• Try to contact the parent by phone.
• If the parent cannot be reached, call the emergency numbers in the child's file. Ask if someone will pick up the child.
• Determine where the child should be taken, by whom, and after how long.
• Be sure that parents know about this procedure and that all emergency numbers are accurate and up to date. (Emergency numbers should be verified monthly.)

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RECORD KEEPING

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Establishing and maintaining accurate records is an important administrative function. There are six primary purposes for efficient record keeping in Head Start.

• Evaluation. Record-keeping activities and outcomes assist staff in evaluating the effectiveness of their service delivery to families.
• Accountability. Well-kept records provide documentation of the work the staff performs and serve as a measure of accountability.
• Organization. A carefully maintained record-keeping system helps staff organize the program, conduct periodic reviews of progress, and plan future activities.
• Training. Information in the records can help staff to identify the training and education needs and interests of staff and parents.
• Research. Records can provide an excellent source of information about the program for internal and external research efforts.
• Planning. The information on program activities and their outcomes provides the basis for planning future activities.

TYPES OF RECORDS

Some of the records required for program operation are outlined in the Head Start Performance Standards, while others are specified in state or local regulations. Still other record requirements will be developed by the Director, the Education Coordinator, and education staff to meet the needs of the individual program.

In general, three types of records need to be maintained:

• information on each child and family;
• information about the overall Education Component; and
• information on other program areas.

Typically, records for each child will be kept at the center and maintained by teachers and the center director. Records for the Education Component are generally maintained by the Education Coordinator. Records the education staff may be asked to help maintain for other components include keeping track of in-kind hours and parent participation. Because some information must be maintained by both the Education Coordinator and center staff, it is important to coordinate record-keeping systems and use forms that are identical or compatible.

THE PROCESS FOR ESTABLISHING A
RECORD-KEEPING SYSTEM

• Step One-decide what records will be kept and by whom;
• Step Two-develop forms for record keeping that will provide the necessary information;
• Step Three-devise a way to store records, e.g., use file folders in file boxes, etc.;
• Step Four-determine which records must be maintained confidentially in a locked file or cabinet; and
• Step Five-review the system periodically and remove unnecessary forms.

WHO KEEPS WHAT RECORDS?

The number of records kept will vary according to the size of the program, how the program operates, who is assigned specific responsibilities, and the number of coordinators in the program. The person responsible for keeping the records may also vary from program to program, but responsibilities are generally organized as follows.

RECORDS KEPT BY THE EDUCATION
COORDINATOR

• Education Component Plan
• Training plans for staff and parents
• Staff observations and formal evaluations
• Documentation of staff problems
• Documentation of special needs/problems of individual children
• Component budget and expenditures
• Annual self-assessment
• Grantee/delegate improvement plans

RECORDS KEPT BY THE CENTER DIRECTOR

• Weekly education plans
• Center staff development plan
• Evaluation forms for staff development training
• Attendance records
• Child and staff attendance forms
• Summary reports on the progress of the education program
• Parent volunteer in-kind contribution recording sheet
• Equipment and material inventories
• Emergency cards
• Accident reports

RECORDS KEPT BY STAFF ON INDIVIDUAL
CHILDREN AND FAMILIES

• Enrollment forms
• Results of assessments and ongoing observations
• Permission slips
• Custodial records
• Data on child's family
• Parent conference reports
• Individual Education Plans (IEPs)
• Individual plans

RECORDS KEPT IN A HOME-BASED
PROGRAM

• Developmental assessment
• Family needs assessment
• Monthly contact log
• Mileage log
• Home visitor records

RECORDS KEPT BY THE HOME-BASED
VISITOR

• Weekly home plan
• Time sheet
• Enrollment forms

Records kept by staff on each child that enable the staff to individualize the programs were discussed in the previous chapter.

RECORD-KEEPING TIPS

Listed below are some tips and strategies for helping the staff meet record-keeping requirements.

• Provide training for all education staff on how to use the record-keeping system effectively. Make sure they understand why accurate and complete records are important.
• Establish a policy and procedures for monthly update of emergency cards. Staff should be sure that the person designated by the parent as an emergency contact is willing to do this and understands what is involved.
• Explain the importance of keeping accurate attendance records to the staff. They are typically maintained at the center level and turned in to the Social Services Component. They are extremely important regarding reimbursement for the food program, for determining the equipment and materials budget, and for maintaining the correct staff-child ratios.
• Provide the staff with forms to help them complete regular observations of the children. Suggest a time table for completing observations.
• Index cards work well for anecdotal records. Suggest that the staff carry these cards in their pockets to facilitate their use.
• Develop a form for the staff to use when conducting parent conferences and home visits.
• Be sure all forms in the child's file are dated.
• Separate the child's health records from the rest of the folder.
• In cases where the folder contains special instructions, (e.g., a child's allergy) flag the folder to make this information noticeable.
• Mark confidential forms so that they are easily recognizable.
• Staple a checklist inside the file that clearly states what should be there. Train staff to use the checklist to monitor their own files.
• If a child is in Head Start for more than one year, staple all of the previous year's records to the back of the file; use pocket files to separate each year's records; or color code them.
• Check the children's files to determine if there are any problems in the record-keeping system; a random sample of 25 percent should be sufficient.

KEEPING RECORDS CURRENT AND
MEANINGFUL

Once the record-keeping system has been established, it must be kept up to date to be useful. It is the Education Coordinator's responsibility to review program records to ensure that information on each child is current.

UPDATING PROGRAM RECORDS

Updating overall program records includes:

• reviewing the Education Component Plan;
• updating and adding to the staff and parent training plan; and
• developing and revising the timetable for staff evaluations and observations.

UPDATING CENTER RECORDS

Review the following records with the center Director and the teaching staff:

• attendance records;
• parent in-kind contribution forms;
• weekly plans;
• home visit plans;
• individual plans for all children (not just IEPs); and
• requests for additional materials and equipment.

UPDATING CHILDREN'S RECORDS

It is the joint responsibility of staff and the Education Coordinator to ensure that all children's records are current. Specifically, they should be reviewed periodically for:

• current medical information;
• parent emergency numbers and information;
• IEPs (for children with handicapping conditions);
• incident reports, accident reports, or special problems; and
• observation forms and anecdotal records.

MAINTAINING CONFIDENTIALITY

Each Head Start Program should establish clearly marked, locked, confidential files. The procedures for access should be written down and given to staff and parents to avoid problems. The Head Start Health Coordinators Manual includes a sample accessibility roster.

TRANSFERRING CHILDREN'S RECORDS

When children leave the Head Start Program to enter elementary school, some of the records can be forwarded. Also, it may be useful to get the records of children who attended another preschool before Head Start. In most cases, if the child's medical records are current, these can be useful to the school system. In other cases, the school may request observation forms, pre- and post- assessments, or summary progress notes. In deciding what records should be forwarded to the child's new school, the following procedures should be considered.

• Ask parents if they wish their children's records to be forwarded. If so, get written permission.
• Schedule a meeting with the kindergarten teachers or principals of the schools involved to discuss the transition and what kinds of records they would find useful.
• Clarify with the Director and Policy Council/ Committee which records are confidential and may only be forwarded with the parents' signed permission, e.g., the results of a psychological evaluation or family referral to social services staff.
• Discuss with the school staff the information Head Start maintains on children and offer to transfer the records.
• Try to inform the school system about the records Head Start maintains. Some school systems are reluctant to accept other schools records and prefer to develop their own.

Working with elementary school system staff regarding transfer of records also provides an opportunity to share with them the goals and objectives of the Head Start educational program. (Establishing linkages with the schools was discussed in Chapter IV.)

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TRACKING THE ACTIVITIES OF THE EDUCATION COMPONENT

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Education Coordinators need to keep track of what is going on in the Education Component to determine if the program is proceeding according to the schedule described in the Education Component Plan.

Education Coordinators track or review activities every day. These activities include overseeing planning for the Education Component; implementing the Education Component Plan; and evaluating the program, the training of staff or parents, or the work of the staff.

PURPOSES OF REVIEWING
ACTIVITIES

There are three major reasons for ongoing review of activities that apply to all of the Head Start components:
To improve the quality of the services offered by the Education Component through:

• setting higher standards for performance;
• identifying staff and parent training needs; and
• making recommendations on necessary changes to the Director.

To measure progress toward achieving program goals and objectives so that:

• when progress is not sufficient, new strategies can be implemented;
• when activities are on track, staff can be evaluated positively; and
• allocation of resources-money, staff expertise, materials, equipment, and time-can be reviewed.

To ensure compliance with:

• the Head Start Performance Standards and other federal policies;
• federal or state laws;
• applicable local government requirements; and
• local program policies and procedures.

AREAS REVIEWED

All areas of the Education Component are reviewed. Examples of questions an Education Coordinator might ask to track progress in each area are listed below.

PLANNING

• Are parents involved in the process?
• Does the plan address all the Head Start Performance Standards for the Education Component?
• Is the plan based on the results of the Community Needs Assessment?
• Have appropriate options been recommended?
• Are the self-assessment findings addressed?
• Are staff assignments appropriate?
• Are the time lines reasonable?
• Is the plan reviewed annually and updated when necessary?
• Is the plan being used to guide the program?

PROGRAM IMPLEMENTATION

• Does the education staff understand the curriculum and are they implementing it appropriately?
• Does the physical environment support program goals and meet the needs of individual children?
• Are long-range and weekly plans prepared and used?.
• Does the selection of materials reflect an understanding of developmental abilities and individual needs?
• Is the daily schedule well balanced, with sufficient time for free play and transitions?
• Does the staff understand and use discipline that supports the development of self-control?
• Does the staff provide an individualized program for each child?
• Are parents involved in planning and implementing the daily program?

ADMINISTRATION

• Are records on individual children and families current and complete?
• Are facilities safe and healthy according to the Performance Standards and local requirements?
• Does the staff understand emergency procedures?
• Are there enough supplies on hand to meet the needs of the education staff?

SUPERVISION

• Do staff meetings promote open communication and sharing?
• Do classroom observations occur as scheduled?

TRAINING

• Does the program support the CDA credentialing process?
• Are individual staff training plans being implemented?
• Do training evaluations guide future planning?
• Is training offered in response to a needs assessment?
• Is there documentation of each training event?
• Are parent training sessions well attended?
• Do classroom volunteers attend training?

The self-assessment for this chapter can also be used to review the activities of the Education Component.

DESIGNING AND IMPLEMENTING A
TRACKING SYSTEM

The task of developing a tracking system or plan is a process shared by the Education Coordinator, the staff, and the parents. Everyone involved in the Education Component is interested in knowing what is going on and in making improvements. Other input can come from the education advisory committee, other component coordinators, and the Head Start Director.

For example, in designing a form to review safety in the classroom, an Education Coordinator might convene a meeting with several teachers, the Health Coordinator, and parents to review the Performance Standards and the Education Component Plan and identify how the program will meet these requirements. Based on this information, a checklist can be developed and shared with all who will help review this aspect of the program.

Once the system has been designed and implemented, parent and staff participation should continue. Responsibilities for reviewing specific activities, Performance Standards, or objectives can be assigned to appropriate staff or parents and training provided.

The format used to record the specifics of the tracking system can be based on the Education Component Plan. Most component plans include the following elements:

• references to the Performance Standards;
• goals;
• objectives;
• strategies;
• the title of the person responsible for the strategy; and
• a schedule for completing each strategy.

Thus, it is possible to see at a glance who is responsible for completing each task and when it should be completed. The tracking system can use a similar format, adding who will review the task and when the review will occur.

Another approach used by Education Coordinators is to develop a yearly calendar incorporating tracking, training, staff evaluations, committee meetings, and other administrative functions in a single planning tool. This method allows Education Coordinators to balance their work load. However, it does not provide the level of detail that the first format does.

In addition to a schedule, it is also helpful to identify or devise tracking forms for recording information about the various elements of the Education Component. First, identify and review existing forms to determine which are useful, which need revision, and which should be eliminated. Design new forms only when necessary. Examples of tracking checklists are included in the Resource Papers for this chapter (V-1-3).

A tracking system should include procedures for correcting problems. A staff member or team will be responsible for taking the necessary actions, and follow-up will take place at an appropriate time. Problems related to safety should be addressed immediately. Other problems may require a long-range solution rather than a "quick fix." Table Four shows some appropriate techniques for reviewing the activities of the Education Component.

TABLE FOUR USING APPROPRIATE TECHNIQUES TO REVIEW THE EDUCATION COMPONENT Effective reviews rely on open communication, skilled observation, time management, an eye for detail, organization, and leadership. Examples of specific techniques for reviewing some aspects of the Education Component appear below.
 

TO REVIEW	TECHNIQUE	FREQUENCY
Individualization	Review weekly plans, conduct observations.	Monthly
Parent participation on classroom committee	Read minutes from meetings, observe a  meeting, check parent bulletin board and newsletter, ask Parent Involvement  Coordinator, discuss informally with parents.	Quarterly
Playground safety	Complete on-site observation using playground safety checklist.	Quarterly
	Have teachers observe for safety also.	Daily
Home visits (center-based)	Observe teacher's home visit, review plans for the visits, talk to parents.	Once a year for each teacher
Home visits (home-based)	Observe home visitors in the home, review plans, talk to parents.	Twice a year for each home visitor
In-kind contributions	A parent volunteer can review records and tally contributions each month, including his/  her own.	Monthly
Expenditures for supplies	Project a quarterly budget for supplies and review expenditures monthly. Have staff  inform you of needs monthly.	Monthly
Component coordination	Meet regularly with other components to  share information. Discuss at component staff  meetings.	As scheduled
Staff training session	Have staff evaluate training sessions in  writing and discuss their reactions later at a staff meeting.	As needed

 

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OVERSEEING FACILITIES

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ENSURING A SAFE AND HEALTHY
ENVIRONMENT

The key to ensuring a safe and healthy environment is appropriate supervision. Without attentive adult supervision, no environment is safe for small children. Not all accidents can be prevented, but accident prevention must be constantly on the minds of all adults in the Head Start program. Safety principles should be shared with the children to alert them to dangers and to avoid accidents. Obvious hazards and risks in the classroom, on the playground, and at home should be eliminated to prevent as many accidents as possible. Program safety must be a top priority for all staff to ensure that hazardous situations are corrected immediately.

Head Start Performance Standards clearly state what must be included in a safe and healthy classroom and play area. State and/or local ordinances should also be checked for applicable safety requirements. The key to overseeing this area is developing a safety checklist that is appropriate for the program. The checklist can be developed with the help of staff and parents. It should be used periodically (no less than quarterly) to ensure that the classrooms and play areas are safe. Any problems noted should be corrected as soon as possible. Children should not be allowed to use faulty equipment or play in unsafe areas. (See V-4-6 in the Resource Papers for a sample safety checklist.)

In many Head Start programs, public parks and play grounds are used in addition to, or in place of, a center playground. These playgrounds should meet the same safety and health requirements as the center playgrounds. When safety hazards are discovered, the local authority responsible for maintaining the park or play area should be notified and asked to correct the problem.

Some Head Start programs incorporate traffic, car, bus, and fire safety in the curriculum. Children learn to observe traffic and bus safety rules, and to buckle their seat belts, when they are available. When education staff ride the buses with the children, they can reinforce safety rules and procedures.

Ensuring safety in the home-based option is more delicate because homes are not required to meet licensing requirements and may, indeed, contain hazards. The key here is to point out these dangers to parents, who may be unaware of many dangers. A sample physical environment checklist for home-based programs is in the Resource Papers (V-7).