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Policy

https://www.myrml.org/outreach/dissertation-zusammenfassung-schreiben/42/ why can i not do my homework thesis definition essay https://www.platinumed.com/mentrial/vega-100-no-prescription/29/ order viagra by phone go here get link guide to narrative essay https://grad.cochise.edu/college/thesis-in-dissertation/20/ enter site thesis review presentation how to write a character's name in an essay enter cheap cialis 2.5mg generic viagra ranbaxy viagra commercial lines sildenafil citrate generic viagra best expository essay editor site gb contrast and comparison essay https://pittsburghgreenstory.com/newyork/thesis-about-math-education/15/ culture shock research paper outline thesis proposal sample viagra 100mg cost resume help centers maine bed and breakfast essay for sale review of essay writing services http://almadenyoga.com/clinic/where-to-purchase-generic-viagra/65/ help me with my english homework zithromax capsules 250mg buy online enter how to solve this math problem howard university admission essay A written curriculum plan, as defined in the Program Performance Standards, provides a framework within which the EHS staff can individualize what infants and toddlers need to learn and how they learn. Providing intentional, purposeful, and individualized learning moments within the curriculum plan means using the knowledge of the child and his/her development to provide experiences and materials the child needs to ensure on-going development. The Performance Standards specifically uses the word “experiences” rather than “activities” within the definition of curriculum. Experiences are the specific and intentional focus of potential learning within activities. EHS staff will design experiences to be appropriate for a child at various ages and stages of development, and with changing interests and needs. Experiences and routines will be provided in a variety of ways that respond to the interests and learning styles of each child.

Procedure

  1. EHS staff will continue to observe and gather information about each child’s strengths, needs, and interests; using this information to design their activities and routines. (see Curriculum Planning)
  2. Adaptations and/ or accommodations for each child will also be provided as needed. Staff will follow each infant’s natural schedule and routine of eating, napping, and diapering.
  3. EHS staff and Family will identify 1-2 goals to prioritize using parent input, as well as classroom observation, information from Child Plus (including Family Goals) and Teaching Strategies Gold checkpoint data. The direct service staff will document this on the Individualization Form. in Child Plus.
    1. The Individualized Curriculum event (located in Child Plus in the Education Domain) should include activities and ideas that the family and staff can do to provide opportunities for the child to practice the goals throughout the day in planned activities and routines.
    2. Timeline
      1. Identify and complete the First Individualized Curriculum Event immediately after the initial TS Gold assessment in the fall. Multiple individualizations can be noted within the same event.
      2. For children on an IFSP, develop a plan within a week of receiving a copy of the IFSP.
      3. Write no less than 1 progress/updated note every four weeks in the event notes, with followup actions, within Child Plus.
      4. Initiate a new event after every subsequent TSGold checkpoint period (Second Individualized Curriculum after the winter checkpoint period, Third Individualized Curriculum after the spring checkpoint period, and Fourth Individualized Curriculum after the summer checkpoint period).
  4. EHS Early Childhood Education Coordinator will monitor children’s individual progress through Child Plus, using the Education Event Status Report (2565).

This policy complies with Head Start Performance Standard 45 CFR 1304.3(a)(5) , 1304.21 (b)

It was approved by Policy Council on April 2018
Updated: March 2018