41. Enhancing The Parenting Skills Of Head Start Families During Transition To Kinde The skills taught directly to children in the curriculum for head start also parallel two of the ACT skillsnamely, social competence and selfregulation. http://www.actagainstviolence.com/specialtopics/headstart.html

About ACT Early Violence Prevention Managing Anger Resolving Conflicts ... Home Enhancing the Parenting Skills of Head Start Families During the Transition to Kindergarten Citation: Stormshak, E.A., Kaminski, R.A., and Goodman, M.R. Enhancing the parenting skills of Head Start families during the transition to kindergarten. Prevention Science, (September 2002). 3(3): 223-234. What is the study about? What are the findings? Results from the study reflected the preliminary results that showed that families still preferred home visiting (76%) to the parenting groups (33%), despite efforts to improve recruitment. Other studies have found that parents in rural communities are reluctant to participate in group meetings because most people know each other and there is little privacy; home visiting is a more private activity. The findings showed that home visiting can be an effective way to help families with the transition from Head Start to kindergarten. Staffing was found to be an important factor for outcome success. If the families were familiar with the staff member who visited them, they made significant gains as compared to families who were visited by a staff member they did not know. Also, for those families with a familiar staff person, there was a significant relationship between the number of home visits and improved caregiver involvement scores. Another finding was if families attended parenting groups before participating in home visiting, they participated in significantly more home visits than parents who did not attend the parenting group first. This group had the best outcomes over controls.

42. Archived: Migrant Head Start Program Hired by the Dysart Migrant head start program director, parent mentors are migrant recruit and train parents both in the preschool program s curriculum and in http://www.ed.gov/pubs/Paraprofessionals/dysart.html

A r c h i v e d I n f o r m a t i o n Roles for Education Paraprofessionals in Effective Schools - 1997 A r c h i v e d I n f o r m a t i o n Migrant Head Start Program Dysart Unified School District El Mirage, Arizona Empowering Parents to Educate Children Program recruits parent educators from migrant community Training includes theory, practice, and follow-up coaching Professional development focuses on site-specific curriculum Overview The Migrant Head Start program in Dysart Unified School District serves 75 children through federal migrant education funds and Head Start grants. Parents of children in the program may participate in training to improve their ability to promote children's development. Some parents learn to work as paraprofessionals while others learn to run the parent center. Currently, a migrant parent acts as a health care liaison, referring parents to appropriate services and testing children for health problems. Major Program Features The Dysart program features three strands of training for migrant parents. After initial training (Level I), parents work as interns in either the prekindergarten program or the parent center. More advanced training (Level II) prepares them to serve as paraprofessionals in kindergarten. Completing the third training component equips them to become paraprofessional parent trainers.

43. NACOG Head Start NACOG head start uses The Creative curriculum and The Creative curriculum for Infants and Toddlers. These resources were developed by Teaching Strategies, Inc. http://www.nacog.org/hs/components.htm

Component Areas Education Health Special Needs Parent Involvement ... Purchasing Educational Services in Head Start The education staff at NACOG Head Start provides children with activities that help them grow mentally, socially, emotionally and physically. The Head Start Education and Early Childhood Development Performance Standards are incorporated into all program options and settings. NACOG Head Start operates play-based, developmentally appropriate classrooms for infants, toddlers and pre-school children. We believe that children learn best by doing. The most important goal of our curriculum is to help children become enthusiastic learners. Our teachers encourage children to be active, inquisitive and creative. NACOG Head Start uses The Creative Curriculum and The Creative Curriculum for Infants and Toddlers. These resources were developed by Teaching Strategies, Inc. and offer quality early childhood curriculum materials for preschool children and for infants and toddlers. As required by Head Start Performance Standards, these resources are based on sound child development theories about how children grow and learn and are inclusive of children with disabilities. Our curriculum is designed to give children a successful start in school by focusing on: The activities we plan for children The way we organize the environment

44. FCPS Instructional Services: Early Childhood And Family Services The infant toddler curriculum is individualized to meet the physical, intellectual, and social Early head start (EHS) parents play a key role in the program. http://www.fcps.k12.va.us/DIS/OECFS/earlyhs/

Search FCPS: Office of Early Early Head Start FECEP/Head Start Kindergarten grade this page Early Head Start Description of Program Home-based Services Center-based Services Parent Involvement ... Other Early Head Start Links Description of Program: Serves families of infants, toddlers - newborn to age three (including children with disabilities), and expectant parents. Enrollment is based on income-eligibility using the Federally poverty guidelines Involves parents in all aspects of the program. Operates year-round. Located in the Reston/Herndon area. Offers home-based services, and center-based services. Links parents to a wide range of community services. For more information on program design and governance back to top Home-based Services: Children and parents participating in the home-based model are served by a Home visitor. The home visitor will visit weekly. Children and parents are transported to the Early Head Start office a minimum of twice a month for on-site socialization and learning activities. Pregnant women will receive assistance in obtaining proper prenatal care. back to top Center-based Services: The center-based model is staffed by two certified teachers and three assistants.

45. FCPS Instructional Services: Early Childhood And Family Services head start. Parents, students, senior citizens, etc. are encouraged to offer their muchneeded assistance to classroom and central office staff. curriculum. http://www.fcps.k12.va.us/DIS/OECFS/fecep/

Search FCPS: Office of Early Early Head Start FECEP/Head Start Kindergarten grade this page Welcome To FECEP/Head Start Program Overview FECEP/Head Start Schools Enrollment 2003-2004 Income Eligibility Guidelines ... Other Head Start Links For more information or to register a child, please contact: Program Overview Program Overview The Family and Early Childhood Education Program FECEP/Head Start is a free child development program for children birth to age five, including children with disabilities or special needs, from income-eligible families. Parents and community professionals work with program staff to provide comprehensive services which address children's educational, social, health, nutritional, and emotional needs. Fairfax County Public Schools operates FECEP/Head Start classrooms in selected schools throughout the county. There are three major focus areas in the FECEP/Head Start Program: Mission Statement Fairfax County Public Schools FECEP/Head Start is committed to providing a child development program for children from birth to age five, expectant parents, and their families through quality early childhood practices. Working collaboratively, parents, staff and community provide comprehensive services, which address individual and unique needs of children and their families. Through these services, children and families will be empowered to reach their fullest potential as competent and creative citizens. back to top Models of Implementation The following program models are implemented to meet the diverse needs of families:

46. The LRN Tookit: Giving Customers A Head Start On Online Learning Solutions Microsoft Official curriculum Group. The LRN Toolkit and Microsoft ® LRNbased content are designed to give customers and partners a head start in creating http://www.microsoft.com/presspass/features/2000/02-08lrn.asp

Microsoft.com Home Site Map Search Microsoft News Consumer News International News Legal News Events Microsoft Executives Exec Bios/Speeches Board of Directors Bill Gates Web Site Executive E-Mail Other Corporate Info Investor Relations Analyst Relations Fast Facts About Microsoft Image Gallery ... Community Affairs Archives by Month Press Releases Top Stories The LRN Tookit: Giving Customers a Head Start on Online Learning Solutions NEW YORK and REDMOND, Wash., Feb. 8, 2000 When you do things very well, and for a very long time, you tend to get noticed. Take SmartForce, for example, a Redwood City, Calif. based operation that's been providing solutions for eLearning since well before the term was even coined. Just recently, the company picked up a Best of the Best award from PC Computing magazine, accolades from the Smithsonian Institution and a coveted ISO 9002 certification for its quality-management system. Doing things well at SmartForce also means taking notice, especially of customers and their concerns. One of the company's product marketing managers, Scott Trumpower, spends most of his time doing just that listening to customers and trying to learn from what they have to tell him. Lately, customers have been telling Trumpower that what they want most in an eLearning solution is the ability to customize. SmartForce customers want to be able to tailor eLearning solutions to their own corporate environment. In a SmartCourse on Windows NT, for example, system administrators might want to be able to learn how their own company prefers to set up groups in an NT domain. In a solution supporting chat sessions with an online expert, students might want to be able to select someone from their own company's talent pool. Or perhaps in a SmartCourse on C++ programming, development managers might want to be able to insert their company's own documentation guidelines.

47. Healthy Start Curriculum Design Healthy start is a comprehensive preschool health education program that includes a curriculum developed for 3-5 year old children in head start, day care and http://www.healthy-start.com/curriculum.htm

CURRICULUM DESIGN Healthy Start is a comprehensive pre-school health education program that includes a curriculum developed for 3-5 year old children in Head Start, day care and other nursery school settings. Healthy Start Pre-School Curriculum is a 12 unit program with topics in nutrition, safety, self-esteem, body parts, family relations, dental health, daily health care, environment, smoking, alcohol and drug education and violence prevention. The philosophy, framework, and content of the curriculum are based on contemporary educational and behavioral research as well as theoretical models regarding how children learn and how learning influences behavior. Home Curriculum Overview Presentations Consultation Services ... Order

48. Head Start About Us What We Do The head start Program provides a comprehensive child development based on the internationally acclaimed, researchbased High Scope curriculum. http://www.monterey.k12.ca.us/head-start/

choose a program or service) Head Start About Us Programs and Services Child Development-Health Services Community Partnerships Program Design/Management Director: Ricardo Tellez Secretary: Lucie Alonso Phone number: Email: lalonso@monterey.k12.ca.us “Teaching Children, Reaching Families." What We Do The Head Start Program provides a comprehensive child development program to preschool children from families below poverty level, to prepare them intellectually, socially, emotionally, and physically for school and life. MCOE operates 26 preschool centers in Monterey County, providing services to over 1,000 children (aged 3 to 5) and their families. Child Development Every child is provided with the highest quality child development program based on the internationally acclaimed, research-based High Scope Curriculum. Every enrolled child also receives the following benefits and services: "The Head Start Program is the door to a world of opportunity for many children and their parents. We’re so proud to see our students go on to college and special trades, or even return here to teach.” Early Head Start The Early Head Start program is designed to serve qualifying pregnant women, infants, and toddlers by providing support services that promote child and family development. Services include prenatal examinations, training in child development, and infant and toddler center-based care. All Early Head Start clients are eligible for the same basic services at Basic Head Start as appropriate.

49. Insitute Content:Curriculum, Ongoing Assessment, And Child Outcomes head start s definition of curriculum is comprehensive, including goals, materials, learning experiences, teaching strategies, and roles of staff and parents. http://www.hsnrc.org/CDI/sbredekamp1.cfm

Questions? Privacy Site Index ACF Home ... ACF Search Curriculum, Ongoing Assessment, and Child Outcomes Sue Bredekamp, The Council for Professional Recognition Sue Bredekamp is currently Director of Research at the Council for Professional Recognition and is a consultant to the Head Start Bureau. From 1984-98, she served as Director of Professional Development of the National Association for the Education of Young Children (NAEYC). She co-authored Learning to Read and Write: Developmentally Appropriate Practices for Young Children , the 1998 joint position statement of the International Reading Association and NAEYC. During her tenure with NAEYC, Bredekamp developed and directed a national, voluntary accreditation system for which she wrote three editions of Accreditation Criteria and Procedures and Guide to Accreditation . She is the primary author of the 1987 and 1997 editions of NAEYC’s highly influential and best-selling publication Developmentally Appropriate Practice in Early Childhood Programs . She also researched and wrote NAEYC position statements on standardized testing and curriculum and assessment, and edited the two-volume

50. Institute Content: Curriculum: Birth To Five 3) How should a curriculum address the head start Child Outcomes Framework? The head start Child Outcomes Framework and the High/Scope curriculum. http://www.hsnrc.org/CDI/aepstein1.cfm

Questions? Privacy Site Index ACF Home ... ACF Search Curriculum: Birth to Five Ann Epstein, High/Scope Educational Research Foundation Ann Epstein "The goal of Head Start is to enhance children’s development in the short term and to make them fulfilled and productive citizens in the long run." Presentation Highlights The content of this presentation responds to the following three questions: 1) What is the value of using a curriculum? 2) What does it mean to implement a curriculum? 3) How should a curriculum address the Head Start Child Outcomes Framework? An initial investment in a sound curriculum supported by effective staff development methods will pay off in the long run for children and families and will contribute to the sustainability of the Head Start program. Curriculum Four Purposes of Curriculum: It shapes our understanding of child development. It guides our educational practices —Effective practice requires a balance between child initiation and adult initiation; adults should be neither intrusive nor passive. It supports staff training —Teachers should be able to faithfully reproduce the curriculum. In addition, the way that adults treat one another should serve as a model for how they teach children.

51. Head Start - Johnson & Johnson Management Fellows Program At UCLA The Fellows Program curriculum covers essential management topics including the following Understanding Strategy; Formulating Strategy; http://www.anderson.ucla.edu/community/headstart/curriculum.html

The Fellows Program curriculum covers essential management topics including the following: Understanding Strategy Formulating Strategy Implementing Strategy Strategy Workshop Organizational Design Organizational Change Operations Concepts Project Management Marketing Concepts Public Relations Personnel Issues Networking Groups Economic Principles Data Analysis Cost Accounting Leasing Principles Making The Transition To Manager Information Systems Overview

52. Head Start - Johnson & Johnson Management Fellows Program At UCLA finance, computers and information systems, and operations and marketing, the curriculum focuses on applying concepts to relevant head start needs and interests http://www.anderson.ucla.edu/community/headstart/overview.html

The program builds both executive and entrepreneurial management skills. Eighty hours of classroom instruction include lectures, group discussions, case studies, and workshops. Designed from a strategic planning perspective, subject materials from human resource management, organization design and development, finance, computers and information systems, and operations and marketing, the curriculum focuses on applying concepts to relevant Head Start needs and interests. The curriculum represents a course of study developed by UCLA faculty, the Program Advisory Board, and field research and focus groups. Faculty members for the program are drawn largely from The Anderson School. Specific faculty from other UCLA schools, other universities, and practicing members of the Head Start community are selected based on the needs of each year's participants. Graduates of the Fellows Program are awarded a certificate from UCLA and are given the option of receiving academic graduate-level credits or continuing education credits.

53. Hilton/Early Head Start Training Program For additional information about SpecialQuest and the Hilton/Early head start Training Program, please visit our website at www.specialquest.org. http://www.specialquest.org/curriculum.htm

This year of SpecialQuest will focus on Developing family-professional collaboration and leadership for providing inclusive services; Integrating service delivery for infants and toddlers with disabilities and their families in natural environments; Developing advanced problem-solving, collaboration, and teaming skills; Referring and identifying infants and toddlers with disabilities; Recruiting and enrolling infants and toddlers with disabilities in Early Head Start and Child Care; Providing smooth transitions between services; and Developing long-term visions for infants and toddlers with disabilities. SpecialQuest II will contain a mixture of content, hands-on activity, and reflective discussion. There will be opportunities for participants with the same roles to meet and work together in small groups. We will also have the honor of hearing adults who have disabilities share about their lives, how they have been supported, and barriers that have been placed in their way because they have disabilities. Our vision is that you and your team will pave the way for infants and toddlers with disabilities and their families to lead rich and full lives as integral members of your community.

54. NDOL: Idea Of The Week: Making Head Start Smart Furthermore, in part because of its tradition of radically decentralized governance, head start has no standard curriculum or common set of educational goals http://www.ndol.org/ndol_ci.cfm?kaid=110&subid=180&contentid=1728

55. HS - Curriculum, - PageIt/Ver. 1.1 In traditional head start classes, children attend 3 or 4 days a week, 3 1 Based on the assumption that children learn by doing, the Creative curriculum is used http://www.lcc.ctc.edu/pages/399.xtm

Head Start / ECEAP Program Home Application Solicitud en Español Map ... Volunteer Information Curriculum Head Start/ECEAP's Early Childhood Program is designed to meet the individual needs of each child. A variety of learning experiences are provided to foster social, intellectual, and emotional growth. In traditional Head Start classes, children attend 3 or 4 days a week, 3 1/2 hours a day during the school year. We also offer full day/full year classes which run 5 days a week with hours from 7:30 a.m. to 5:30 p.m. Each classroom is staffed by a teacher, a teacher's assistant, and a family advocate. Parent and community volunteers provide additional support to the classroom. Based on the assumption that children learn by doing, the Creative Curriculum is used to reflect the programs' philosophy that it is the teacher's role to create and facilitate an environment that encourages children to observe, explore, experiment, make choices, and develop physically, emotionally, and socially. The curriculum provides the framework to meet the Integrated Workplan's objectives for a planned environment where children interact with materials, peers, and adults. The primary goal of the curriculum is to help children see themselves as capable learners while developing skills that will enable them to succeed in their world now and in the future.

56. DHS Bureau Of Migrant Head Start must comply with state licensing standards and head start Performance Standards 3, 4, and 5 year old children implement the Creative curriculum, supplemented by http://www.dhs.state.il.us/ts/ccfs/MHS/

Rod R. Blagojevich, Governor Agency Links Alcoholism and Substance Abuse Community Health and Prevention Developmental Disabilities Mental Health ... Home Search DHS DHS Help Line 1 800 447-6404 TTY Provider Help Line 1 877 434-1082 TTY DHS Main Offices 100 S Grand Ave E Springfield, IL 62762 401 S Clinton St Chicago, IL 60607 Illinois Home Search Illinois DHS Bureau of Migrant Head Start Bureau of Migrant Head Start The Bureau of Migrant Head Start provides child care and a comprehensive program of health, parent involvement, and social services for preschool children of low-income migrant and seasonal farm workers. One area of assistance is Family and Community Partnerships . This project provides opportunities to develop and implement family partnership agreements. It encourages parents to observe their children and to participate with them in group activities. Through policy groups, parents make decision regarding this program to assist families in securing services in the community. The Family Services Coordinators are bilingual and have work schedules that accommodate families' needs. The project develops and maintains strong community partnerships to ensure service delivery. Another area is the Child Development Program , which provides a secure, stimulating environment in which children are helped to develop physically, emotionally, mentally, and socially. The classrooms must comply with state licensing standards and Head Start Performance Standards, offering full-time day care for children from 6 weeks to 6 years of age. The education program offers opportunities for active learning experiences for all ages.

57. Concerned Women For America - Honing The Head Start Program in running head start centers in lieu of letting States assume more responsibility and authority for managing the program and shaping the curriculum –– http://www.cwfa.org/articledisplay.asp?id=4249&department=BLI&categoryid=reports

58. NICWA: National Indian Child Welfare Association Our Children s Future A Child Sexual Abuse Prevention curriculum for Native American head start Programs A comprehensive howto manual for head start http://www.nicwa.org/resources/catalog/curriculum/index.asp

Log In Search Site Map Contact Us ... Links Curriculum Each of these resources has been developed in close consultation with Native American consultants, staff and advisory committees of representatives from a variety of tribes and organizations. Each is culturally appropriate and directly applicable to the oftentimes unique circumstances of Indian communities. This culturally based curriculum was first published in 1985 and was updated in 1995 and 1996. The series of five modules is designed to teach Indian child welfare workers understanding and application of child welfare skills. Each module suggests a philosophy for Indian child welfare practice and discusses historical and cultural issues. Existing child welfare training material has been adapted for application in Indian communities. Each module is accompanied by a packet of exercises for use in class training or for self-study. Additional exercise packets may be purchased separately. A trainer's guide for each module includes the text of the module, the exercises, and a suggested lesson plan. The trainer's guide is also accompanied by an exercise packet. In addition, a monograph on training issues and methods provides useful information on culturally appropriate training. The books are 8-1/2" x 11", spiral bound.

59. Special Quest Curriculum The Hilton/Early head start Program has adopted a training approach for this SpecialQuest This approach repeats itself throughout the SpecialQuest curriculum. http://www.sonoma.edu/cihs/hilton_ehs/hsqcurr.html

The greatest good you can do for another is not just to share your riches, but to reveal to him his own..Benjamin Disraeli Early Head Start and Migrant and Seasonal Head Start staff and parents and their community Early Intervention partners bring a vast amount of diverse knowledge and experience to SpecialQuest. The Hilton/Early Head Start Training Program is committed to facilitating learning opportunities, providing a forum to discuss recommended practices, and supporting EHS/MSHS participants as they develop their own program and individual plans. The Hilton/Early Head Start Program has adopted a training approach for this SpecialQuest that starts with reflection upon one's own attitudes, beliefs and practices and moves towards working with others, grounded in a conscious awareness of one's personal issues. This approach repeats itself throughout the SpecialQuest curriculum. Thus, there is a pattern of activities that starts with the individual, considers critical information and/or recommended practice, and then moves to working with families and teams of colleagues. Further, each day starts and ends with a period of team or individual reflection. Several principles of adult learning are particularly important in the design of this curriculum.

60. Head Start Letter University Clarion PA Paulette Schreck Chair, Department of curriculum and Instruction Rhonda Shult Family Advocate Oregon State University head start Pre-K http://www.fairtest.org/nattest/Head_Start_Letter.html

FairTest Make a donation of $30 or more and receive our newsletter, the Examiner, for a year. February 28, 2003 Dear Representative: As recognized experts in the fields of early childhood development and assessment, we write to express our concerns about plans proposed by the Head Start Bureau to implement a National Reporting System for all 4- and 5-year-olds in Head Start in the Fall of 2003. We agree in principle with the need to conduct ongoing child assessments. However, we are troubled by both the timing and structure of this new proposed effort. In this letter we suggest ways of improving the proposed testing plan and reducing the potential harm that a test of this kind may have for young children. The plan for the Head Start reporting system calls for each of the 525,000 4-year-olds in Head Start to sit for a standardized, 20 - 30-minute test in literacy and numeracy skills. This would add on to three types of assessments already occurring. First, to improve students' performance, all Head Start programs are required to assess learning regularly in all domains of development. Second, to foster program quality, every Head Start program is monitored periodically with a system that identifies programs that need to be improved. Third, a longitudinal study ("FACES") provides national data on the effectiveness of Head Start. In addition, a Congressionally mandated impact study that utilizes random assignment to treatment and control groups is underway. Let there be no doubt; assessment is alive and well in Head Start.

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