff completes any needed follow up.

The assessments include formal and informal methods and these include:
Formal

Brigance Inventory of Early Development (IED) or Galileo Online – The IED is used by some preschool classrooms. The other preschool classrooms and some infant/toddler classrooms use the Galileo online. These assessments provide information on discrimination, cognition, attention, self-help, social skills, receptive skills, and expressive language. Galileo Online provides information on language and literacy, math, creative arts, approaches to learning, nature and science, gross and fine motor, physical health practices, and emotional development. These developmental assessments are completed on an ongoing basis. This assists the staff to determine children’s progress and plan individualized instruction. The IED assessments are completed three times per year (Oct/Nov, Jan/Feb, and May/June). The Curriculum and Instruction Coordinator compiles the IED classroom and agency results into a summary report. Classroom staff updates the Galileo Online as the children progress, but not less than one time per month. Reports for Galileo Online are generated quarterly. Parent conferences are held quarterly to discuss the child’s progress.

Informal
** Portfolio – Each child has a portfolio. Portfolios are placed in a section of the classroom that is accessible to teachers and families. The Portfolio represents the process and the product of learning and helps build a collaborative effort between the teacher and the child in the evaluation of the child’s growth and development. It includes a collection of a child’s work that shows the child’s interests, attitudes, and range of skills. This helps teachers and parents reflect upon the development of the child. The portfolio will be maintained over the time the child is enrolled. The portfolio is sent home when the child graduates from Head Start. If the child drops from the program the portfolio will be held for 30 days. In the Infant Toddler division, the Portfolio is sent home in August of each year.

** Individual Program Plan – The purpose of the Individual Program Plan (I.P.P.) is to document the activities that will be provided for each child. Anecdotal records, work samples, ongoing assessment results, screening tools, interview with parents, samples of children’s work and other documentation. The goals and objectives will address the social, emotional, cognitive, nutritional and physical development for each child. This plan includes short-term instructional objectives and materials that will be presented to the child. The IPP is discussed with the parents who participate in developing objectives and in identifying strategies to implement at the center and at home with the child. In general, the plan is designed to help develop individual activities for each child, based on their needs, strengths and weaknesses. The weekly lesson plan includes a section describing individual activities that will be conducted each week for individual children. Staff and parents will document observations of the child attempting/completing the IPP goals on the IPP Progress Report

** Parent Teacher Conferences – Parent teacher conferences are held. These are held after each screening or assessment that is conducted. The staff will share information about the child’s progress of screening and assessment results, the child’s portfolio and observations of the child. In addition, Head Start is required to assess children using the National Reporting System Assessment Instrument. This is required across the nation and is used to measure a Head Start Program’s success at preparing children for kindergarten. The assessment is given early in the school year and again at the end of the year. The assessment does not provide information on individual children.

PARENT OPPORTUNITIES
Partners in Education (P.I.E.)
P.I.E. is a training opportunity that allows parents to receive information from a variety of community resources on current child development trends and information. P.I.E. is held on the first Thursday of each month.

Education Committee
This committee meets to give parents an opportunity to meet with the Curriculum and Instruction Coordinator to review curriculum, plan activities for the lesson plans and to gather educational activities to do at home with their child.

EDUCATION AND TRANSITION ADVISORY
This advisory is comprised of staff, parents, community partners from the Local Education Agencies, Early Childhood Intervention, child care licensing, Del Mar College and Texas A&M University. This group provides feedback and guidance in regards to the Education Program Plan and the Transition Program Plan. This Advisory meets three times per year.

TECHNOLOGY USAGE:
Each classroom has a computer that children have access to during center time. At this time children may choose to work on computer and cognitive skills. The classroom teacher uses the computer to input assessment information, search for activity ideas and to print reports.

CONTACT INFORMATION:
For additional information regarding Curriculum and Instruction, Please contact Belinda Cotton, Curriculum and Instruction Coordinator @ 361-883-7201 extension 37, or E-mail bcotton@nccaatx.org