SEE ATTACHMENTfiles (1)HeadStartQuestions.pdfHeadStartQuestions.pdf EACH QUESTIONS MUST BE MINIMUM

SEE ATTACHMENTfiles (1)HeadStartQuestions.pdfHeadStartQuestions.pdf

EACH QUESTIONS MUST BE MINIMUM OF 150 WORDS or
MORE. PLEASE NUMBER EACH QUESTION.

(NO IN-TEXT CITATIONS or REFERENCES NEEDED)

Read Section 1302.34 and answer the following question.

1. How does the Head Start program share information with parents about their
child??s development and what type of information does the grantee gather from
parents about their child??s development?

Section 1302.34 Parent and Family engagement in education
and child development Services.

(a) Purpose. Center-based and family childcare programs must structure education and child

development services to recognize parents?? roles as children??s lifelong educators, and to

encourage parents to engage in their child??s education.

(b) Engaging parents and family members. A program must offer opportunities for parents and

family members to be involved in the program??s education services and implement policies to

ensure:

(1) The program??s settings are open to parents during all program hours;

(2) Teachers regularly communicate with parents to ensure they are well-informed about their

child??s routines, activities, and behavior;

(3) Teachers hold parent conferences, as needed, but no less than two times per program year, to

enhance the knowledge and understanding of both staff and parents of the child??s education and

developmental progress and activities in the program;

(4) Parents have the opportunity to learn about and to provide feedback on selected curricula and

instructional materials used in the program;

(5) Parents and family members have opportunities to volunteer in the class and during group

activities;

(6) Teachers inform parents, about the purposes of and the results from screenings and

assessments and discuss their child??s progress;

(7) Teachers, except those described in paragraph (b)(8) of this section, conduct at least two

home visits per program year for each family, including one before the program year begins, if

feasible, to engage the parents in the child??s learning and development, except that such visits

may take place at a program site or another safe location that affords privacy at the parent??s

request, or if a visit to the home presents significant safety hazards for staff

Read Section 1302.71 and answer the following question.

2. How does the Head Start program support families in their transition into and

out of Head Start?

1302.71 Transitions from Head Start to
kindergarten.
(a) Implementing transition strategies and practices. A program that serves children who will

enter kindergarten in the following year must implement transition strategies to support a

successful transition to kindergarten.

(b) Family collaborations for transitions. (1) A program must collaborate with parents of

enrolled children to implement strategies and activities that will help parents advocate for and

promote successful transitions to kindergarten for their children, including their continued

involvement in the education and development of their child.

(2) At a minimum, such strategies and activities must:

(i) Help parents understand their child??s progress during Head Start;

(ii) Help parents understand practices they use to effectively provide academic and social support

for their children during their transition to kindergarten and foster their continued involvement in

the education of their child;

(iii) Prepare parents to exercise their rights and responsibilities concerning the education of their

children in the elementary school setting, including services and supports available to children

with disabilities and various options for their child to participate in language instruction

educational programs; and,

(iv) Assist parents in the ongoing communication with teachers and other school personnel so

that parents can participate in decisions related to their children??s education.

education agencies to support family engagement under section 642(b)(13) of the Act and state

departments of education, as appropriate, and kindergarten teachers to implement strategies and

activities that promote successful transitions to kindergarten for children, their families, and the

elementary school.

(2) At a minimum, such strategies and activities must include:

(i) Coordination with schools or other appropriate agencies to ensure children??s relevant records

are transferred to the school or next placement in which a child will enroll, consistent with

privacy requirements in subpart C of part 1303 of this chapter;

(ii) Communication between appropriate staff and their counterparts in the schools to facilitate

continuity of learning and development, consistent with privacy requirements in subpart C of

part 1303 of this chapter; and,

(iii) Participation, as possible, for joint training and professional development activities for Head

Start and kindergarten teachers and staff.

https://eclkc.ohs.acf.hhs.gov/policy/head-start-act/sec-642-powers-functions-head-start-agencies

https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/part-1303-financial-administrative-requirements

(3) A program that does not operate during the summer must collaborate with school districts to

determine the availability of summer school programming for children who will be entering

kindergarten and work with parents and school districts to enroll children in such programs, as

appropriate.

(d) Learning environment activities. A program must implement strategies and activities in the

learning environment that promote successful transitions to kindergarten for enrolled children,

and at a minimum, include approaches that familiarize children with the transition to

kindergarten and foster confidence about such transition.

(e) Transition services for children with an IEP. A program must provide additional transition

services for children with an IEP, at a minimum, as described in subpart F of this part.

Transitions between programs.
(a) For families and children who move out of the community in which they are currently
served, including homeless families and foster children, a program must undertake
efforts to support effective transitions to other Early Head Start or Head Start programs.
If Early Head Start or Head Start is not available, the program should assist the family to
identify another early childhood program that meets their needs.

(b) A program that serves children whose families have decided to transition them to
other early education programs, including public pre-kindergarten, in the year prior to
kindergarten entry must undertake strategies and activities described in §1302.71(b)
and (c)(1) and (2), as practicable and appropriate.

(c) A migrant or seasonal Head Start program must undertake efforts to support
effective transitions to other migrant or seasonal Head Start or, if appropriate, Early
Head Start or Head Start programs for families and children moving out of the
community in which they are currently served.

https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302-71-transitions-head-start-kindergarten

https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/_link

HeadStartQuestions.pdf