Family & Community Engagement

Earl Bradsher Preschool

2019-2020

Family & CommunityEngagement

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Family & Community Engagement

404 South Morgan Street • Roxboro • North Carolina • 27573

336.599-7585 • 336.599.3484 faxSection 1: Family and Community Partnership Goals

The Earl Bradsher Preschool program supports parents as they

identify and meet their goals and nurture the development of their children.

Earl Bradsher Preschool will collaborate with partners in the community in

order to make available the utmost level of services to children and families

and to foster the development of an assortment of family centered services

to be able to advocate for a community that shares responsibility for the

healthy development of children and families of all cultures and ethnicities.

Section 2: Family and Community Partnership Objectives

Earl Bradsher Preschool will engage in a process of collaborative

partnership building with parents to establish mutual trust and to identify

family strengths, goals, and necessary services and/or other supports. The

Earl Bradsher Preschool staff will be of assistance and support families

accomplishing goals of existing plans that are established with other

agencies. Home visits, office visits, conferences, etc. will be conducted with

Head Start families to assess their strengths and needs. Head Start staff

will work collaboratively with participating families to identify and

continually access, directly or through referrals, community services and

resources that are responsive to each family’s interests and goals.

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Family & Community EngagementParents will be provided with an opportunity to participate in the

Head Start program as participants in the classrooms, educational

activities, and other program activities as volunteers and/or observers, and

with direct participation in decision making in the program’s planning and

operations. Parents will be supported and encouraged to become involved

in community advocacy in order to influence the character and goals of

community services. Head Start staff will provide parents with

opportunities to collaboratively work together with other community

members, on activities they have helped to develop and in which they have

expressed an interest.

Effective procedures established will provide families with

comprehensive information about community and neighborhood groups,

area residents, and other community resources which enable the family to

meet their needs. Earl Bradsher Preschool will take an active role in

building collaborative community partnerships in order to improve the

delivery of community services to children and families. Interagency

agreements will be established with local agencies in order to enable the

effective participation of children with disabilities.

A Health Services Advisory Committee, which will include Head Start

families, professionals, and volunteers from the community will be

established and maintained to address program service issues and to help

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Family & Community Engagementagencies respond to community needs. Other advisory committees will be

established as necessary.

Procedures to support successful transitions for enrolled children and

their families will be established and maintained. Head Start staff will

assist parents in becoming their children’s advocate as they transition into

Head Start from the home or other child care settings, and from Head Start

to kindergarten or another child care setting.

Section 3: Procedures Family Partnerships

(a) Family Goal Setting

A Family Assessment is completed by the Family Service Workers on

each family accepted into the program upon enrollment (see Appendix A).

These forms are used to determine the strengths, the needs and interests of

each family. Information obtained from these assessments includes family

strengths, members of the household, education, job/ employment training,

health/safety, basic needs, literacy, child care, areas of support, and

transportation.

The Family Service Workers collaborate with families to provide them

with the opportunities to build upon their Family Assessment and to develop

an Individualized Family Partnership Agreement (see Appendix B). These

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Family & Community Engagementagreements include timelines and strategies for achieving family goals. If

families have an existing agreement with another agency, Head Start staff

assists those families in building upon their existing agreement. The Family

Service Workers contact families to schedule home visits to complete

Family Assessments and Individualized Family Partnership Agreements.

Once the Family Assessments are completed, the Family Service Workers

compile the Family Assessments to identify the needs and interests of the

families.

Head Start parents are provided with an array of opportunities to

network with one another. Spaces are accessible for parents to conduct

meetings, to interact with other parents, and to collect parent resources

(books, videos, brochures, parent magazines, etc). Parent trainings are

conducted at Parent Committee meetings at the Earl Bradsher Preschool

Center or off-site, as appropriate. Learning Connections, a parent/teacher

resource library at Earl Bradsher Preschool Center, is available to parents.

Learning Connections serves as a resource for Head Start families.

Bilingual information, materials, and books are available.

(b) Accessing Community Services and Resources The Family Service Workers contact community agencies in June to

gather information regarding their services. Data is compiled and updated

on these agencies and information is distributed to parents in the form of a

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Family & Community EngagementCommunity Resource booklet during home visits in the fall. Information is

shared throughout the year, as needed or requested by families.

The Family Service Workers maintain documentation of regular family

contacts, Family Assessments, Individualized Family Partnership

Agreements, home visits, phone calls, etc., to assess the family’s need for

crisis intervention, counseling, and community services on an ongoing

basis. Families indicating a need for counseling are referred to the Mental

Health Coordinator. The Mental Health Coordinator refers families to an

appropriate agency for services, such as Freedom House, Child and Family

Therapist, or the Smart Start nurse. (See Early Childhood Development and

Health Services plan for more information).

Families signifying a need for crisis intervention are assessed by the

Family Service Workers to determine the severity of the crisis. The Family

Service Workers assist families with locating the appropriate community

resources to address their needs. Such agencies may include the Person

County Department of Social Services, Christian Help Center, Food Pantry,

Freedom House, Safe Haven, Legal Aid, and Piedmont Community College.

Families indicating needs to teaching staff or other Head Start staff

members are referred to the appropriate agency (see Appendix C).

The Family Service Workers refer families to the appropriate agencies

primarily by referral letters; however, phone calls and direct contact are

also used (see Appendix D). The family is notified that a referral has been

made by letter indicating what agency to contact for the needed services.

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Family & Community EngagementThe family also receives a copy of the referral letter that is sent to the

agency. The agency completes the bottom portion of the referral letter

indicating the services provided to the family or indicating that the family

made no contact with the agency. The agency is then expected to return

the referral letter to the Head Start staff member making the referral. The

Family Service Workers follow-up with families to determine the quality of

services they received through the referral and whether the services met

the families’ needs.

(d) Parental Involvement GeneralFamily Service Workers compile information from the Parent Interest

Surveys, completed the first week of school in August, to determine the

parent training interests, educational background, and information needs

(see Appendix E). The Family Services collaborates with the other

coordinators and director to develop an annual training calendar and

distributes it to parents in August.

Workshops for parents are scheduled to encourage parents to

participate in educational programs and to provide training for parents,

which enhance their parental skills, self-confidence, and independence in

creating a learning environment for their children. Training is provided in

such areas as child growth and development, educational activities for

children in the home, child abuse and neglect, preventative health and

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Family & Community Engagementsafety, mental health, nutrition, budgeting, dental health, hand washing,

behavior management, transitions, etc.

Families are welcomed and encouraged to participate in the

classrooms at any time and in other program activities as approved

volunteers, observers, or as paid employees. Parents are encouraged to

volunteer as much and as often as they can. A Volunteer Application

Release form, and a TB test, is required for regular volunteers. Volunteering

is not used as a requirement for children to participate in the program.

(e) Parent Involvement in Child Development and Education

Families are oriented to the goals of the education component during

parent orientation held at the beginning of the school year. Families are

encouraged to assist in the development and planning of the education

program and curriculum in several ways. First, families are asked for input

during the home visit. They are asked about ideas for studies/projects,

activities their child likes to do, and what they would like their child to

learn. Furthermore, teaching staff and the Education Coordinator send

home “At-Home Education Activities” for families to do with children.

Families are then asked to complete an evaluation form so that the activity

can be changed as necessary.

Finally, lesson plans are posted at all times in the classrooms.

Families are always encouraged to share suggestions and comments with

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Family & Community Engagementstaff. Families are also asked to conduct specific activities in the classroom

and on field trips with children.

Staff encourages families to share information regarding the various

cultures that are served. For example, particularly during holiday seasons,

parents are asked to share information regarding how their family

celebrates (if they celebrate). Families of children who have special needs

are encouraged to volunteer and share information about their child, as all

parents are.

Families work with their children in cooperation with the staff by

participating in areas such as in classroom activities, in training to enhance

their parenting skills and knowledge of child development, having input on

the lesson plan, suggesting field trips, serving on Policy Council, Parent

Committee, Health Services Advisory Committee, and in preparing children

for the full Head Start experience.

Piedmont Community College offers an Adult Basic Skills program

which offers adults, ages 18 and older, the opportunity to learn or improve

their ability to read, write, speak English, compute math, problem solve,

master everyday living skills, and complete their high school education.

Participants may choose from the Adult Basic Education (ABE), High School

Equivalency (HSE) or English as a Second Language (ESL) programs.

The Earl Bradsher Preschool program is also involved in promoting

literacy through its involvement in Reading is Fundamental (RIF). The

Roxboro Kiwanis Club in Person County donates funds to the Head Start

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Family & Community Engagementprogram to sponsor RIF. The RIF committee includes Head Start staff,

parents, and representatives from community agencies. The RIF committee

plans RIF book distributions which are held three times per year. Each

book distribution has its own individual theme and books are selected to

coincide with the theme. Every child in the Head Start program has an

opportunity to select a book of his/her own to take home. The books are

available in both English and Spanish.

The Program offers a Step Parenting Curriculum to Head Start

parents. Classes are held once a week for seven weeks. Family Services

present topics pertaining to child development and growth. Parents are

presented a workbook to use as a guideline throughout the course to

complete worksheets and activities. The Person County partners for

Children funds Parents as Teachers (PAT) a free early learning program for

parents of children birth age to age five. PAT is a six week program

involving positive interaction between parent and child.

A family literacy bulletin board is displayed that focuses on the

current month’s parenting topics. This enables parents who are not able to

attend the parent meetings to gather information on topics discussed at the

parent meetings. In addition, a monthly event calendar is sent home to

families. This calendar list educational activities and functions held at Earl

Bradsher each month for parents and students to attend. Materials in

Spanish are also included.

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Family & Community EngagementParents are encouraged to obtain and use a public library card for

themselves and their children. Forms for library cards are available at the

Person County Public Library. Parent activities, such as a field trip to the

library or make-it and take-it day at Learning Connections or a parent

meeting, enhance knowledge of available community resources.

Teaching staff participates in parent/teacher conferences at least

twice per year in addition to the required two home visits. Afternoon and

evening conferences are held in the classrooms, in the fall and spring of

each year. We strive to have 100% participation. Information regarding

these conferences is documented on a form and filed for each child whose

family participates. The original conference form is placed in the child’s

classroom file. A copy of these forms is sent to the Education Coordinator

for review and feedback. Relevant information is shared with various

coordinators. Conferences include discussions of the child’s social,

emotional, cognitive, and physical development during the year as

documented using Teaching Strategies Gold. Conference information is also

entered into the Child Plus data management system. Progress in meeting

child outcomes is discussed as well. Both families and teachers are

encouraged to communicate regularly concerning these issues.

(f) Parent Involvement in Health, Nutrition, and Mental Health

Education

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Family & Community EngagementFamilies and staff receive training in health related fields.

Appropriate health topics are decided upon by meeting Head Start

requirements and by considering requests from staff and parents.

Workshops include topics such as first aid, CPR, dental hygiene, mental

health, nutrition, child development, etc. The Health Coordinator organizes

materials and contacts consultants as needed.

The Health Coordinator provides parents with information about

workshops concerning community health resources and what services they

offer. As part of their home visit, parents are provided with a Community

Resource Booklet containing numbers and addresses of medical and dental

professionals they may contact for services.

Parents are encouraged to become involved in the health care of their

children. Parents accompany their children to receive health and dental

services, which include immunizations, medical and dental examinations,

and screenings. The Health Coordinator sends notes to parents prior to

appointments to make the parents aware of times, dates, and places of

appointments. When a child leaves the Head Start program, the Health

Coordinator contacts the proper resource agency to provide ongoing follow-

up care if needed. This optimistically should be of some reassurance of

ongoing health care for the Head Start child and family after leaving the

program.

Training is provided for families in such areas as child growth and

development, child abuse and neglect, preventative health and safety,

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Family & Community Engagementmental health, nutrition, budgeting, dental health, hand-washing, children

with special needs, behavior management, first aid, CPR, etc.

Families are educated and supported in their role of promoting good

nutrition habits for their children and families. A nutritional education

program is provided for staff, families, and children to increase knowledge,

understanding, and enhancement skills. The Person County Schools Child

Nutrition Director may conduct workshops for Head Start families and staff

on topics to enhance skills in the areas of selecting and preparing

nutritional foods and budgeting. If the director is unavailable, other

resources are used such as the WIC office staff, Person County Cooperative

Extension staff, Person Memorial Hospital Registered Dietitian, or Person

Memorial Hospital Business Health Services Coordinator. Finally, teaching

staff plans nutritional activities for the classroom that includes multicultural

experiences that are documented on their lesson plans. The Child Nutrition

Director is available as a resource for staff.

Teaching staff conducts home visits or conferences to discuss

nutritional needs of particular children when needed. This information is

then shared with the Health Coordinator. The Child Nutrition Director

provides monthly menus.

The Mental Health Coordinator obtains a mental health professional

to train Head Start staff and families on observing, assessing, and on the

availability of and procedures for usage of local mental health resources.

The Mental Health Coordinator provides information to Head Start staff and

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Family & Community Engagementfamilies in order to help them achieve greater understanding of the mental

health program. Head Start staff and families are trained on prevention

and early identification of problems that interfere with the child’s

development.

Topics of interest to the Head Start family such as appropriate child

behavior, as well as social, emotional, cognitive, physical, and

developmental issues are discussed at parent meetings. The mental health

training covers mental health wellness in order to provide positive methods

of guidance for both the staff and families. This supports families who may

need mental health interventions. The Mental Health Coordinator

coordinates meetings with other Head Start staff and families in order to

discuss individual children and formulate plans of action. Families are

involved in the planning and implementation of their children’s individual

mental health needs.

(g) Parent Involvement in Community Advocacy

Earl Bradsher Preschool encourages all families and staff to be

involved in affecting the quality of the community. The Family Service

Workers contact community agencies to gather information regarding their

services. Data from these agencies concerning services provided is

compiled by the Family Service Workers and distributed to families in the

form of a Community Resource Booklet. Also, information is shared

throughout the year as needed or requested by families.

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Family & Community EngagementThe parent activity fund in the yearly budget provides parents with

funds to plan and participate in educational activities they have helped to

develop. An example is a family day planned by the parents as a day to

interact with the children and staff and also to have educational activities in

which parents can participate. The Policy Council approves all activities

planned.

(h) Parent Involvement in Transition Activities

Transition activities for Head Start parents start in May during Final

Paperwork Days. Parents are asked to complete a questionnaire about their

incoming child’s likes, dislikes, comforts, and needs. This sheet is used by

teaching staff to provide an easier transition for each individual child

coming into the program. Pictures may be taken of the parents on visits to

the home, in the classroom, or submitted by families to place in each child’s

classroom to provide them with some comfort of seeing their parent’s

picture upon arrival at Head Start. Some teachers place the parental

pictures in each child’s cubby, which serves as a way for each child to know

where his/her individual cubby is located. Head Start families and children

have the opportunity to and are encouraged to visit the classrooms before

school begins. This provides a time for the child and family to become

familiar with the classroom and for the family and teaching staff to interact.

Staff works to prepare families to become their child’s advocate by

providing opportunities for parent training at parent meetings or special

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Family & Community Engagementmeetings, in areas of child advocacy, parents’ rights and responsibilities,

and school involvement. Parents have the opportunity to attend transition

workshops offered by Head Start as well as Kindergarten Orientation, Open

House at the assigned elementary school or other placement where their

children will be attending as they exit Earl Bradsher Preschool . Transition

workshops include topics such as school policies, importance of parent

involvement, effective communications, and advocacy for their children.

The Head Start staff works together with other agencies, which may

have served Head Start children and families, to strengthen the link

between home and Head Start and between Head Start and the public

schools. During the transition process, the Earl Bradsher Preschool

program keeps the child and family’s needs a priority, whether they are

transitioning into or out of Head Start.

Head Start parents are encouraged to participate in decisions related

to their children’s education. Parents of children who have an Individual

Education Plan (IEP) are encouraged to attend an annual meeting to review

the plan, which is conducted by the Preschool Disabilities Coordinator.

Other members of the exceptional services team who have worked with the

child to obtain the present level of development also attend such as the

speech therapist and the classroom teacher. Parents are also encouraged

to participate in other decisions concerning their children such as summer

activities, best placement for the next school year, resource help, or phasing

out of the program if appropriate.

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Family & Community Engagement

(i) Parent Involvement in Home Visits

Teaching staff meet with families on a regular basis for discussion and

assessment of children’s progress and needs through a minimum of two

home visits per year. Home visits are completed for each child at the

beginning of each school year and again before the end of the school year.

These visits are scheduled at times that are convenient for both parents and

staff. Information regarding home visits is documented on a form and filed

in each individual child’s classroom file. Copies are sent to the Education

Coordinator for review and feedback. Information is entered into the Child

Plus data management system.

Home visits are not used as a requirement for children to participate

in the program, however, parents are encouraged to permit the home visit

and the advantages of doing so are explained. Home visits may be

conducted outside of the home if requested by parents or if visiting the

home may pose a safety issue for staff. These visits include discussion of

the child’s social, emotional, cognitive, nutritional, and physical

development during the year as documented using the Teaching Strategies

Gold. Progress in meeting child outcomes is discussed as well. Both

parents and teachers are encouraged to communicate regularly on these

issues.

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Family & Community EngagementOther staff members make home visits as needed for issues such as

crisis intervention, health or mental health related needs, attendance

issues, assessing needs of the family, etc. In addition to the home visits and

conferences, staff and families communicate by various memos, letters,

telephone calls, newsletters, and by word of mouth. All communication is

documented.

Section 4: Community Partnerships

(a ) Partnerships

The Earl Bradsher Preschool staff represents the best interest of Head

Start families to the community and to community agencies by participating

on committees and boards, and being involved with organizations that may

benefit Head Start families and the program. Representatives from

community agencies and organizations are also asked to participate in the

Head Start program along with the staff and parents. By collaborating with

other agencies and having them as part of the Head Start program, Earl

Bradsher Preschool is able to identify inadequacies of existing community

services, is able to advocate for the needs of Head Start families, and is also

able to provide suggestions and strategies for improvement of services.

Parents, agencies, and organization representatives who participate

on committees are able to better understand the program as a whole.

Parents and others are able to participate in the preparation of service

plans, budget, and goals of the program. Training and support are provided

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Family & Community Engagementto the parents and community representatives by the Head Start staff and

appropriate consultants.

The Head Start staff assists families by establishing collaborative

relationships with community agencies on an ongoing basis to promote the

access of community services to Head Start children and families and to

ensure that Earl Bradsher Preschool responds to the community’s needs.

Earl Bradsher Preschool collaborates with many community agencies, such

as the Partnership for Children, the Person County Department of Social

Services, the Person County Health Department, Early Intervention and

Family Services, Child Care Resource & Referral, the Public Library,

Piedmont Community College, Person County Schools, Cooperative

Extension, and other groups that develop programs and activities to

promote a stronger community.

Recruitment of Head Start parent volunteers begins during preschool

registration in the spring and continues throughout the school year. As

stated above, parents along with representatives from local community

agencies are recruited to volunteer on committees. Volunteer recruitment

also includes the continuation of utilizing volunteers from the following

sources:

● Person High School

● Roxboro Community School

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Family & Community Engagement

● Roxboro Kiwanis Club

Approved volunteers are used to the fullest extent to include, but not

limited to, the areas of volunteering in the classroom, on field trips, and

assisting staff with projects such as copying papers and making games,

assisting the custodian at the center, serving on Policy Council and other

committees, assisting during preschool registration, assisting during special

events and activities, etc.

Members of the Roxboro Kiwanis Club, which donates money to fund

Earl Bradsher Preschool ’s Reading is Fundamental (RIF) program, are

recruited to read to the children at RIF book distributions and volunteer any

other way possible. Approved volunteers become available throughout the

school year at different times. Volunteer training is held on an individual

basis. Policy Council members are elected in September and ongoing

training occurs. Other volunteers, such as human services interns and early

childhood students from PCC are trained when they become available (for

more information on volunteer training, please see the Program Design and

Management plan).

A Volunteer Application Release form, TB test, and health

questionnaire are required for regular volunteers. A copy of the results of

the skin test is obtained by Family Services and kept on file by the Health

Coordinator. Approved volunteers are asked to sign in and out on a

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Family & Community Engagementvolunteer sheet indicating the time of arrival, departure, and services

provided. Family Services calculates volunteer hours by a dollar amount,

enters the information on a inkind report, and turns the report in to the

director and fiscal office by the 5th day of each month (unless the 5th is on

the weekend) to use as in-kind.

Earl Bradsher Preschool encourages all families and staff to be

involved in affecting the character of the community. Earl Bradsher

Preschool staff are permitted to participate as members of committees and

boards of local agencies with prior approval of the director. Earl Bradsher

Preschool continues to work on establishing ongoing collaborative

relationships with community organizations to include the following where

appropriate, but not to exclude additional means:

- Invitations to serve on Head Start committees.

- Acceptance to serve on community agency committees.

- Sending referrals to community agency committees.

- Establishing working written agreements

- Dispersing information among staff/parents from community agencies.

Person County Schools staff and the Preschool Disabilities Coordinator and

Education Coordinator, works with Head Start to ensure that the disabilities

needs of children are met. A written agreement between Head Start and

Person County Schools is on file.

(b) Advisory Committees

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Family & Community EngagementThe Health Coordinator organizes the Health Services Advisory

Committee to include a local medical and dental consultant, a Health

Department representative, a nutritionist, a mental health consultant, Head

Start parent(s), local doctors, an optometrist, the Person County Schools

Exceptional Children’s Director, the Preschool Disabilities Coordinator,

Smart Start Community Services Team, a Person County Cooperative

Extension staff member, the Head Start Director and Coordinators, and

other necessary representatives.

The Health Services Advisory Committee is involved in offering

suggestions for the Head Start health, nutrition, and mental health service

plans and procedures that include short and long term exclusions. This

committee is also presented with the needs and concerns affecting Head

Start children such as the water supply, the lack of fluoridated water in ¾ of

the county, nutrition related problems, prevalent health conditions in the

community such as hunger, diabetes, hypertension, baby-bottle tooth decay,

lead poisoning, etc. This committee meets biannually and additional

meetings are scheduled as necessary.

(c) Transition Services

Children who are exiting the Head Start program to attend

kindergarten have the opportunity to attend orientations at the schools

where they will be enrolled in the fall. This occurs in the spring of the year

prior to the children entering kindergarten. In instances where the child’s

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Family & Community Engagementbest placement is another program, such as a preschool exceptional

children’s classroom, special arrangements are made for the child and

parent or guardian to meet the teacher and visit the classroom site prior to

school attendance.

In February, elementary school secretaries have the ability to look in

PowerSchool to see the placement of Head Start children who will attend

that particular school for kindergarten. Written invitations/reminders to

spring orientations are sent to incoming kindergarteners and their families.

A notice of orientation times and locations in the school, on the Earl

Bradsher Preschool Facebook page and the Earl Bradsher Preschool

webpage.

January, February, and March families are given three opportunities

to complete the online Kindergarten Registration process at Earl Bradsher

Preschool. These rallies give parents morning and afternoon hours to

complete Kindergarten registration online, with assistance from Head Start

staff. At that time, Head Start staff collects from families their proof of

residency. Reminders are sent home with families who do not attend

registration events to reiterate the importance of Kindergarten registration.

Every effort will be made by the Head Start staff to assist families in the

registration process. In June, the elementary school principals coordinate a

date to receive the cumulative record for each child exiting the Head Start

program to the school where he or she will be attending in the fall. This

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Family & Community Engagementrecord includes the child’s birth certificate, immunization record, and

progress report. Profile cards are sent separately.

Family Services and the Education Coordinator track children who

are exiting Head Start for four years after leaving the program. The child’s

kindergarten or other program teacher completes a survey that includes

attendance, classroom participation, parent involvement, class work,

social/emotional development, physical development, and special services if

applicable. Teachers in first through third grades are also sent a similar

survey to complete on former Head Start students as well. In the fall a

transition survey is sent to all kindergarten teachers in reference to Head

Start students. In the spring, the Education Coordinator and Family Service

Team endeavors to visit each child who has transitioned to kindergarten in

his or her new setting. Follow up is done mid-year.

Transition activities are also carried out through parent workshops,

staff training, home visits (if needed), handouts, kindergarten orientation, a

summer activities countdown calendar, written and verbal communication

with the parents, staff, and schools which the children will be transitioning

into, follow-up visits to the exceptional children’s classrooms, kindergarten

classes, or other programs where Head Start children have transitioned.

Arrangements, if eligible for extended school year services and desired by

the parent, may be made for the children to continue speech and language

services. In addition, Learning Connections, a resource center, is open for

families, except for July and August, who wish to make use of its materials.

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Family & Community EngagementTransition activities for children coming into Head Start will be handled as

previously mentioned in this plan and on an individual basis as requested by

Head Start teachers and families.

Teachers are available for consultation in the fall, along with the

Education Coordinator, to answer any questions the kindergarten teacher

or school counselor may have or to meet with the teacher, parents, and

other staff to ensure a smooth transition.

In the fall, Head Start staff may have the opportunity to observe

kindergarten classes in session if requested. This allows teachers to see the

kindergarten curriculum and better prepare Head Start students for the

kindergarten experience.  Kindergarten teachers are extended an invitation

to visit Head Start classes if arrangements at their elementary schools can

be made. The kindergarten staff, the preschool staff may meet to discuss

transition and to assure kindergarten staff of the availability of records and

the Head Start staff to help ease the transition into kindergarten. School

staff is made aware of Head Start records that are not included in the

cumulative folders that are sent to the schools. All relevant information not

contained in the cumulative folder is released to the staff at the child’s next

placement upon request.

Revised 05/2019

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Appendix A

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Appendix B

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Appendix C

Earl Bradsher PreschoolCommunity Agency Referral

Date: _______________

Child’s Name: __________________________________________________

Date of Birth: ______________ Sex: □Male □Female _______ Race: ________

Address: _______________________________________________________________

Parent(s) Name: ________________________________________________

Does child live with parent(s)? □ Yes □No

If no, child lives with: ____________________ Relation: ____________________

Reasons for Referral: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Check need(s) and describe in comments section below:

_____Abuse/Neglect_____High Risk (Mental Illness/Disabled Adult)_____Serious Child Health Problem_____Family Crisis (Terminal Illness, Death)_____Social Needs/Problems

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Family & Community Engagement_____Child Needs Health and/or Nutrition Care_____Other______________________________________________________________

Additional Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________ _________________________________ ___________________ Referring Person Agency Title

Please return this form to Treco Lea-Jeffers.404 South Morgan St.Roxboro, NC 27574jefferst@person.k12.nc.us336.599-3484 Fax

Appendix D

Earl Bradsher Preschool

Referral/Follow-up Form

Date: ______________________

To: From: Earl Bradsher Preschool 404 South Morgan Street Roxboro, NC 27573 (Return Form to Above Address)

Parent/Child Referred: __________________________________________Reason for Referral and Relevant Information: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature: __________________________ Title: _______________________

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______________________________________________________________________________Follow-up Services Provided by Agency: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature: _______________________________ Date: ________________________

Appendix E

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