A Look At Children Services · UP-CLOSE: A Look at Children Services 2 Volume 86 fall 2017 > Continued from page 1 CHICAGO DEPARTMENT OF FAMILY & SUPPORT SERVICES > Continued on page

CHICAGO DEPARTMENT OF FAMILY & SUPPORT SERVICES

Volume 86 fall 2017

A Look At Children ServicesUp-Close


> Continued on pages 2 & 3

The National Head Start Association (NHSA) states:

“�All�early�learning�experts�agree�the�first�five�years�of�life�represent�

a�critical�period�of�growth�and�development.�It�is�a�time�when�

walking,�talking,�self-esteem,�character,�and�moral�foundations�are�

established.�By�age�five�children’s�patterns�for�learning,�interacting�

with�others,�and�understanding�their�world�are�set.�Quality�early�

childhood�education�programs�like�Head�Start/Early�Head�Start�

harness�learning�possibilities�by�approaching�young�minds�with�

a�comprehensive�range�of�tools�designed�to�foster�strong�social,�

emotional�and�physical�growth.”

SUCCESSFUL RECRUITMENT REMINDER –GET BACK TO THE BASICS!

Let People Know You Are Recruiting at Your Center!

Have a recruitment day or have a specific time of the week or month to schedule taking new applications. Put door knockers on doors to let people know – these are a simple way to get the message to homes in your surrounding and neighboring communities.

Remember the Basics of Recruiting!

Maintain an updated recruitment plan. When recruiting, always remember to have a goal and take the message to the right place! Don’t forget that you must – Follow-up, Follow-up and then Follow-up Again. Be Persistent and Consistent!

Encourage Referrals from Parents at Your Center!

Word-of-mouth continues to be one of the most successful recruitment tools! In general, parents are more comfortable using a child care center that they know or that has been referred to them by a family member or good friend. Encourage your current enrollees’ parents to refer other families and/or relatives.

þ SAFETYþ ENVIRONMENTþ TEACHERSþ EDUCATION

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PRIORITIES for Choosing a

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2UP-CLOSE: A Look at Children Services Volume 86 fall 2017

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BACK-TO-SCHOOL IS AN IMPORTANT TIME FOR RECRUITMENTEveryone understands that it’s extremely important to have Head Start on the minds of families on a continuous basis. That’s why DFSS delegate agencies are encouraged to conduct year-round, non-stop recruitment efforts for Head Start. The work goes on regardless of the season but it’s important to take advantage of all the activities and preparation around going back-to-school in the fall. Here are a few recruitment essentials to assist you with your recruitment plan and goals:

A BuSInESS AppROACH IS KEyAgencies need to develop a successful business approach to their Head Start recruitment efforts. There’s nothing wrong with having a “waiting list.” There are one year olds and two year olds in your community that will need Head Start very soon. As a matter of fact, it’s essential to try to have a waiting list in place to draw from a steady stream of potential families. Year-round recruitment and the word-of-mouth that recruitment efforts generate can help to establish and maintain a waiting list.

COmmunITy pARTnERSHIpS nEEd TO BE dEvElOpEdCommunity partnerships are vital to the success of your agency and you have to spend time developing, building and strengthening community partnerships. This can propel your recruitment efforts to higher levels and allow you to tap into additional resources. Ask yourself, “Who are the other business owners, service providers, places of worship and other institutions in your community?” Create a list of these community leaders and develop a strategy (Open House, Individual Meetings, and Agency Events) to bring them on board to share your Head Start vision.

KEEp yOuR AGEnCy RECRuIT-mEnT mATERIAlS up-TO-dATEAs a major part of your recruitment plan, make sure that your recruitment package for potential parents is up-to-date. Include any and all information on recent events and/or activities at your center as well as a calendar of up-coming events.

pARTICIpATE In EvEnTS In And/OR AROund yOuR nEIGHBORHOOdDuring the summer and into the fall there are numerous city and community events such as parades, Farmer’s Markets, festivals and much more. The Chicago Park District (CPS) has a variety of events at neighborhood parks throughout the summer and beyond – a good time to make sure your agency is known. Invite current parents, friends and relatives and have t-shirts for participants. This is an excellent way to keep Head Start on the minds of families in your community.

GET yOuR AGEnCy FAmIlIES InvOlvEd In RECRuITmEnT EFFORTSTry the following to involve parents, family and friends of your currently enrolled children.

1. Offer an inexpensive gift or prize for parents who refer other families and/or the most families to your program.

2. Ask each family to pass out information and/or flyers to friends, neighbors, and encourage placement in their communities.

3. Make t-shirts for the parents and children in your agency to advertise your Head Start program. Encourage them to wear them at community events (see above).

When working on your recruitment plan, always keep the National Head Start Association (NHSA) Vision in mind:

• All children should reach their full potential,

• Every child can succeed,

• We can impact the success of at-risk children, and

• Quality early education fundamentally transforms children and families

Head Start alumni or “Head Start babies,” as they often call themselves – are in all walks

of the nation’s life. Educators, doctors, lawyers, athletes, military personnel, politicians, artists, engineers, religious and civic leaders, as well as scientists from all across the country remember Head Start as the place where, at an early age, they acquired a life-long love of learning. Those who have been touched by this program know the reality of how a Head Start in life leads to success.

SEPTEMBER m Medical/Dental: New COPA health data completed and entered in COPA. m Medical/Dental: Ensure all physical/dental exams, and vision/hearing screenings are completed by the 45th day/schedule treatment/follow-up appointments. m Medical/Dental: Vision/Hearing Screenings conducted and results entered into COPA. Medical/Dental: Distribute tooth brushes m Medical/Dental: Complete referral and follow-up for children with identified needs and enter into COPA m Medical/Dental: Monitor health services screening (including hearing and vision) reports in COPA and update COPA health case notes m Developmental Screenings: Ensure developmental screenings are completed by 45th day Developmental Screenings: Children who scored within the referred categories must be sent to disabilities coordinator within five days m Medical/Dental: Replenish first aid kit supplies m Medical/Dental: Complete Monthly Health Report and forward to assigned Health/FCP SSC by the fifth of the month m Medical/Dental: provide health requirements overview to enrolling parents

Health/Developmental Screening Services

Milestones

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SEPTEMBER m FCP: Conduct parent orientation (Septem-ber and October) m FCP: Inform parents of monthly parent meetings and election of officers for parent committee and policy council. Conduct election of officers for parent committee during September to November m FCP: Complete list of parent and commu-nity volunteers and distribute to agency staff (on-going) m FCP: Initiate an ongoing Family Partnership Agreement (FPA) process with parent. Assist parent with identifying at least one goal with steps, supports and time frames to achieve goals; Identify and enter in COPA at least one goal, referral and case note. m FCP: At enrollment, enter strength and needs assessment, goal, referral/services and case notes on all families. Documentation must support families’ priorities m FCP: Enter and/or follow-up on documentation in COPA (goals, referrals/services and case notes). All documentation must support families ‘priorities m FCP: Conduct parent orientation (September and October) m FCP: Submit Delegate Agency Health/FCP monthly report to CSD m FCP: Complete documentation of parent volunteerism and enter in COPA m FCP: Ensure two home visits and parent teacher conferences are conducted during the program year. Visits are to be conducted by classroom teachers. Family service workers will conduct visits as needed m FCP: Develop and/or follow the transition plans of children transitioning to HS and/or Kindergarten

Family & Community Partnerships MilestonesINCLUDE HEAD START PRINCIPLES IN

YOUR RECRUITMENT EFFORTS – REMEMBER OUR PROUD LEGACY!It’s been almost three years since the National Head Start Association (NHSA) started the 50th Anniversary celebration of Head Start throughout the nation. The numbers have increased since that time.

THE HEAd START mOdEl FROm THE nATIOnAl HEAd START ASSOCIATIOn (nHSA)The premise of Head Start is simple: every child, regardless of circumstances at birth, has the ability to reach their full potential. When Head Start was first launched in 1965, the idea of providing comprehensive health, nutrition, and education services to children in poverty was revolutionary, if not radical. The Head Start Model, developed over the decades has been built on evidence-based practices and is constantly adapting - using the best available science and teaching techniques to meet the needs of local communities.

The Whole ChildHead Start programs offer an ideal laboratory for the study of effective child development and learning. The Department of Health and Human Services funds extensive research every year that reinvigorates practices, ensuring that programs meet children’s needs by creating a deep under-standing of how they learn and what supports healthy development. Children enter Head Start with serious socioeconomic disadvantages that can hold them back for life.

The Whole FamilyHead Start supports families facing difficult circumstances and seeks to mitigate obstacles to learning in the early years. Clearly, provid-ing early learning opportunities for at-risk children has become not only a focal point for lawmakers, but a shared national commit-ment. What makes the whole child and whole family model so powerful? Nobel-prize winning economist James Heckman has suggested that the social-emotional development cultivated by programs may be the true contributor to long-term impacts, and health benefits which range from decreased child mortality to adult health behaviors. Furthermore, an additional motivator behind children’s success through elementary school and beyond are very likely parents. By helping families who are struggling with poverty and other socio-economic challenges achieve their goals for education, employment, and housing, Head Start plays a transformative role across two generations.

WHAT ARE THE COmpOnEnTS OF A HEAd START pROGRAm? Head Start takes a comprehensive approach to meeting the needs of young children. There are four major components to Head Start:

• Education: Providing a variety of learn-ing experiences to help children grow intellectually, socially, and emotionally.

• Health: Providing health services such as immunizations, dental, medical, and mental health, and nutritional services, and early identification of health prob-lems.

• Parent Involvement: Involving parents in the planning and implementation of activities. Parents serve on policy coun-cils and committees that make adminis-trative decisions; participate in classes and workshops on child development; and volunteer in the program.

• Social Services: Provide outreach to families to determine what services they need.

Head Start/Early Head Start offers a unique whole child/whole family program design coupled with a delivery system that includes local programs, national standards, monitoring, professional development, and family engagement. This has been the basis for many subsequent statewide and community initiatives.

Our vision is:

• To lead – To be the untiring voice that will not be quiet until every vulnerable child is served with the Head Start model of support for the whole child, the family and the community.

• To advocate – To work diligently for policy and institutional changes that en-sure all vulnerable children and families have what they need to succeed.

SEPTEMBER m Medical/Dental: New COPA health data completed and entered in COPA. m Medical/Dental: Ensure all physical/dental exams, and vision/hearing screenings are completed by the 45th day/schedule treatment/follow-up appointments. m Medical/Dental: Vision/Hearing Screenings conducted and results entered into COPA. Medical/Dental: Distribute tooth brushes m Medical/Dental: Complete referral and follow-up for children with identified needs and enter into COPA m Medical/Dental: Monitor health services screening (including hearing and vision) reports in COPA and update COPA health case notes m Developmental Screenings: Ensure developmental screenings are completed by 45th day Developmental Screenings: Children who scored within the referred categories must be sent to disabilities coordinator within five days m Medical/Dental: Replenish first aid kit supplies m Medical/Dental: Complete Monthly Health Report and forward to assigned Health/FCP SSC by the fifth of the month m Medical/Dental: provide health requirements overview to enrolling parents

32M+

Head Start has helped more than 32 million children and their families prepare for school and for life.



Important Home Safety TipsIn previous issues of�Up-Close we have dedicated a page or more to many home safety precautions and information in depth. The following is a condensed version of important home safety reminders. Review this information with babysitters, relatives and other people that may care for children in your home.

Fire Safety• For the best protection, install smoke alarms

on every level of your home, especially near sleeping areas. Test batteries every six months.

• Create and practice a home fire escape plan with two ways out of every room. In the event of a fire, leave your home immediately. Once you’re out of the house, stay out.

• Keep anything that can catch fire, such as dish towels or wooden spoons, away from your stovetop. Have a fire extinguisher in the kitchen in case of emergency, and make sure you know how it works.

• Blow candles out when you leave the room or before you go to sleep.

Preventing TV and Furniture Tip-overs • Mount flat-panel TVs to the wall to prevent

them from falling off stands. Follow the manu-facturer’s instructions to ensure that you have a secure fit.

• Use brackets, braces or wall straps to secure unstable or top-heavy furniture to the wall.

• If you have a large, box-style cathode ray tube (CRT) TV, place it on a low, stable piece of furniture. If you no longer use your CRT TV, consider recycling it.

Poison Prevention/Medication Safety• Store all household products and cleaning

solutions out of children’s sight and reach. Young kids are often eye level with items under the kitchen and bathroom sinks.

• Keep cleaning products in their original containers. Don’t put a potentially poisonous product in something other than its original container (such as a plastic bottle) where it could be mistaken for something else.

• Put the toll-free Poison Helpline Number into your phone in case of emergency: 1/800-222-1222.

• Put all medicine and vitamins up and away and out of sight after every use.

• Use the dosing device that comes with the medicine, not a kitchen spoon. Kitchen spoons aren’t all the same, and a teaspoon or tablespoon used for cooking won’t measure the same amount as the dosing device.

Preventing Burns and Scalds• Don’t hold or carry a child around while cook-

ing on the stove. Put your child in a high chair where you can still see them.

• Keep an eye on appliances such as irons, curling irons or hair dryers that can heat up quickly or stay warm. Unplug and safely store these items after use.

• Keep appliance cords out of children’s reach, especially if the appliances produce a lot of heat.

• To prevent accidental scalding, set your water heater to 120 degrees Fahrenheit or the manu-facturer’s recommended setting. Check the water with your wrist or elbow before a baby a bath.

• To prevent hot food or liquid spills, use the back burner of your stove and turn pot handles away from the edge. Keep hot foods and liquids away from the edge of your counters and tables.

Carbon Monoxide Safety• Make sure your

home has a carbon monoxide alarm. For the best protection, install a carbon monoxide alarm on every level of your home, especially near sleeping areas.

• Don’t use a grill, generator or camping stove inside your home, garage or near a window. Don’t use your oven or stovetop to heat your home.

• If you need to warm a vehicle, remove it from the garage immediately after starting. Don’t leave a car, SUV or motorcycle engine running inside a garage – even if the doors are open.

SEPTEMBER m Complete Health and Safety Checklist on classrooms. m Plan and conduct parent orientation. m Schedule and complete initial home visits. Complete/update Home Language survey. Resources to share (TSI books) and hand-out on Child Assessment m Parents establish School Readiness goals during home visit m Review each classrooms daily routine. Do they match Head Start and curriculum requirements? Observe daily routines and focus on how the children and staff are adjusting to the new program year and provide feedback. m Review COPA and Teaching Strategies GOLD information to ensure data entered is accurate for: teacher/classroom match, funding sources, color bands, Home Lan-guage survey, primary language, children with IEPs and HR m Schedule safety training….bus/pedestrian. (within 30 days of program start date) Certify that bus evacuation drills occur prior to children/adults go on field trips. m Update staff Professional Development plan m Register new staff into Gateways within 30 days of hire m Complete Parent School Readiness survey m Certification process enrollment in compli-ance with age and class size m Review 2016-2017 Creative Curriculum, GOLD Assessment, CLASS activities and/or training schedule for the month of Septem-ber and October m Certify Education staff participated in Pe-destrian and Transportation Safety/Evacu-ation training m Prepare and schedule transition activities, End of the Year Celebrations and field trips m Certification of teaching staff qualification m Training calendar update m CPS Track “R” starts m Curriculum and Assessment Orientation for teachers and teacher assistants m Finalize agency-wide inventory of Creative Curriculum Pre School Kits m Review and compare COPA #601/970 staff-ing patterns with GOLD staffing patterns and email to DFSS Education Support Service Coordinator

EducationMilestones



SEPTEMBER m Complete Health and Safety Checklist on classrooms. m Plan and conduct parent orientation. m Schedule and complete initial home visits. Complete/update Home Language survey. Resources to share (TSI books) and hand-out on Child Assessment m Parents establish School Readiness goals during home visit m Review each classrooms daily routine. Do they match Head Start and curriculum requirements? Observe daily routines and focus on how the children and staff are adjusting to the new program year and provide feedback. m Review COPA and Teaching Strategies GOLD information to ensure data entered is accurate for: teacher/classroom match, funding sources, color bands, Home Lan-guage survey, primary language, children with IEPs and HR m Schedule safety training….bus/pedestrian. (within 30 days of program start date) Certify that bus evacuation drills occur prior to children/adults go on field trips. m Update staff Professional Development plan m Register new staff into Gateways within 30 days of hire m Complete Parent School Readiness survey m Certification process enrollment in compli-ance with age and class size m Review 2016-2017 Creative Curriculum, GOLD Assessment, CLASS activities and/or training schedule for the month of Septem-ber and October m Certify Education staff participated in Pe-destrian and Transportation Safety/Evacu-ation training m Prepare and schedule transition activities, End of the Year Celebrations and field trips m Certification of teaching staff qualification m Training calendar update m CPS Track “R” starts m Curriculum and Assessment Orientation for teachers and teacher assistants m Finalize agency-wide inventory of Creative Curriculum Pre School Kits m Review and compare COPA #601/970 staff-ing patterns with GOLD staffing patterns and email to DFSS Education Support Service Coordinator

TransportationMilestones

(for the remainder of the year)

SEPTEMBER

September m Conduct 30-day mandated emergency bus evacuation drill. m Review list of bus monitor trained staff, train as needed m Conduct required transportation and pedestrian safety training for enrolled children and parents

October m Submit certification of 30-day mandated emergency bus evacuation drill. m Review list of bus monitor trained staff, train as needed.

November m Review list of bus monitor trained staff, train as needed m Transportation – Conduct transportation and pedestrian safety training for enrolled children and parents

December m Review list of bus monitor trained staff, train as needed.

Stay Active in Every SeasonThe key to an active family is finding fun things to do in every season. No matter what the weather is try to aim for a goal of 30 minutes for adults and 60 minutes for kids of moderate activity every day! Being active now also helps reduce children’s risks of chronic health problems later in life. Teaching the importance of physical activity while children are young will help them maintain the habit when they’re older. Make it a family affair!

Why Active Play Is Important!

Active play helps your child learn healthy habits. There are many health benefits of active play, such as:

• Active children are less likely to weigh too much.

• Active play can get the physical activity children need to maintain a healthy weight, develop muscles and strong bones.

• Keeping your child active now helps lower the chance of developing chronic diseases like Type 2 diabetes.

• Activities like running and jumping rope, help your child learn movement skills to develop muscles and strong bones.

• Active play can also help the mind develop. Playing “pretend” lets kids be creative.

• Active children are more likely to be happy and feel good about themselves. Children feel proud after learning how to bounce a ball or ride a bike.

Be active yourself. Active parents tend to raise active children. You influence your child’s behavior, attitudes, and future habits. Be more active and limit your own time watching TV. In addition, set the example by using safety gear, like bike helmets.

Encourage preschoolers to play actively several times every day. A preschoolers’ activity may happen in short bursts of time instead of all at once. Keep in mind that physical activity does not always have to be led by adults. Let young children be creative. Remember that preschoolers need quiet time but make sure they are not inactive for too long. Limit TV and screen time to less than two hours daily, as recommended by the American Academy of Pediatrics.

• Encourage reading or crafts rather than TV time.

• Quiet time is best before naps or bed.

• Be a role model and limit your own inactivity. Your preschooler will learn that being physically active is part of a healthy life. Manage the time you spend watching TV or using mobile devices.

• Look for childcare settings that engage children in active play and regular physical activity. After 60 minutes of inactivity (such as watching TV) your child should be encouraged to be active.

• Avoid having the TV on during mealtimes.

• Only put TVs in family rooms. Don’t put a TV in your child’s bedroom.

Fall weekends are a great time for physical activity – get outside and enjoy autumn. Simple Outdoor Play Can Include:

• Family walks after dinner

• Play catch

• Take a nature hike

• Play games in the yard or park

• Kick a ball around

Begin by introducing one new family activity and add more when you feel everyone is ready. Take the dog for a longer walk, play another ball game, or play in the yard for a longer time.

You Can Start Small

Determine time slots throughout the week when the entire family is available. Devote a few of these times to physical activity. Try doing something active after dinner or begin the weekend with a Saturday morning walk.

Plan Specific Activity Times



SEPTEMBER m Complete a list of consultants assigned to sites and submit to CSD

m Growth Assessment (from physical) must be documented in COPA

m Monitor Nutrition services reports in COPA

m Document IMIL implementation

m Document Nutrition education weekly

m Document Food experience

m Complete referral and follow-up for children with identified needs and document into COPA

m Plan for parent nutrition workshops (at least two per year)

NutritionMilestones

Question – How Much and What Should A Preschooler Eat?

Answer...A Young Child’s Serving SizeAdults need to know what children require at various ages to grow well and healthy. Based on information recommended by MyPlate, an appropriate serving size for children two to three years of age is about one-half an adult serving. So a serving of bread for a two to three year old would be half of a slice. Young children need the same variety of foods which are rich in nutrients as older kids and adults – just in smaller quantities. In this country, however, portions have gotten bigger (particularly those served in restaurants) and as a result, some parents and caregivers have developed a distorted view of the amount of food toddlers and preschoolers actually need. Beware of the “Super Size” mentality.

Young Children Need Certain FoodsExperts report that most two to three year old children need to consume about 1,000 to 1,200 calories per day. Following are suggestions on how to distribute those calories in a healthy eating plan:

Vegetable Group: One to one and a half cups raw or cooked vegetables per day. Like adults, young kids need variety: mashed sweet potatoes, broccoli with low-fat dip or tomato sauce for pasta.

Grain Group: About three to four ounces of grains per day, preferably half of them whole grains. For example, that is one or two slices of bread plus one cup ready-to-eat cereal and ½ cup cooked rice or pasta.

Meat and Beans Group: Two to three ounces total per day. Options include lean meat, poultry, fish, an egg, cooked beans (e.g. black, pinto, kidney beans) and peanut butter.

Fruit Group: One cup fresh, frozen, canned, or dried per day. Limit juice to four to six ounces per day. Emphasize whole fruits rather than juice. Young children tend to like melon balls, mandarin oranges (fresh or canned in juice) and frozen berries.

Milk Group: Two to two and a half cups per day. Whole milk is recommended for children younger than two year of age. Older children can have lower-fat, calcium-rich choices such as fat-free or low-fat milk, yogurt and cheese.

Young Children Should Have SnacksChoosing foods from all of the food groups will give young children the energy they need between meals. It helps to plan and portion out snacks in advance. Adults should plan two to three small snacks at set times during the day for small, active children and the snacks should be eaten at least an hour before a meal. Include fruits and vegetables at snack time rather than prepared snack foods and make sure the servings are actually “snack size”. Offer water rather than juices or sugary drinks with the snacks. Limit dessert snacks and/or sweet treats for “special occasions” only.

For young children MyPlate recommends limiting:

• Sodium to 1,500 milligrams per day,

• Saturated fat to 11 grams per day,

• Added Sugars to 25 grams per day.

Vegetables Can Be a Condiment!

Use fruits as a sauce for a variety of foods. Purée berries, apples, peaches or pears for a thick and sweet sauce to use on grilled or broiled seafood or poultry, pancakes, French toast or waffles.

Using vegetables as a condiment is an easy way to expose young children to different veggies. Most young children like pizza so try topping a pizza with onions, peppers and other vegetables chopped finely. Also, try sprinkling tomatoes and/or avocados (chopped) on tacos.

Fruits Can Be a Sauce!



Playtime Is Important for Young Children

Most children need tips learning how to play and get along with others because they aren’t born with social skills. They need to be taught how to enter play, like asking another child if they can play or suggesting an idea or watching or playing alongside for a while. Some children need more time to feel comfortable with new children or a new activity. Children probably need help learning how to join others who are playing and/or building a friendship with another child. Children often feel braver and more willing to join in when they have a friend. At the end of summer and vacation time children can probably spend more time playing with friends rather than family. Following are some suggestions for encouraging active playtime for young children:

• Help nurture your child’s friendships by planning regular play dates with friends in your building or neighborhood a few times a month. Involve your child in planning things to do that both children will enjoy.

• Not all toys lend themselves to sharing. When your child is having friends over, try putting out puzzles, books, musical instruments, cars, blocks, puppets, stuffed animals and dress-up clothes—all of which are easier to share.

• Suggest activities that encourage sharing like making a big mural or a long paper chain.

• Children need time—and quiet—in order to play. Turn off the TV and radio so children aren’t distracted. They then can focus all of their attention on playing, and focused attention is im-portant for learning.

• When children’s hands are active, their brains are more engaged. Building with blocks, drawing and painting, fitting puzzles together and acting out an experience actually activates the brain. Make sure there are enough materials for two or more children to play with such as taking turns with puzzle pieces.

While young children should properly learn how to play with other children, they also need to know how to play alone and/or entertain themselves.

• Being able to focus helps children in school. Encourage children to focus on their own by doing quiet activities like looking through a favorite book or doing a puzzle.

• Play a variety of different types of music and ask children to act out how it makes them feel or where they can imagine the music taking them.

• Make a creative corner in your home and put markers, crayons and paper there. Let a child draw when interested. Add other materials like stickers and glitter glue over time as a way to add to the drawings.

• Use an empty box to store craft materials, like glue, scissors, colored paper, yarn, ribbons, magazines with pictures, greeting cards, etc. Keep the box handy for “There’s nothing to do” days. When children can keep themselves busy, they’re more likely to be able to work independently when they get to school.

• If you’re concerned about your child being messy with crayons, markers or paint, put a cookie sheet or newspaper or grocery bag under the paper. Children need lots of experiences using crayons, markers and paint so they can learn to use a pencil to write. Leave time for clean up and talk about it beforehand.

• Research shows that children develop important skills through make-believe. Let them pick a favorite story or nursery rhyme and take on different roles and act out the action. They might even want to make some simple props.

• Sing songs with numbers because songs are a fun way to help children learn numbers. Surround children with words. Have fun with language: read rhymes, play word games and learn and sing songs.

SEPTEMBER m Support parents in convening their monthly parent and policy committee meetings and maintain record keeping systems for secur-ing meeting materials

m Conduct Parent Orientation Session inclu-sive of educating parents on policy commit-tee service and parent committee involve-ment and expectations

m Present and provide written monthly re-ports to the Policy Committee and Board: Meals/Snacks/Enrollment/Attendance/Fis-cal/PIR Summaries

m Submit/Upload August’s Certification of Personnel Actions

m Present 4th Quarter Child Outcome Analy-sis to the Policy Committee and Board

m Prepare the Scope of Services, Parent Involvement Activity Budget Plan and HS/EHS Budget in partnership with the policy committee and board

m Ensure/provide CPPC report to the Policy Committee

m Conduct parent committee elections for site officers and policy committee members for the program year

Program Governance Milestones

SEPTEMBER m Conduct playground equipment safety check

m Conduct monthly fire drill

m Submit facility improvement plans as needed

m Submit five samples of daily health checks (consecutive) to CSD per Grantee request Conduct tornado drill* (only completed twice a year)

m Complete daily, weekly and monthly checklist

m Replenish First Aid Kit supplies

Safe Environments Milestones



Lisa Morrison ButlerCommissioner of the Chicago Department of Family and Support Services

Vanessa RichManaging Editor (2009-2015)

Julie A. EllisWriter

Xenia DemoDesigner

Important Upcoming National Head Start Association Events2017 Fall Leadership Institute Leadership in Action Washington, D.C.

The National Head Start Association (NHSA) is pleased to announce our 2017 Fall Leadership Institute, September 25 – 28, in Washington, D.C. At this conference, NHSA is hosting a series of events to lift up the voices of Head Start parents and showcase the united Head Start community. The events of the week are:

Fall Leadership Institute (FLI) is an annual policy-focused conference for Head Start leadership. It includes updates from key Congressional and Administration leaders (such as the Office of Head Start and other Administration for Children and Families (ACF) offices), insights from Washington-based strategic advisors, and hands-on training on 21st century leadership skills. Who should attend – Head Start directors, senior staff, parents, board members, association leadership, and others interested in the strategic direction and public policy of Head Start.

The Parents as Leaders Training (PAL) is a brand new and unique day-and-a-half educational training program that focuses on developing parents into leaders in their programs, families and communities. This intensive training program is a part of our Families Unite for Head Start initiative, launched in 2017 and will be held on September 26th & September 27th. Who

should attend – Head Start parents!

2017 Parent and Family Engagement Conference (Registration�is�Now�Open) Austin, Texas December 4-7, 2017

NHSA’s 34th annual Parent and Family Engagement Conference is the only national event that focuses on how communities, parents, families, and Head Start program staff can best partner to promote both parent and family engagement and children’s learning and development. This event, like no other, highlights and explores best practices for effective partnerships straight from the programs successfully implementing them and provides hands-on training specifically designed for Policy Council chairs and

members, as well as Board members.

Up-CloseUp-Close, A Look At Children Services is published by the Chicago Department of Family and Support Services in conjunction with The Chicago Coalition of Site Administered Child Care Programs. Funding for this publication is provided by the United States Department of Health and Human Services (HHS).

A Look At Children Services


For our Early Head Start - Child Care Partnerships (EHS-CCP) please take the time to spread the word about Up-Close. Make sure that parents and staff have access to this helpful issue as well as all of the past issues of 2017. The newsletter is absolutely free and therefore everyone in your agency as well as friends, family and community leaders can have a subscription. Distribute or E-mail this Link to parents and staff for Up-Close: www.childrenserviceschicago.com

Everyone can subscribe to Up-Close on-line and it’s very quick and simple. Go to the CSD website and fill out the form. Every month a link to the newsletter is delivered directly to the subscriber’s inbox.

Spread the Word – It’s Easy to Subscribe to Up-Close!

Documents

A Look At Children Services · UP-CLOSE: A Look at Children Services 2 Volume 86 fall 2017 > Continued from page 1 CHICAGO DEPARTMENT OF FAMILY & SUPPORT SERVICES > Continued on page