1304.41

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1304.41

Community Partnerships

(a) Partnerships

(b) Advisory Committees

Introduction to 1304.41

Head Start serves families within the context of the community, and recognizes that many other agencies and groups work with the same families. The objective of 45 CFR 1304.41 is to ensure that grantee and delegate agencies collaborate with partners in their communities, in order to provide the highest level of services to children and families, to foster the development of a continuum of family centered services, and to advocate for a community that shares responsibility for the healthy development of children and families of all cultures.

The standards in this section cover three major areas: (a) partnerships with other community agencies; (b) the formation of advisory committees; and (c) the development of transition services.

Performance Standard

1304.41(a)(1)

(a) Partnerships.

(1) Grantee and delegate agencies must take an active role in community planning to encourage strong communication, cooperation, and the sharing of information among agencies and their community partners and to improve the delivery of community services to children and families in accordance with the agency’s confidentiality policies. Documentation must be maintained to reflect the level of effort undertaken to establish community partnerships (see 45 CFR 1304.51 for additional planning requirements).

Rationale: Community planning fosters the development of a comprehensive system of family centered services attuned to the complex and diverse needs of children and families. This rationale serves 45 CFR 1304.41(a)(1)-(2).

Guidance: Grantee and delegate agencies enhance program services by playing an active role in facilitating community partnerships. The following are suggestions for encouraging communication, cooperation, and possible linkages with community partners:

	Develop formal and informal networks of contacts with the representatives of a wide range of community organizations;
	Involve families as active partners in the community planning process;
	Be knowledgeable of how policy changes at the national, State, Tribal, and local levels affect services and resources for children and families;
	Ensure that privileged information is shared in a manner that improves service delivery, while respecting the family’s right to privacy and complying with the agency’s confidentiality policies;
	Initiate or join in community-wide interagency councils, service integration efforts, and other planning initiatives to ensure that Head Start principles and programs are well-represented in planning activities; and
	Consult with Head Start State Collaboration Offices and build on existing national and State agreements when pursuing local partnerships.

Performance Standard

1304.41(a)(2)

(2) Grantee and delegate agencies must take affirmative steps to establish ongoing collaborative relationships with community organizations to promote the access of children and families to community services that are responsive to their needs, and to ensure that Early Head Start and Head Start programs respond to community needs, including:

Guidance: When establishing and maintaining collaborative relationships, the following approaches are helpful:

	Draw upon the agency’s data sources, including its Community Assessment and discussions with staff and parents regarding family partnership agreements, to identify organizations that provide services responsive to children and families;
	Engage with parents and staff, and with potential partners, in discussions about the purposes and goals of all proposed collaborative relationships;
	Commit to identify specific areas for working together to achieve shared goals for children and families;
	Nurture a mutually respectful environment in which everyone’s contributions to the partnership are acknowledged;
	Develop forums or other mechanisms, such as team meetings and working agreements, for working together on an ongoing basis;
	Consider the staff resources needed to maintain collaborative relationships; and
	Recognize that collaborative relationships are strengthened through formal, written agreements, which help to ensure that relationships among agencies endure after the initiators of the agreements are no longer involved.

Performance Standard

1304.41(a)(2)(i), (ii) & (iii)

(i) Health care providers, such as clinics, physicians, dentists, and other health professionals;

(ii) Mental health providers;

(iii) Nutritional service providers;

Related Information: See 45 CFR 1304.20(c)(5) on limitations to using program funds for professional medical and dental services. Also see 45 CFR 1304.23(b)(1)(i) regarding the requirement that agencies use funds from USDA Child Nutrition Program.

Guidance: To secure access to a broad range of services, agencies are encouraged to consider and seek out partnering with many different types of health care, mental health, and nutritional services organizations such as local health departments, community health centers, managed care organizations, medical or dental schools, and professional associations. The Health Services Advisory Committee is one of several sources of information on providers and resources in the community.

Written agreements with providers support collaborative agreements. It also is useful to provide feedback to providers on how services are received by families, on whether or not parents understand the information provided to them, and on how services to families may be enhanced.

Grantee and delegate agency discussions with State, Tribal, and local officials can lead to local collaborations to implement and supplement such national interagency agreements as those between the Head Start Bureau and the Indian Health Service (IHS), the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) program of the Medicaid programs and the Food and Consumer Service’s Supplemental Nutrition Program for Women, Infants, and Children (WIC).

When selecting community partners in the area of mental health, it is important to consider the cultural appropriateness of the services provided, the sensitivity of mental health professionals to challenges facing Head Start families, and experience in working with young children.

Performance Standard

1304.41(a)(2)(iv)

(iv) Individuals and agencies that provide services to children with disabilities and their families (see 45 CFR 1308.4 for specific service requirements);

Related Information: See 45 CFR 1304.20(f)(2) concerning program individualization for children with disabilities.

Guidance: Grantee and delegate agencies are aware that under the Individuals with Disabilities Education Act (IDEA), the State Education Agency has the responsibility to ensure the availability of a "free and appropriate public education" for all children with disabilities, within the legally required age range in the State. As described in 45 CFR 1308.4, grantee and delegate agencies collaborate, in partnership with parents, with the State Education Agency, local education agencies (LEAs), Tribal agencies, and other agencies to ensure that all children with disabilities are provided with a comprehensive assessment, and a free, appropriate education.

When grantee or delegate agencies arrange for services through the local educational agency or another agency, a written agreement specifies the services to be provided directly by Head Start, as well as those services to be provided by other agencies. Grantee and delegate agencies serving children during summer months engage in additional negotiations with LEAs in order to secure services during months when most schools are not in session.

Performance Standard

1304.41(a)(2)(v) & (vi)

(v) Family preservation and support services;

(vi) Child protective services and any other agency to which child abuse must be reported under State or Tribal law;

Related Information: See 45 CFR 1301.31(e) and Appendix A to 45 CFR 1301.31 for regulatory requirements relating to the identification and reporting of child abuse and neglect. Guidance also is available on methods for reporting cases of child abuse and neglect (45 CFR 1304.22(a)(5)), and for training volunteers and staff (45 CFR 1304.52(k)(3)(i)).

Guidance: Family preservation and support programs have been the focus of Federal, State, Tribal, and local efforts to coordinate the delivery of social services to families served by multiple agencies. Grantee and delegate agencies:

	Identify and participate in any State, Tribal, or local coordination initiatives concerning family support and preservation programs, and to support the meaningful involvement of families in planning processes;
	Determine how grantee and delegate agencies can be an integral part of the community’s family support system;
	Seek out and consider establishing linkages to a broad range of support services, including drop-in centers, crisis-intervention programs, parenting classes, support groups, and recreational and social activities; and
	Encourage the development of family support and preservation programs in rural areas and in other areas where few such programs exist.

Grantee and delegate agencies also establish linkages with Child Protective Services (CPS) agencies, as well as with any law enforcement agencies or other agencies to which suspected child maltreatment must be reported by Federal, State or Tribal law.

Agencies contribute to community efforts to prevent and treat child abuse and neglect by collaborating with local child abuse prevention programs and with public and private agencies serving children and families affected by physical, emotional, or sexual abuse and neglect. It is important to advocate for CPS investigators who are familiar with the culture and speak the language of the families concerned.

Performance Standard

1304.41(a)(2)(vii)

(vii) Local elementary schools and other educational and cultural institutions, such as libraries and museums, for both children and families;

Related Information: See 45 CFR 1304.41(c) on working with local elementary schools to support successful transitions from Head Start into elementary school.

Guidance: Suggestions for increasing family access to educational and cultural materials and activities include:

	Developing partnerships with public and school libraries, bookmobiles, and traveling art exhibits;
	Taking advantage of cultural events, local museums, family concerts, storytelling activities, and other performances geared to children; and
	Inviting community organizations and groups to co-sponsor cultural events at Head Start facilities.

Performance Standard

1304.41(a)(2)(viii)

(viii) Providers of child care services; and

Related Information: See 45 CFR 1304.41(c) on working with providers of child care services to support successful transitions between Head Start and other child care settings.

Guidance: By collaborating with child care providers, agencies meet the needs of enrolled families requiring full-day services (or non-traditional child care schedules) or services for siblings and, at the same time, promote continuity of care. In addition, the overall quality of local child care services is enhanced by sharing local resources, training, and knowledge. The following are suggestions for collaboration:

	Initiate and coordinate opportunities for joint training;
	Use multiple funding sources to establish full-day services;
	Share facilities, resources, and equipment; and
	Increase access to services by coordinating transportation resources.

Potential community partners include:

	child care resource and referral organizations,
	public and private, center-based programs,
	networks of family child care homes,
	public and private schools,
	employer-based child care programs,
	local child care associations,
	State, Tribal, and local governments,
	subsidized child care programs, and
	State and community coordinating councils.

Performance Standard

1304.41(a)(2)(ix)

(ix) Any other organizations or businesses that may provide support and resources to families.

Guidance: Agencies are encouraged to draw upon the knowledge and experience of parents in identifying the many organizations in the community that provide services and resources for families with young children. Large corporations, small businesses, and other organizations are invited to collaborate in supporting children and families in the community. The involvement of organizations and businesses:

	Expands and enhances the visibility of the Head Start program in the community;
	Broadens community representation in policy groups;
	Provides sources of donated goods and other resources;
	Establishes linkages that lead to training opportunities and entry-level jobs for parents; and
	Provides a source of volunteers with specific skills in management, communication, budgeting, finance, and marketing.

Performance Standard

1304.41(a)(3)

(3) Grantee and delegate agencies must perform outreach to encourage volunteers from the community to participate in Early Head Start and Head Start programs.

Rationale: Community volunteers enhance services, provide positive role models, and promote linkages to the broader community.

Related Information: See 45 CFR 1304.3(a)(20) for a definition of "volunteer;" 45 CFR 1304.52(j)(2) for health screening requirements for volunteers; and 45 CFR 1304.52(k) for required training of volunteers.

Guidance: Agencies follow a variety of strategies to attract community volunteers. Parents are instrumental in recruiting other parents, former Head Start parents, grandparents, or other relatives, and additional community residents.

Agencies are encouraged to identify an individual to help coordinate volunteers, someone who would be responsible for recruiting, screening, training, assigning, and providing job descriptions and feedback regarding their performance. When assigning volunteers, agencies match a volunteer’s skills and interests with program needs.

Performance Standard

1304.41(a)(4)

(4) To enable the effective participation of children with disabilities and their families, grantee and delegate agencies must make specific efforts to develop interagency agreements with local education agencies (LEAs) and other agencies within the grantee and delegate agency’s service area (see 45 CFR 1308.4(h) for specific requirements concerning interagency agreements).

Related Information: See 45 CFR 1308.4 regarding disabilities services plans, and 45 CFR 1304.41(a)(2)(iv) concerning partnering with agencies providing services to children with disabilities and their families.

Guidance: See cross-references under "Related Information" for this standard.

Performance Standard

1304.41(b)

(b) Advisory committees.

Each grantee directly operating an Early Head Start or Head Start program, and each delegate agency, must establish and maintain a Health Services Advisory Committee which includes Head Start parents, professionals, and other volunteers from the community. Grantee and delegate agencies also must establish and maintain such other service advisory committees as they deem appropriate to address program service issues such as community partnerships and to help agencies respond to community needs.

Rationale: Advisory Committees provide agencies with a broad range of professional expertise and help promote linkages to existing community resources. The knowledge of committee members can be drawn upon in tailoring programs to address community issues affecting local families. Additionally, Advisory Committee involvement in program planning and review is likely to increase the desire of Committee members to assist with successful program implementation.

Related Information: The Health Services Advisory Committee is involved in many different aspects of program design and operations. For further guidance, see the following:

	45 CFR 1304.20(a)(1)(i) and (ii) on finding sources of health care and developing child health care guidelines,
	45 CFR 1304.20(b)(1) concerning the selection and use of developmental screening tools,
	45 CFR 1304.20(c)(5) concerning the identification of medical and dental resources,
	45 CFR 1304.20(e)(4) and (5) concerning involvement in children’s health care and parental authorization for services,
	45 CFR 1304.22(a), (a)(1) and (a)(3) concerning health emergency procedures,
	45 CFR 1304.22(b)(1) regarding conditions of short-term exclusion,
	45 CFR 1304.22(c), including (c)(3), regarding medication administration and parental authorization,
	45 CFR 1304.22(e)(3) regarding the use of nonporous gloves,
	45 CFR 1304.22(f)(1) on first aid kids,
	45 CFR 1304.23 (a)(4), (b)(1) and (b)(4) regarding the identification of community nutritional issues and the planning of nutritional services,
	45 CFR 1304.23(b)(3) on dental hygiene,
	45 CFR 1304.24(a)(3)(iv) concerning the identification of community mental health resources,
	45 CFR 1304.40(c)(1) concerning linkages to services for pregnant women,
	45 CFR 1304.40(f) concerning the development of health, nutrition and mental education programs for staff and parents,
	45 CFR 1304.40(g) regarding parental participation on the Health Services Advisory Committee,
	45 CFR 1304.41(a)(2) concerning community partners in health and nutritional services,
	45 CFR 1304.51(a)(1) on program planning, and
	45 CFR 1304.52(j)(1) and (2) concerning staff and volunteer health.

Guidance: The Health Services Advisory Committee addresses program issues in the medical, dental, mental health, nutrition, and human services fields. The work of the Committee is based upon the written plan for implementing services in Early Childhood Development and Health Services.

It is important to convene a Health Services Advisory Committee early in the program year, with the expectation that it will meet on a regular basis. Committee members are drawn from community volunteers, including Head Start families and a variety of health and human service professionals and providers. Agencies need to make an effort to recruit individuals representative of the racial and ethnic groups served by their program.

Where appropriate, agencies establish other advisory committees whose task is to address specific needs within the community. These committees are composed of consumers and professionals who can provide expert advice in dealing with complex issues and conditions facing families and communities. Such committees or subcommittees are established in a manner similar to the Health Services Advisory Committee. Examples of committees that may be established on a short-term or a long-term basis include committees on child care, education, facilities, family literacy, transitions, transportation, and economic development.

Performance Standard

1304.41(c)(1)

(1) Grantee and delegate agencies must establish and maintain procedures to support successful transitions for enrolled children and families from previous child care programs into Early Head Start or Head Start and from Head Start into elementary school, a Title I of the Elementary and Secondary Education Act preschool program, or other child care settings. These procedures must include:

Rationale: Communication and coordination with schools and child care agencies is needed, if agencies are to support children and families in making smooth adjustments to settings that may differ in philosophy, teaching style, or structure. Coordinated transition services enable staff from different settings to plan for the strengths and needs of individual children. This rationale serves 45 CFR 1304.41(c)(1)-(3).

Guidance: Transition procedures are to be ongoing and not limited to one-time efforts at the end of the program year.

Written agreements with schools and other child care settings are helpful in clarifying roles, responsibilities, and timelines related to transitions, and in securing a clear commitment to action by key personnel.

Performance Standard

1304.41(c)(1)(i)

(i) Coordinating with the schools or other agencies to ensure that individual Early Head Start or Head Start children's relevant records are transferred to the school or next placement in which a child will enroll or from earlier placements to Early Head Start or Head Start;

Guidance: Parents, staff, policy groups, and representatives of schools and child care settings are included in discussions of both the types of records to be transferred and standard procedures for their delivery. In conjunction with schools and child care settings, grantee and delegate agencies may develop a simplified record form that summarizes pertinent information concerning the child’s physical, cognitive, and socio-emotional developmental profile.

Staff and families work together to ensure the transfer of relevant records between placements. Parents play an active role by taking responsibility for delivering copies of records to the appropriate personnel in the school or next placement. At a minimum, parents should consent to and sign release of information forms prior to any transfer of individual child or family records. Follow-up procedures are important to determine whether the records reach appropriate teachers.

When children enter the program, agencies ask parents about the existence of medical and other relevant records and discuss the benefits of, and appropriate procedures for, securing agency access to such records. Migrant programs develop procedures to quickly get records from one site to another. One procedure is to develop transfer packets to be carried by parents from one setting to the next. Even if records are not readily available, it is important that services to migrant children not be delayed.

Performance Standard

1304.41(c)(1)(ii)

(ii) Outreach to encourage communication between Early Head Start or Head Start staff and their counterparts in the schools and other child care settings including principals, teachers, social workers and health staff to facilitate continuity of programming;

Guidance: To encourage active and ongoing communication between agency staff and their counterparts in schools and other child care settings, the following strategies are recommended:

	Meet with the school superintendent and administrators of other child care settings to establish contacts and channels of communication, and to discuss ways to enhance continuity between programs;
	Encourage policy group members to meet with school boards and parent organizations, or to invite school organizations to an open house, in order to provide them with information about Head Start programs and families; and
	Invite teachers, child care staff, and administrators to visit programs and to interact with the children, as well as to be community representatives on Policy Committees, Policy Councils, or education advisory committees.

Performance Standard

1304.41(c)(1)(iii)

(iii) Initiating meetings involving Head Start teachers and parents and kindergarten or elementary school teachers to discuss the developmental progress and abilities of individual children; and

Guidance: Families are encouraged to take an active role in discussing the developmental progress and abilities of their children. Meetings involving Head Start teachers, parents, and elementary school teachers provide opportunities for parents to raise concerns they may have about their child’s placement, receipt of necessary services, or general progress. Effective communication in such meetings is enhanced by the use of interpreters, as needed. Meetings to discuss special needs that require additional services are scheduled, as appropriate.

Performance Standard

1304.41(c)(1)(iv)

(iv) Initiating joint transition-related training for Early Head Start or Head Start staff and school or other child development staff.

Guidance: Joint transition-related training allows teachers and staff to work together to share resources in order to facilitate continuity of programming and to ease transitions for children and families. Suggestions for initiating joint transition-related training follow:

	Invite staff from a variety of settings to participate in transition-related training at the Head Start facility;
	Pool resources to develop parent brochures, videos, and other materials on transition topics;
	Gather information concerning local training opportunities, and publicize those opportunities through newsletters and other agency communication systems; and
	Offer training workshops to staff of all program settings in order to discuss strategies for effectively communicating with parents of diverse backgrounds.

Performance Standard

1304.41(c)(2)

(2) To ensure the most appropriate placement and services following participation in Early Head Start, transition planning must be undertaken for each child and family at least six months prior to the child’s third birthday. The process must take into account: The child’s health status and developmental level, progress made by the child and family while in Early Head Start, current and changing family circumstances, and the availability of Head Start and other child development or child care services in the community. As appropriate, a child may remain in Early Head Start, following his or her third birthday, for additional months until he or she can transition into Head Start or another program.

Related Information: See 45 CFR 1304.20(f)(2)(iii) on planning transitions for children with disabilities.

Guidance: Early development and implementation of a plan for a toddler’s transition to preschool focuses parents and staff on supporting the continuing growth of the child. Therefore, transition planning may address issues such as the following:

	ways for the family to meet the child’s health needs, including maintaining access to an ongoing source of medical care,
	the appropriate placement of the child, given his or her needs and the availability of Head Start and other child development programs, and the steps that need to be taken by parents to enroll the child in such programs, and
	the family’s progress in meeting family goals, including the goals set forth in the family partnership agreement process, as well as strategies for continuing to meet ongoing or newly identified goals.

Performance Standard

1304.41(c)(3)

(3) See 45 CFR 1304.40(h) for additional requirements related to parental participation in their child's transition to and from Early Head Start or Head Start.

Related Information: See 45 CFR 1304.40(h) regarding parental participation in transitions.

Guidance: See cross-references under "Related Information" for this standard.

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