HomeMy WebLinkAboutC22-321 Eagle County School District RE-50J_first amendment1
FIRST AMENDMENT TO AGREEMENT BETWEEN
EAGLE COUNTY, COLORADO
AND EAGLE COUNTY SCHOOL
DISTRICT RE-50J
THIS FIRST AMENDMENT (“First Amendment”) to C21-302 is effective as of
________________ by and between Eagle County School District RE-50J_a Coloardo Public
School District (hereinafter “Consultant” or “Contractor”) and Eagle County, Colorado, a body
corporate and politic (hereinafter “County”).
RECITALS
WHEREAS, County and Consultant entered into an agreement C21-302 dated the 9th day of
September, 2021, for certain Services (the “Original Agreement”); and
WHEREAS, the Original Agreement contemplated that the Consultant would perform certain
Services with compensation in an amount not to exceed $176,000; and
WHEREAS, the County desires to have Consultant perform additional Services for additional
compensation as set forth below; and
WHEREAS, the term of the Original Agreement expires on the 30th day of June, 2022, and the
parties desire to extend the term for an additional year.
FIRST AMENDMENT
NOW THEREFORE, in consideration of the foregoing and the mutual rights and obligations as
set forth below, the parties agree as follows:
1. The Original Agreement shall be amended to include additional Services as described
in Exhibit A, which is attached hereto and incorporated herein by reference.
2. The compensation for the additional Services set forth in Exhibit 1 shall not exceed
$202,754 or a total maximum compensation under the Original Agreement and this
First Amendment of $202,754.
3. The term of the Original Agreement is hereby extended to the 31st day of July, 2023.
4. Capitalized terms in this First Amendment will have the same meaning as in the
Original Agreement. To the extent that the terms and provisions of the First
Amendment conflict with, modify or supplement portions of the Original Agreement,
the terms and provisions contained in this First Amendment shall govern and control
the rights and obligations of the parties.
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5. Except as expressly altered, modified and changed in this First Amendment, all terms
and provisions of the Original Agreement shall remain in full force and effect, and are
hereby ratified and confirmed in all respects as of the date hereof.
6. This First Amendment shall be binding on the parties hereto, their heirs, executors,
successors, and assigns.
IN WITNESS WHEREOF, the parties hereto have executed this First Amendment to the
Original Agreement the day and year first above written.
COUNTY OF EAGLE, STATE OF COLORADO,
By and Through Its BOARD OF COUNTY
COMMISSIONERS
By: ______________________________
Jeanne McQueeney, Chair
Attest:
By: _____________________________
Regina O’Brien, Clerk to the Board
CONSULTANT
Eagle County Schools,
Early Childhood Education Department
By: _____________________________________
Print Name: ______________________________
Title: ___________________________________
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Superintendent
Philip Qualman
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EXHIBIT A
SCOPE OF SERVICES, PAYMENT & FEE SCHEDULE
Description of Services: This contract is for services provided beginning in July 2022 and ending on June 30, 2023.
The District is defined as a Contractor for purposes of this Exhibit. The contractor will provide Early Head Start
child care services for up to fifteen children enrolled in the Eagle County Early Head Start (“EHS”) program from
7:50 am to 4:00 pm in compliance with state child care licensing regulations, the most current Head Start
Performance Standards, and the Head Start Reauthorization Act.
The EHS Grantee shall:
1. Share children's assessments with classroom teachers, with parent permission.
2. Organize and participate in monthly Kid talks with classroom teachers.
3. Work with the Contractor to develop, implement and assess action plans for issues or concerns that arise
during program monitoring and observation of the Contractor's site.
4. Offer training opportunities to Contractor's staff that care for infants and toddlers in specific issues
pertaining to infants and toddlers up to age three.
Program Provisions:
The contractor must comply with all Head Start Performance Standards and the Head Start Reauthorization Act as
defined in Exhibit B, including teacher credentials, teacher-child ratios, and group size at all times of the day.
Exhibit B will be updated and replaced to reflect and assure compliance with any changes in state licensing
regulations and/or Head Start Performance Standards.
1. Policies, and procedures:
a. Maintain a current Family Handbook that is distributed to families at enrollment, and go over the
policies with the parent before enrollment. Share Family Handbook electronically with the EHS
program annually.
b. EHS children should not be denied services if their parents cannot provide diapers and/or formula.
Families or contracted staff can contact EHS staff in order to address the issue.
c. It is the responsibility of the Contractor to enforce the policy and procedures outlined in the
Family Handbook including health exclusions, pick-up, and drop-off policies and procedures.
d. Infant Toddler Coordinator and/or Department Director will participate in meetings with EHS staff
as scheduled.
e. Infant Toddler Coordinator and/or Department Director will contact County staff prior to denying
services excluding health-related issues.
f. Allow County staff access to childcare sites and files during the hours of operation. This includes
the EHS Manager, Supervisor, Program Coordinator, Health Coordinator, Education Coordinator,
and Home visitors who will conduct classroom observations and or training.
g. Maintain files on-site and, as requested, provide EHS with a copy of current child care license(s)
for child care facilities in this agreement.
h. Maintain files on-site and, as requested, provide EHS with a copy of the Notice of Survey
Findings from every health department visit to the center.
i. Maintain files on-site and, as requested, provide EHS with copies of educational credentials for all
staff members working with EHS children.
j. File on-site and, as requested, provide EHS with a copy of stated private pay tuition rates
2. Eligibility Determination:
a. EHS will determine the eligibility of the children to be enrolled under this agreement and inform
families of eligible children of their rights, and obligations.
b. The County will notify the Contractor when an enrolled child ages out of EHS at age three or
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drops from the program. Payment for such clients will not be made after the Contractor is notified.
c. It is agreed that when EHS children transition out of the EHS program, the parties will make every
effort to provide a smooth transition for those children and their families into another early
childhood program including but not limited to Head Start, Colorado Preschool Program, or
Colorado Child Care Assistance Program (“CCCAP”).
3. Enrollment:
a. Vacancies in EHS spots must be filed within 30 days, no spaces can be reserved for longer periods
of time.
b. The Contractor and EHS will work together collaboratively to enroll another child within 30 days
of vacancies.
c. The contractor will provide families with an orientation, Family Handbook, and observation prior
to the first day of care.
d. Teen parents have been identified as an at-risk group through community assessments, and thus
will have priority placement from the EHS waitlist for childcare at EVES and EELC. The EHS
program staff will meet with ECS staff and Teen Parenting program staff twice a year
(May/October) to review upcoming needs for teen parents in child care and available EHS spaces.
If there are no upcoming teen parents needing care, EHS will enroll other families from the
waitlist.
4. Education and Child Development:
a. The contractor must provide primary caregiving and continuity of care to all EHS infants and
toddlers as defined in the performance standards:
i. 45 CFR 1304.52(g)(4)—Grantee and delegate agencies must ensure that each teacher
working exclusively with infants and toddlers has responsibility for no more than four
infants and toddlers and that no more than eight infants and toddlers are placed in one
group.
ii. 45 CFR 1304.21(0)(1)(i)— Grantee and delegate agencies' programs of services for
infants and toddlers must encourage: The development of secure relationships in out-of-
home care settings for infants and toddlers by having consistent teachers over an
extended period of time. Teachers must demonstrate an understanding of the child's
family culture and, whenever possible, speak the child's language.
iii. 45 CFR 1304.21(a)(3)(ii)-Grantee and delegate agencies must support social and
emotional development by Planning for routines and transitions so that they occur in a
timely, predictable and unrushed manner according to each child's needs.
b. The contractor and EHS must include infants and toddlers with special needs and disabilities.
c. Allow for and participate in assessments to be conducted in classrooms such as, but not limited to,
Ages and Stages Developmental Questionnaire, the Infant/Toddler Environment Rating Scale,
Colorado Shines ratings, EHS ongoing monitoring, and EHS annual self-assessment. Results will
be shared with the EHS Manager and the EHS Education Coordinator so that information can be
shared with the governing bodies and parent committees.
d. Staff will be involved in the development and implementation of quality improvement plans based
on the results of the assessments.
e. Teachers will complete individual portfolio files for each child per the Teaching Strategies GOLD
online system assessment system.
f. Teachers will meet children's early learning needs by individualizing the curriculum for each child
based on their observations and the child's developmental goals.
g. At the time of transition to a new classroom or childcare site, the child's portfolio will accompany
them to the new placement.
h. Teachers will participate in the development of individual child goals for each child by convening
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two parent-teacher conferences at the child care site annually and participating in two home visits
annually. Based on observations and assessments, all parties will contribute to a plan for the
child's development. Copies of conference reports and the child's GOLD assessments will be filed
in the child's portfolio on-site and in the child's file maintained by the EHS program.
i. The contractor will notify EHS of planned transitions between classrooms and develop a
transition plan with each family.
j. Complete weekly lesson plans and document observations for quarterly checkpoints in GOLD
k. The contractor must identify a research-based curriculum (HSPPS 1302.32) to be used in each
classroom and inform the County which curriculum will be used.
l. Children will not be required to participate in religious activities. The contractor must offer
alternate developmentally appropriate activities at these times.
5. Health, Nutrition, and Safety
a. Share menus, health, and safety checklist, and licensing reports with the County as requested.
b. Provide snacks and meals to the children served under this Agreement and submit receipts for
USDA reimbursement.
c. Adhere to all CACFP program requirements and audits and report to the EHS grantee any issues
needing corrective action.
6. Family Engagement
a. The contractor must have a process for all parents to sign their children in and out in order to
assure safety.
b. All information regarding children and families must be kept confidential.
7. Professional Development
a. The contractor shall work cooperatively with coaching and consultation agencies as funds allow in
the infant and toddler classrooms.
The above-listed services will be provided expeditiously to the children served under this Agreement. The
legislation supporting the Early Head Start effort explicitly solicits and advocates the fullest possible cooperative
and supportive approach from existing local and state agencies to enhance the efficacy of Early Head Start and its
proposed measurably productive, pro-social impact on involved families. Performance Standards and the Head Start
Act are located at the Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc.
Reporting Requirements:
1. The contractor shall follow the EHS Reporting Policy and procedure including a written report to the
child’s guardian(s).
2. The contractor will inform EHS immediately of any significant incidents affecting the health and safety of
program participants, circumstances affecting the financial viability of the program, breaches of personally
identifiable information, program involvement in legal proceedings, any matter for which notification or a
report to state, tribal, or local authorities is required by applicable law, including at a minimum:
a. Any reports regarding agency staff or volunteer compliance with federal, state, or local laws
addressing child abuse and neglect or laws governing sex offenders;
b. Incidents that require classrooms or centers to be closed for any reason;
c. Legal proceedings by any party that are directly related to program operations; and,
d. All conditions are required to be reported under §1304.12, including disqualification from the
Child and Adult Care Food Program (CACFP) and license revocation.
3. The contractor must complete the Google Form “Early Head Start Reporting Requirements” within 24
hours of knowledge of an incident. The form asks the following questions:
○ Name and email address of person completing the form
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○ Date of incident
○ Name of child care provider
○ Name of the child impacted by the incident
○ Narrative of the incident
○ Narrative of follow up actions
○ Narrative and documentation of incident report notifying the parents
○ If this incident has been reported to the child abuse hotline and if not why
4. The contractor is a DHS contractor and is considered to be a mandatory reporter for suspected child abuse
and neglect. The contractor shall make those reports directly to the Colorado statewide hotline at 1-844-
264-5437. The contractor must report any incidents of lack of supervision or suspected abuse or neglect
within 24 hours to the EHS Leadership via the Google Form so that the EHS program can appropriately
report to the Regional Head Start Offices.
Maintenance and Access to Records:
The Contractor agrees to keep records dealing with the frequency of service delivery, services provided, fiscal
records, and retain all bookkeeping, records, and other documents relevant to this agreement for three years after
final payment, and such records must be destroyed within a reasonable timeframe after such records are no longer
needed or required to be maintained. The Contractor agrees that any persons duly authorized by the EHS Program
(county, state, or federal) shall have full access to and the right to examine any of said materials.
Program Records, Controls, Reports, and Monitoring Procedures:
1. The Contractor agrees to maintain program records required by County and agrees that a program and
facilities review including meetings with consumers, review of service records, review of staffing ratios,
job descriptions, staff qualifications, and meetings with any staff directly or indirectly involved in the
provision of services may be conducted at any reasonable time by state and federal personnel and other
persons duly authorized by the County.
2. The Contractor agrees to maintain program records required by the County and to complete an invoice on
forms furnished by the County. Further, the Contractor agrees to make available its facilities/services to
County's designees (staff, students, parents), for training or observation.
3. Required Regular Reporting to EHS shall be as follows:
a. Weekly: Attendance and reason absent updated through Tadpole
b. Monthly by the 5th: Update to staff list including new staff and staff no longer employed with
reason and documentation of staff education qualifications-Monthly
c. Quarterly (January, April, July, October):
i. Completed Health and Safety Checklists for each classroom and outdoor space
ii. Menu sample
iii. Documentation of monitoring of curriculum individualization for all children, including
individualization for children with IFSPs
d. Access to the program’s ongoing assessment in order to track the developmental progress of
children
Staff Qualifications and Professional Development:
1. Individuals employed and representing the Contractor shall demonstrate the skills/qualifications required
by the Federal Office of Head Start. Section 645A(h)(1) of the Head Start Act requires that “not later than
September 30, 2010, all teachers providing direct services to children and families participating in Early
Head Start programs located in Early Head Start centers, have a minimum of a child development associate
credential (CDA), and have been trained (or have equivalent coursework) in early childhood development."
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For contracted center-based staff, a comparable credential for the CDA can be obtained by following the
PDW IT Credential Crosswalk for Colorado PDIS credential crosswalk. Staff that obtains a minimum of
PDIS 3.0 Credential Level II including coursework specific to infants and toddlers which may include ECE
111 or EQIT. A Level II PDIS 3.0 or higher will be counted as meeting the educational qualifications for
EHS
2. The contractor must make every effort to reach and sustain compliance with the requirements for infant and
toddler center-based teaching staff. The first priority is to hire qualified, credentialed staff in accordance
with the Head Start Act. If the program cannot recruit and hire qualified credentialed staff, the program
may hire a person who is in the process of completing their credential, has experience working with infants
and toddlers, and has one of the following:
a. Course work with infant and toddler content.
b. Degree in a related field.
c. Training with infant and toddler content.
3. The contractor has 24 months from the date of hire to get the teacher the minimum required qualifications.
A detailed professional development plan will be provided to EHS within 30 days of hire outlining how the
staff will obtain the required qualifications.
4. Staff needing to obtain education qualifications for EHS will be eligible for reimbursement for the cost of
obtaining their CDA as funds are available through EHS training and technical assistance budget.
5. If staff are unable to meet the education qualifications within the designated time period they will not be
eligible to work in the EHS classrooms.
6. Staff must keep their CDA current with renewal every three years.
7. Every teacher must attend at least 15 hours of professional development per year.
8. The contractor must keep a copy of educational qualifications for all staff working with EHS children
which may include; a state teaching license and CDA, an associate's degree, Bachelor of Arts with
transcripts in staff files and provide a sample to EHS for monitoring per this agreement.
9. Contracted staff working with EHS children will review and sign a Standard of Conduct annually..
Payment and Fee Schedule: The contractor shall be compensated for the performance of assigned services as
follows:
1. County agrees to pay to Contractor a tuition rate of $52.05/ day which is equal to $11,451 per year per
space for up to 15 full-time child care slots for 220 days of service starting in July 2022 including summer
session. The County will only compensate the Contractor for spaces being occupied by a child or reserved
for the County during each month. Said child care tuition payments may not exceed $171,765 annually.
2. The contractor shall notify the County within two working days of a childcare slot vacancy. Vacancies of
such slots shall be filled within 30 days, if there is a waiting list at the time of notification. If the child care
slot is not filled within this time frame, the County may deduct a pro-rata amount from the monthly
payment for the time the child care slot remains vacant.
3. 1302.42(e.)(1) Child health status and care. A program must use program funds for the provision of diapers
and formula for enrolled children during the program day. The County will compensate the Contractor for
the purchase of supply items such as diapers, wipes, and supplies and stipends for teachers doing home
visits as approved by the County Infant-Toddler Specialist. Said supply purchases may not exceed $1,000
annually.
4. County will provide funding for the Contractor's staff training and/or development including tuition to
vocational-technical schools, community colleges, and universities for staff training as identified in the
training and technical assistance plan and teacher stipends, whose expenses may not exceed $1,000
annually.
5. The County will compensate the Contractor for additional staff hours to provide six weeks of summer child
care, Said compensation may not exceed $18,000 annually.
6. Cost of living adjustment (COLA). Each educator/teacher who works directly with EHS Children shall
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receive a minimum 2.28% increase in annual salary not to exceed $10,989. This contract will be updated if
COLA is distributed at the federal level within this time frame. COLA would be provided in order to assure
compliance with Head Start Performance Standards. Fees and reimbursements will be made in accordance
with the terms of 4.2 of the Agreement. In no case will the County make payment when the Center Director
does not notify County staff prior to suspending services, excluding health-related issues.
7. Maximum compensation under this Agreement shall not exceed $202,754
EXHIBIT B
HEAD START PROGRAM PERFORMANCE STANDARDS
POLICIES/PROCEDURES
Contracted child care centers will have policies and procedures for the following:
1. Suspension and Expulsion of children- Center will have a procedure for handling these circumstances
that meet the HSPPS 1302.17 stating that expulsion is prohibited.
2. Active Supervision- Center will have a procedure for meeting active supervision requirements, including
reporting requirements
3. Mandated Reporting- Center will have a procedure for handling cases of suspected child abuse and
neglect:
a. Establish a reporting plan to utilize in case of suspected abuse
b. Train staff to identify and report abuse to proper agencies annually
c. Cooperate with enforcement agencies
d. Ensure confidentiality of the individual reporting the abuse
FACILITIES
Classrooms and indoor spaces shall:
1. Be safe, clean, attractive, and spacious with the following:
a. Soft areas
b. Open areas for movement
c. Clearly defined activities areas (centers)
d. Toys and materials are accessible to children on low shelves
e. A variety of surfaces outdoors
f. Areas for sun and shade play
g. A variety of physical activities for outdoors
h. Outdoor activities for individual and group
2. Have appropriate areas for all program activities such as:
a. Food preparation
b. Resting and napping areas
c. Diapering
3. Have classroom arrangements that promote spaces for centers and provide for interaction and prevent
running and unattended children.
4. Be designed so that infants and toddlers are separated from walkways and areas used by preschoolers.
5. Contain at least 35square feet of usable indoor space per child and 75 square feet of usable outdoor space
per child.
6. Meet all state licensing requirements.
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7. Contain adequate provisions for children with disabilities by having an accessible environment,
accommodations for special diets, emergency plans, and appropriate space.
8. Provide a variety of equipment, furniture, and toys that can impact the children in the program, that is safe
and durable as follows:
a. Materials are chosen that are developmentally appropriate for all areas of learning
b. Rotate toys to provide a variety and new experiences
c. Materials and equipment are inviting for play, child-sized, and allow children to make choices
d. Each infant is to have their own crib
e. Walkers are not to be used
f. Provide safe, durable storage, low shelves for children's activities, and high shelves for adult items
g. Toys must be made of non-toxic materials and must be sanitized regularly
h. Non-mobile infants should sleep in their own crib on a firm mattress on their back, avoiding the
use of fluffy blankets and other soft materials
i. Avoiding overdressing infants during play or sleep
j. Burping infants during and after feedings, and before they are put to sleep
9. Be free of toxins as follows:
a. Prohibit the use of tobacco, alcohol, and illegal drugs in the center
b. Pesticides applied by a licensed exterminator
c. Remove children from areas being exterminated and ensure that children cannot touch or mouth
surfaces that have been sprayed
d. Inspection and removal of any environmental health hazards only by certified or licensed
contractors
e. Maintain a smoke-free environment
Outdoor play areas
10. Outdoor play areas must be safe as follows:
a. Areas will be fenced preventing the exit of children from the premises
b. Children will be buckled into strollers and seats and will be supervised at all times
c. Outdoor play is fully supervised at all times using active supervision strategies
d. Establish and enforce procedures for loading and unloading children from the bus and checking to
ensure no children are left on the bus
Maintenance
11. Provides for maintenance, repair, safety, and security of facilities, materials, and equipment as follows:
a. Weekly check of all toys and equipment
b. Remove or replace all broken toys and equipment immediately
c. Play areas are safe (i.e. no broken glass, sharp objects, standing water, etc.)
d. Monitor entry into the building
e. Daily cleaning of indoor and outdoor areas
f. Check for conditions that present hazards to children, plumbing, electrical, or structural
g. If the facility is owned by another party, define the landlord's responsibilities for maintenance and
responsibilities
12. Ensure that physical environments are consistent with the health, safety, and developmental needs of the
children as follows:
a. Heating and cooling systems are safe and effective at all times
b. No flammable furnishings, materials, or equipment
c. Dangerous materials and potential poisons are stored in locked cabinets
d. All medications (including those required by staff and volunteers) are labeled, stored under lock
and key, and kept out of the reach of children
e. Rooms are well lit and provide emergency lighting (i.e. flashlights)
f. Working fire extinguishers are in accessible locations and staff is trained on their use
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g. The appropriate number of smoke detectors are installed and tested regularly
h. Exits are clearly visible and evacuation routes are marked and posted
i. Indoor and outdoor premises are cleaned regularly
j. Paint coatings do not contain lead
k. Minimizing the possibility of injury by inspection of playground equipment
l. Situate equipment so that proper clearance space is available
m. Electrical outlets are safety proofed
n. Windows and glass doors are adapted to prevent injury to children
o. Only approved sources of water are used
p. Toilets and handwashing facilities are adequately clean and in good repair and can be reached by
children
q. Toilet and diapering areas are separate from foodservice and other activities
r. The handwashing sink is adjacent to the diapering table
s. Clean and sanitized toilet training equipment is available for children
t. Garbage and trash are stored away from children in closed containers and emptied regularly
CHILD HEALTH AND SAFETY
Group Size and Ratios
1. Ratios and group size are maintained consistently
a. An Early Head Start class that serves children under 36 months old must have two teachers with
no more than eight children or three teachers with no more than nine children. Each teacher must
be assigned consistent, primary responsibility for no more than four children to promote continuity
of care for individual children. A program must minimize teacher changes throughout a child’s
enrollment, whenever possible, and consider mixed age group classes to support. HSPPS
§1302.21(b)
Active Supervision
1. Supervision is given at all times following the EHS Active Supervision policy
Emergency Preparedness
1. Emergency plans are made and posted in clear sight, including first aid procedures and emergency phone
numbers
2. Emergency contact list for each child including names and phone numbers of parents, emergency contact
person, child's primary health care professional, immunizations, allergies, and parent's written consent for
emergency care
3. Posted emergency evacuation plans
a. Two planned exit routes
b. Unannounced drills, recording the drills and the time it took to evacuate
4. In event of an accident or injury to a child, immediately inform the family and document the injury on an
incident form
5. The program must exclude a child from the program for a short term if:
a. The child has a contagious illness as stated by the health department that could harm the child or
other children and this policy needs to be conveyed to parents at enrollment
b. The child has an injury that the program cannot accommodate
Health and wellbeing
1. Parents will be consulted when a health problem is suspected
2. The program shall not exclude a child that is currently enrolled due to a healthcare reason and:
a. Must make accommodations for the child
b. Ensure that parents and health care professionals supply instructions on proper care for the child
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c. Ensure the program has policies, staff training, and equipment to perform necessary health
procedures
d. Understand child's health needs and parent's concerns, and protect the family's privacy
3. Parents must inform the program of the special health or safety needs of the child and:
a. Establish and enforce a policy for medication distribution, and storing of medicine
b. If medication is needed to be administered, such medication:
i. Must be labeled and stored in a locked box
ii. Such label must be labeled by a pharmacist, with the child's first and last name, name of
the medication, date medicine was filled, name of the doctor, expiration date,
administration, storage, and disposal instructions
iii. If over the counter, such medicine must be accompanied by a note from a doctor with
instructions, including the applicable specifications from above
c. Medicine is provided in the original child-resistant container
d. Medicine (including staff medicine) will be stored away from food, in a locked container, (in the
refrigerator if it is required)
e. Medicine will not be used after it has expired
f. Medication needs to be transported, an adult will be in charge, making sure the temperature of the
medication is controlled
4. A designated trained staff member or nurse administers the medication
5. Parents must fill out a form for medicine distribution, including doctor’s instructions, and parent's written
authorization
6. Medication forms are kept in the child's file listing: the time and date medicine was given, amount, name of
the person administering the medicine, and the amount given
7. Watch for medication reactions, record and contact parents if necessary
8. Staff knowledge of proper ways of handling medications for the safety of the children
9. Ensure that all staff and volunteers use safety precautions so that they:
a. Use universal precautions
b. Use proper seat belts for vehicles, strollers, car seats, high chairs, swings, and infant seats
c. Keep firearms, medications, and other hazardous material away from children
d. Supervise children at all times
10. Incorporate safety practices into child and parent activities that:
a. Involve the child in making and enforcing rules of safety
b. Use teachable moments when someone gets hurt
c. Teach children what to do in an emergency
11. Staff and volunteers must wash their hands with warm water and soap:
a. After diapering or toilet use
b. Before handling food
c. Whenever hands are contaminated due to blood or other bodily fluids
d. After handling animals
12. Staff and volunteers must also wash their hands:
a. Before and after administering medicine
b. Before and after treating a wound
c. After assisting a child in the bathroom
13. Non Porous gloves must be worn when in contact with blood or other bodily fluids
14. At all diaper changes, a clean pair of gloves must be used on each child
15. Spills of bodily fluids must be cleaned immediately with disinfectant (red bags, table, changing table)
16. When diapering a child, safety procedures must be used
a. The child is safe at all times
b. Diaper on a flat, elevated, nonporous surface that is used only for diapering
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c. Talk to the child while diapering
d. Have access to a water source near the changing table
e. Change children at regular intervals and when needed
f. Minimize the contamination risks i.e. use gloves, wash hands between children, and sanitize the
changing table
17. Portable potties must be emptied and disinfected after each use
18. Infant cribs should be placed three feet apart and children should sleep head to foot
a. No child is to sleep on an uncovered surface
19. Accessible first aid kits must be available, fully stocked
20. First aid kits must be restocked after each use and inventoried on a regular basis
CHILD NUTRITION
1. Each center's food program must meet the nutritional needs of each child as follows:
a. Programs will serve a variety of foods that consider cultural and ethnic preferences
b. CACFP will be the primary source of reimbursement for food
c. Children in a full-day program must receive meals and snacks that provide 1/2 to 2/3 of the child's
daily nutritional needs
d. In center-based settings, children are to receive breakfast if they have not had breakfast at home
e. Parents and community agencies must be involved in planning and evaluating the center's
nutritional services
f. Infants and toddlers are to receive foods appropriate to their needs and feeding skills
g. Breast milk is the optimal food for infants
h. Cow's milk is not recommended for children under 12 months of age
i. Solid foods are introduced between four and seven months of age (after consultation with the
primary health provider and parent)
j. New foods are introduced one at a time, a week apart to look for allergies
k. To avoid choking hazards, centers will not serve the following foods: uncut hot dogs, uncut
sausage rounds, whole grapes, hard raw vegetables and fruits uncooked, dried fruit, candy, whole
nuts, pretzels, chips, popcorn, marshmallows, gum, spoonfuls of peanut butter, and chunks of
meat. Hot dogs, sausage rounds, and grapes must be cut lengthwise and across rounds to make
pieces small enough and non-circular to prevent choking
l. Honey will not be served to children under 12 months of age
m. A variety of food is served to broaden each child's food experience
n. A small amount of new food is offered with a familiar meal
o. Children are prepared for new foods through activities
p. Medically-based diets or other dietary requirements are accommodated
q. Staff set good examples of eating different foods, and polite behaviors, ideally staff join children
in all meals using a family-style approach
Meals
2. Applies to All EHS Children
a. Wash hands before and after feeding with soap and water
b. Are never be forced to eat
c. Provide nutritious snacks as a part of children's daily intake of food
d. The Center must serve meals in a pleasant, well-lit, and ventilated area
e. Food is not to be used for punishment or rewards
f. Sufficient time is allowed for children to eat
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g. When high chairs are used for infants, security straps are used
h. Young infants are held while being bottle-fed and not laid down to sleep with a bottle
i. Establish eye contact with infants while feeding and talk to the baby
j. Providers will cut food into small pieces for young children
3. Infants
a. Feed infants when they are hungry and comfort them when they are distressed
b. Feeding infants on demand is the best way to meet nutritional and emotional needs
c. Hold infants in a semi-sitting position with the head tilted forward and slightly higher than the rest
of the body
d. Teachers hold bottles still and at an angle, never prop bottles with an inanimate object
e. Ensure that the liquid flows from the bottle
f. Burp the infant at a natural break in feeding and at the end of the feeding
g. All infant food is fed with a spoon
4. Toddlers
a. Encourage toddlers to select from a variety of foods
b. Milk is served at each meal
c. 100% juice is served
d. Meals and snacks must be scheduled, but flexible to meet the needs of the children
e. Children and adults prepare meals together, clean, share conversation, and sometimes pass food
among themselves
Dental Health, and Toothbrushing
a. Staff promote good dental hygiene after meals
b. For dental reasons, children are not to carry bottles around for long periods of time
c. Food-related activities and leisurely mealtimes provide opportunities to develop positive attitudes
d. Food-related activities are provided
EDUCATION AND EARLY CHILDHOOD DEVELOPMENT
1. The contracted program will be required to complete for each child:
a. two parent-teacher conferences each year
b. two home visits per year that include classroom teachers
c. Completion of ongoing assessments of children four times per year and the sharing of completed
assessments with parents
2. Invite parents to be involved in the program development by attending two parent-teacher conferences and
two home visits per year
a. Encourage input from observations at home
b. Communicate regularly with parents through conferences, home visits, and daily reports
c. Staff communicates with families on a regular basis both informally as well as formally
3. Program is arranged to meet a variety of children's needs and strengths
a. The program is developmentally, culturally, and linguistically appropriate
b. A variety of supplies and planned activities for group and individual play
c. Provide experiences for children to succeed
d. Increase the complexity and challenge of activities as children develop
e. Identify the children's preferred ways of interacting with the environment
f. Develop learning environments that are varied and interesting
g. Universality is the key to organizing and planning the environment
h. Balance the program with child-initiated activities and teacher-directed activities
i. Provide opportunities for children to take initiative, make meaningful choices, and learn the
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consequences of decision-making
j. Take opportunities to extend children's thinking, interests and develop problem-solving skills
k. Assist children in developing decision-making skills
l. Allow children to independently use toilet facilities when appropriate
m. Toilet training provides opportunities for children to learn: self-control, autonomy, and
responsibility
n. Milestones for toilet training include: muscle control, emotional readiness, willingness to
cooperate, and ability to communicate toilet needs
4. Support each child's learning, experimentation, inquiry, observation, play, and exploration
a. Support children's cognitive development by posing problems and asking questions
b. Have conversations with the children to expand their thinking and learning
c. Provide opportunities for children to gain knowledge in areas such as science, social studies,
creative arts, numeracy, and language
d. Ensure opportunities for creative self-expression through activities, such as art, music, movement,
and dialogue
e. Support using art materials, engaging in rhythmic activities, and music, stimulating imagination
and language through drama and other dialogues
f. Encourage all language interactions
g. Recognize infants' communication skills and respond to their cues
h. Allow children processing time to respond and talk to each other and teachers
i. Use simple, clear sentences when communicating to young children
j. Speak in pleasant tones
k. Expand children's language through songs, games, poems, and stories
l. Engage in dramatic play
m. Model appropriate language
n. Expand upon rather than correct children's speech
o. Set a foundation for reading and mathematics
p. Activities should be developmentally appropriate, interesting, engaging and meaningful
q. Read and discuss stories every day
r. Have reading and writing material accessible every day
s. Plan opportunities for children to hear stories every day
t. Encourage oral traditions through storytelling
u. Provide opportunities for children to reflect upon experiences
v. Provide books and stories with repetitive verses, words, sounds, or pictures
w. Use rhymes to help children develop an awareness of language sounds
x. Show children functional uses of language, (e.g. street signs, grocery lists)
y. Provide objects for counting, and sequencing
z. Provide toys that show cause and effect
aa. Plan family activities
bb. Support the use of libraries and other community resources
5. Promote each child's physical development by:
a. Providing sufficient time, indoor and outdoor space, equipment, materials, and adult guidance for
active play and movement that support gross motor skills
b. Arranging physical space so children have room to roll over, crawl, sit, walk, and test new skills
c. Providing climbing structures that are challenging and give opportunities for success
d. Providing padded and safe structures for exploration
e. Encouraging the use of riding, pushing, and pulling toys
f. Providing time and space for the development of children's fine motor skills
g. Planning experiences for developing motor skills and physical activity through repetition of
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actions
h. Increasing the complexity of manipulative activities
i. Fostering self-help skills, like buttoning, lacing, and zipping
j. Providing an appropriate environment and adult guidance for children with special needs
k. Adapting materials and equipment so all children can share activities
l. Ensuring equipment and materials are accessible
m. Assisting children in using materials
n. Integrating all children and enabling them to participate in activities
6. Develop secure relationships in out of home care by having consistent teachers who understand the child's
family structure
Children with Disabilities and Developmental Delays
1. Services, referrals, and resources for children with disabilities will be provided
2. Teachers will integrate strategies from the IFSP goals into lesson planning and individualization
3. Ensure that children receive specialized education and support if needed
4. Enable teachers to include children with disabilities thoroughly in their program
5. Children with special needs require an environment that is responsive and inclusive
6. If a child has an IFSP, use routines and experiences to help achieve those goals
7. Participate in meetings with experts in disabilities to implement IFSP
Curriculum and Planning
1. The child care program will provide and implement an evidence-based curriculum that focuses on
relationships, respect, and responsiveness
a. The curriculum meets individual needs, developmental levels, interests, temperaments, languages,
cultural backgrounds, and learning styles
b. Program responsiveness to individual children is accomplished through a comprehensive
curriculum
c. The curriculum is intellectually engaging and meaningful
2. Lesson planning
a. Focuses on implementing intentional, purposeful, high-quality teaching practices for children
ideally with a collaborative, reflective team approach
b. Designing lesson plans with a mix of child lead and adult-directed learning experiences which are
based on children’s interests and needs
c. Follow an ongoing teaching cycle that utilizes standards and curriculum goals, ongoing
monitoring of children’s progress, designing explorations, interactions, and instruction, facilitating
and documenting learning which is built on a foundation of reflection, inquiry and collaboration.
3. Individualization and Positive Interactions
a. A safe and secure environment nurtures positive relationships with peers and adults
b. Provide trust and emotional security to enable children to explore the environment
c. Interact with infants and toddlers by gently holding, talking, and gesturing with them
d. Provide an emotionally secure and physically safe environment
e. Give children choices and provide opportunities for them to do things for themselves
f. Provide opportunities for children to explore a variety of sensory and motor experiences
g. Honor child and family values, culture, language, diversity, etc. through a strengths-based
individualized lens.
h. Move infants or reposition them to have a change of scenery
i. Change or rotate toys to promote stimulation
j. Encourage movements and playfulness
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k. Engage children in sensory activities
l. Interact with children face to face
Materials and Activities
1. Materials and activities will be age-appropriate, diverse, and support ongoing developmental progress,
which will include:
a. Use pictures of children and their families
b. Respond to children's behaviors associated with fears and needs
c. Provide opportunities for children to express themselves freely
d. Engage children in verbal and nonverbal communication
e. Use descriptive language during routine activities
f. Support the physical development of children including gross motor skills: grasping, pulling,
pushing, crawling, walking, and climbing
g. Assist children, rather than do the task, when it becomes frustrating
h. Recognize developmental milestones that indicate children's changing needs for independence
i. Allow children to play and explore objects in a safe environment
j. Bring objects and activities to non-mobile children
k. Provide open and accessible indoor and outdoor spaces for children to practice skills
l. Create opportunities for fine motor development
m. Provide activities that promote grasping, dropping, pulling, pushing, throwing, touching, and
mouthing
n. Provide activities for hand-eye coordination
o. Implement a curriculum that is consistent with Head Start Performance standards
p. Ensure the curriculum is comprehensive, based on child development principles, specific goals
and objectives for children's development and learning that is achievable yet challenging
q. Ensuring an inclusive and developmentally appropriate curriculum
r. The program is supportive of spontaneous learning opportunities
s. Plan time for children's involvement in teacher planned activities
t. Plan opportunities for children to work alone or with other children
u. Respond to children's interests and learning styles
v. Enable children to develop emerging skills and practice existing skills
w. Provide for the development of cognitive skills
x. Provide environments that offer experiences that vary in complexity
y. Ask questions that have more than one answer to extend children's thinking
z. Engage children in creative activities and problem-solving
aa. Integrate aspects of health, nutrition, and mental health into activities
bb. These aspects are incorporated into daily experiences: hand washing, brushing teeth, preparing
food, and talking about feelings
cc. Provide an environment of acceptance, and respect
dd. Facilitate opportunities for children to develop social skills
ee. Nurture children's friendships
ff. Model communication with conflict resolution techniques
gg. Help children manage stressful situations
hh. Provide individual space for each child
ii. Use photos, drawings, and tape recordings of children and their families
jj. Model respect
kk. Provide children with opportunities to succeed
ll. Encourage individuality and self-awareness
mm. Encourage children to resolve their own conflicts
nn. Encourage children to do things for themselves
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Ongoing Monitoring Child Development
a. The program supports each child's individual pattern of development and learning
b. Regularly and continuously observing and recording children's behaviors and progress
c. Knowing each child's capabilities and modes of learning
d. Include parents in ongoing assessments
e. Rearranging the program environment to respond to children's developmental progress
f. Develop and monitor child development and educational goals by utilizing tools such as classroom
and child observations, review of ongoing monitoring and or assessments, IFSP goal review, input
from family, collaboration with others etc.
SOCIAL-EMOTIONAL AND MENTAL WELL-BEING SERVICES
1. Agencies must work collaboratively with parents as follows:
a. Request parental observations, information, and concerns about their child's mental health
b. Staff will use positive guidance techniques such as undesirable behaviors will be discouraged or
redirected; trying to anticipate potential problems to avoid them: giving the child choices that are
acceptable to staff and parents; helping children learn about natural consequences; and
encouraging respect for the feelings and rights of others. Corporal punishment is strictly
prohibited, including but not limited to, spanking with a hand or any implement, slapping,
swatting, pulling hair, yanking arm, etc.
c. If a child has mental health issues, design the program to be beneficial to the child i.e. make
curricula enhancements, implement practices responsive to infants and toddlers and their rapidly
changing needs
d. Staff support the social and emotional development of children
i. Staff provide an environment that is responsive to children, predictable and consistent,
which strengthens a child's confidence and builds trust
ii. Staff fosters children's independence
iii. The staff promotes the development of self-help skills
iv. Staff provide opportunities for language development
v. Staff encourage self-control by setting clear, consistent limits and having realistic
expectations
vi. Staff use positive techniques to assist children to develop self-control, such as modeling
expected behaviors, redirecting children, and intervening to enforce consequences for
unacceptable or harmful behaviors
vii. Staff provide activities daily that challenges children mentally and physically
viii. Staff develop clear and consistent rules
ix. Staff reinforce positive social behavior
x. Staff encourage the children to learn respect for others' feelings and rights
xi. Staff encourage children to understand expressions of emotions model respect of others
xii. Staff foster positive social behaviors such as cooperating, helping, and turn-taking
xiii. Staff discuss the consequences of behaviors and redirect children
xiv. Staff plans for routines and transitions so they occur timely and predictable.
xv. Staff give children notice to prepare for a change
xvi. Staff allow children to participate in routines
xvii. Staff minimize waiting time in group setting
xviii. Support the social and emotional development of children by providing environments
that encourage self-awareness, autonomy and self-expression
xix. Affirm each child as an individual
xx. Respond to each child's sense of pleasure in their successes
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xxi. Help children develop emotional security and social relationships
CULTURAL AND LINGUISTIC RESPONSIVE PRACTICES
1. Provide environments that reflect different cultures, each child's primary language, avoid activities that
stereotype, and model respect and help children appreciate others
a. Provide positive communication with family members encouraging families to volunteer to
increase understanding of a child's culture and home routines
b. Provide stories from children's own culture
c. Provide equipment that demonstrate: gender, family, race, language, and culture
d. Program is informed by the community, cultural beliefs, and the language of those being served
e. Respect children's developing skills in English and in their home language
Dual Language Learners
2. Staff support and respect each child's home language, culture and family composition, in ways that support
the child's health and well-being
a. Staff communicate with children in their home language
b. Staff give children a sense of acceptance by learning key words from their home language, or
providing books, and other materials that reflect their family's home culture
PARENT, FAMILY, COMMUNITY ENGAGEMENT
Families are children’s most important teachers, advocates, and nurturers. Positive parenting and strong family
engagement is central-- not supplemental-- to promoting children’s healthy development and wellness. This includes
social-emotional and behavioral development; preparing children for school; seamlessly transitioning them to
kindergarten; and supporting academic achievement in elementary school and beyond. Families’ engagement in
children’s learning at home and in early care and education programs can impact lifelong health, developmental and
academic outcomes.
1. Contractors will use a strength-based approach to family engagement
a. Be sensitive to parent's expectations
2. Partner with the EHS staff to implement parent committee meetings and learning opportunities for families
3. Agencies must work collaboratively with parents
a. Parents are involved in the program: assist in the development and implementation of curricula,
part of which is based on relationships, routines, and daily experiences
b. Staff discuss with parents how to strengthen nurturing and supportive environments, in the home
and program by: smiling, comforting, and reassuring children to promote self-esteem.
c. Share observations with parents about child behavior, development, and other issues
d. Information on child development should be shared with parents such as: typical development of
young children, development of individual children, recognizing and understanding behaviors
expressed when children are under stress, assisting parents with separation and attachment issues
e. Discuss with parents appropriate, positive response to their child's behaviors
f. Provide children with opportunities to succeed
g. Staff talk with parents about child rearing practices to support the child and bridge the gap
between home and the program
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