Early Education Handbook

Table of Contents

I. Early Education Information

1. Core Values and Beliefs

Vision

Creating healthy partnerships with children and families to promote a learning community of safety, trust and resilience.

Mission

The mission of the Independence School District Early Education Program is to Support and Assist children and families to achieve a greater degree of self-sufficiency: to include self-worth; self-confidence; ability to establish basic family goals; and to Build a foundation for school readiness and later school success.

Program Philosophy and Goals

The Independence School District Early Education Program strives to provide the highest quality comprehensive child development program possible. We believe that:

  • A child's development benefits most from a comprehensive, interdisciplinary program where staff and family work closely together.
  • A child's family is the principal influence in a child's development, so must be directly and meaningfully involved at all levels of the program.
  • The strengths and uniqueness of each family should be maximized through program participation.

The fundamental goal of Early Education is to increase social competence and school readiness in children. In striving to achieve this goal, the cognitive (thinking), social, emotional, creative and physical development of all children is enhanced through developmentally appropriate activities in and outside the classroom. The Early Education experience provides an active learning environment where children construct understandings based on their interests, while developing knowledge about their surroundings and social skills in relating with each other and adults. Authentic assessment of student progress is based on observation and is guided by an established portfolio development system.

The Independence School District Early Education Program is concerned about the social competence of the entire family. The program works with the whole family to create the best possible experiences for a child's maximum growth and social development. It is the Independence School District's goal to increase the family's skills in dealing with day-to-day tasks. To realize these goals, the Independence School District Early Education Program works towards:

  • The improvement of the child's health, mental health and physical abilities.
  • The improvement of the family's attitude toward future health care.
  • The encouragement of the child's desire to learn, to be spontaneous, to be creative and to have self-discipline.
  • The enhancement of the child's cognitive process, conceptual and communication skills.
  • Improvement in the ability of family members to relate to each other and to others in their community and become advocates for their child and family.
  • The enhancement of a sense of dignity and self-worth within the child and the family by the establishment of expectations and patterns of success for the child and family.

2. Releasing a Student

Releasing a Student

Safely releasing a student means releasing them to an adult listed on their emergency card. If a person not connected with the school seeks information about a child or permission to take the child from the classroom, refer that person directly to the principal. The principal will determine whether or not the child should be excused and will notify you of the decision.

Under NO circumstances should a child be released without permission of the principal.

3. Standards of Conduct and Code of Ethics

Standards of Conduct and Code of Ethics

Head Start Performance Standard 1304.52 (h) requires that employees must abide by the program's standards for conduct. As an Independence School District Early Education employee, I will adopt and uphold the following standards of conduct and adopt the code of ethics as my personal code. I understand failure to uphold this code of conduct and ethics is cause for dismissal.

  • Ensure staff, consultants, contractors, and volunteers implement positive strategies to support children's well-being and prevent and address challenging behavior;
  • Ensure staff, consultants, contractors, and volunteers do not maltreat or endanger the safety of children, including, at a minimum, that staff must not:
    1. Use corporal punishment;
    2. Use isolation to discipline a child;
    3. Bind or tie a child to restrict movement or tape a child's mouth;
    4. Use or withhold food as a punishment or reward;
    5. Use toilet learning/training methods that punish, demean, or humiliate a child;
    6. Use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child;
    7. Physically abuse a child
    8. Use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child's family; or,
    9. Use physical activity or outdoor time as a punishment or reward;
  • Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition;
  • Require staff, consultants, contractors, and volunteers to comply with program confidentiality policies concerning personally identifiable information about children, families, and other staff members;
  • Ensure no child is left alone or unsupervised by staff, consultants, contractors, or volunteers while under their care;
  • Personnel policies and procedures must include appropriate penalties for staff, consultants, and volunteers who violate the standards of conduct; and,
  • Not solicit or accept personal gratuities, favors, or anything of significant monetary value from contractors or potential contractors.

Signature of Employee:

Date:

4. Confidentiality Policy

Independence School District Early Education Program

Confidentiality Policy

Parental Rights

Client confidentiality is a family's right to the protection of private, personal information shared with an agency for the purpose of receiving services. Confidentiality is an ethical obligation of every Early Education staff member as well as a program requirement. All required records of families and children must be safeguarded to assure confidentiality. Your child's file is kept in a locked file cabinet in the site office.

To further protect client confidentiality, the Independence School District Early Education Program complies with regulations of "Family Educational Rights and Privacy Act of 1974". This law grants parents or guardians the following rights:

  1. To review official school records and data directly related to a student within a 45 day period after written request is made.
  2. To review the content of the student's records for the purpose of questioning or deleting inaccurate, misleading or otherwise inappropriate data contained therein.
  3. To give or withhold consent before personally identifiable records are released to certain persons or agencies.
  4. To be notified when records directly relating to the child are subpoenaed by a court of law.
  5. To communicate with the United States Department of Health and Human Services if a parent or guardian believes their rights have been violated.
  6. To withhold the following information from being released as public information: student name, address, date and place of birth, participation in officially recognized activities and awards received.

The following individuals have access to your child's file:

  • Any Health and Human Services official representative
  • Any State official, such as USDA, Dept. of Social Services, Dept. of Health
  • The Auditor for the School District of Independence, Missouri
  • Early Education Director / Assistant Director
  • Early Education Secretary/Data Clerk
  • Early Education Content Leads
  • Early Education Family School Liaisons (EE FSL)
  • Early Education Quality Assurance Monitor / Coordinators
  • Early Education Instructional Coaches
  • Early Education Teacher and Teacher Assistant
  • Administrators of School District of Independence
  • Grantee staff

Independence School District Early Education Program

CONFIDENTIALITY POLICY

As an employee of the Independence School District, I, the undersigned, hereby agree to keep all information regarding clients in the strictest confidence. This includes information on file and any information I may obtain while an employee of the Independence School District.

This is to verify that I have received a copy of the Independence Early Education Confidentiality Policy. I have read the policy, it has been explained, and I understand the policy and procedures.

I understand that a breach of this policy of confidentiality will be just cause for my immediate dismissal.

Employee:

Date:

5. Work Place Guidelines

Work Place Guidelines

Beginning Employment

NOTIFICATION OF NEW EMPLOYEES

After interviews are complete, the Human Resources office or designee will offer positions to selected candidates. Salary negotiations, working hours, and start date are determined by Human Resources and/or designee.

DISTRICT EMPLOYEE HANDBOOK

The handbook is a reference for use in understanding job expectations. The information in the handbook is to be understood, and the employee is held accountable for such information. Staff will not receive a hard copy of the handbook, but will have access to the handbook online through the district website. The employee will be asked to sign a receipt indicating they have read and understand the handbook; the receipt will be filed in the employee's personnel file.

INITIAL HEALTH REQUIREMENTS

Physical and TB testing are required of all Head Start staff. A Food Handler's certificate is required of all classroom staff.

NEW STAFF ORIENTATION

New staff will be provided training regarding responsibilities and expectations through scheduled meetings with the following personnel:

  • School Principals, Early Education Coordinators, and Early Education Family School Liaisons: Program Philosophy and Goals, Policies and Procedures, including Job Descriptions and Evaluation process, and Review of Staff Handbook.
  • School District Human Resources: Criminal Record Screenings, FBI Screening, Insurance Information, Sexual Harassment Training, Child Abuse and Neglect, Personnel Forms, and Employee Photo ID
  • Early Education Content Leads: Environments, Daily Routine, Adult/Child Interactions, Curriculum and Lesson Plans, and Assessment. Additional trainings will include Positive Guidance / Conscious Discipline, Al's Pals Resiliency, Brigance, Ages and Stages, DECA, First Aid, Universal Precautions, and Handwashing.

General Personnel Guidelines and Procedures

DUTIES

All job description duties are to be strictly adhered to. Any changes must be requested in writing and approved by the Deputy Superintendent, and/or building supervisor.

JOB DESCRIPTIONS

Each position receives a job description detailing qualifications, experience, and performance responsibilities. The job description serves as a framework for expectations in your assigned role. These job descriptions are included in the "Employment" section of this handbook.

STANDARDS OF CONDUCT / CONFIDENTIALITY POLICY

All staff members annually receive information regarding the District Early Education Program Standards of Conduct and Confidentiality Policy. Staff members will sign receipt of that information which is then filed in the personnel files.

PERFORMANCE EVALUATIONS

Evaluations will be completed according to policy set forth by the Independence School District. Frequent observations, varying from formal scheduled observations to short unscheduled observations, will be included in the process. Copies of these evaluations are included in the "Employment" section of this handbook.

PROFESSIONAL DEVELOPMENT PLANS

All Head Start staff working for the Independence School District Head Start Early Education Program will prepare and implement a Professional Development Plan (PDP) 2 times per year. Each staff member will provide a copy of this PDP plan to their immediate supervisor for inclusion in their personnel file. PDP copies will be retained by their supervisor, and/or Quality Assurance Monitor.

ANNUAL REQUIREMENTS

Staff are required to submit an initial Missouri Physical Exam Report & for licensed facilities a Missouri Physical Exam Report is required annually. An initial TB test, information required for Family Care Safety Registry screening, training certificates, and the most current transcripts are required for staff. Periodic re-certification is required for CPR, First Aid, Food Handler's Permit and Crisis Prevention Institute.

HOURS- Classified Staff:

Consult your letter of appointment for the number of hours you are to work. You will have 30 minutes to an hour for a duty-free break during the day. This means that you will be in attendance at your site for 30 minutes to an hour longer than your work hours. For example, if you are to work eight (8) hours, you will be in attendance at your site for eight and a half (8 1/2) to nine (9) hours each day.

Personnel should arrive promptly and time in daily according to the schedule assigned. Exceptions must be requested in writing and receive approval from the building administrator and/or Early Education Coordinator.

HOURS- Certified Staff:

Consult your ISD Contract and Human Resources guidelines regarding daily hours and duty-free time.

Staff and Student Calendars

All Early Education classroom staff are assigned to a 9 month calendar. Support positions follow an assigned 10A or 10B, 11 month, or 12 month calendar as appropriate. You should have received a copy of your calendar along with your letter of appointment. If you must be absent on a combined site or snow day, the following are the steps you will need to take:

  1. You are responsible to let your Coordinator and Principal know and must provide written documents as requested (such as a Doctor's note) for the absence.

Although we know that absences are sometimes unavoidable, the Early Education administration will be monitoring absences for patterns. You will be allowed to use personal or sick days on combined site or snow days when applicable. At any time, you may be required to provide a doctor's note.

TIMECLOCKS

Early Education staff should record their working hours using the district's electronic timekeeping system. The payroll secretary/supervisor will review your time sheet by verifying the information recorded in the system. The building principal will approve the timesheet at the end of the pay period. The building Exception Log should be used sparingly, as the expectation is that staff use the electronic timekeeping system.

ABSENCE FROM DUTY

Proper notification of absence from duty is expected from all staff. Absence or intent to be late must be reported as soon as possible to the designated building representative. A substitute, if needed, will be arranged by your building representative. Absence should be reported at least two (2) hours prior to the start of the shift. Exceptions to this requirement can be made by Principals only.

EXCESSIVE ABSENTEEISM

All employees will follow district Policy 4310 with regards to excessive absences in a year. District policies are available on our website.

Failure to report for duty or neglect to report absences for three (3) consecutive days will be considered by the employer as employee job abandonment.

LEAVE REQUESTS

Any request for leave is pending approval by the Building Principal and/or Early Education Coordinators. For employees working 25 - 40 hours a week, an Independence School District Leave Request form must be filled out and signed by their supervisor. Except in the case of illness or emergency, leave should be requested at least two (2) weeks in advance. This applies to vacation requests and personal leave as well.

For hourly employees, a written request for time off must be submitted with the Early Education Coordinator and/or Principal's signature.

Any participation within or out of district trainings MUST have the approval from Central Office Administration two weeks prior to the training.

DRESS CODE

The Independence School District Early Education Program provides professional comprehensive child development services to children and families. It is important that staff dress in a way that reflects this professionalism. Dress and personal grooming set expectations for our patrons and provide a role model for children, families and volunteers. Individual buildings may have specific guidelines; check with your building administrator.

PERSONAL PROPERTY

All personal property being brought in for use should be labeled. The District is not responsible for damage or loss of these items. Handbags and car keys must be locked in a file cabinet. All personal items posing potential harm or choking hazard to others MUST be locked away at all times. (i.e.: medications, nail file, candy, etc.)

CHANGES IN STAFF INFORMATION

It is the staff member's responsibility to maintain correct, updated information on the employee emergency card. It is mandatory that changes in name, address and/or phone numbers are reported to the building's front office and the Business Office on the Employee Information Change Form.

RESIGNATION AND TERMINATION

Each Early Education staff member will receive a letter of appointment detailing hours of employment, salary, and the terms of employment relating to resignation and termination. Please consult your letter for this information.

PARENT CONTACTS

Parent involvement is everyone's responsibility. In most cases, telephone calls to parents should be made during staff working hours. Because of the number of staff and families involved, all phone calls should be as brief as possible. Only approved social networking sites such as SeeSaw should be used for conducting school business. Sites such as Facebook, Twitter, Snapchat, etc. are not appropriate methods and are not to be used for any workplace discussion or issue. These sites are not appropriate and must not be used in regards to students or to contact families. ALL PHONE CALLS AND SIGNIFICANT FACE-TO-FACE CONVERSATIONS WITH PARENTS OR GUARDIANS MUST BE DOCUMENTED on Contact Record Sheet and/or in Child Plus. The sheet must be placed in the child's working file. It is strongly recommended that you do not make your home telephone number available.

If the contact is expressing educational, social services, programmatic or health concerns, please copy and forward it to the Deputy Superintendent or designee.

PUBLIC RELATIONS

In order to plan and execute an effective program, it is necessary for each staff member to establish and maintain a positive rapport with parents and community representatives. Please feel free to invite special people to visit your classroom; be sure to notify office of dates and times of these events. Inform visitors of the need to provide state issued ID, sign in and obtain a visitor tag in the office prior to going to the classroom. Students' addresses or parents' names should never be released without written consent. All volunteers who plan to participate in the classroom or on field trips must (by board policy) complete a Child Abuse and Neglect /Criminal Records screening. Forms to initiate the screening are available in each site office. Community volunteers are encouraged to utilize the Youth Friends network for volunteer training in addition to training provided within the program. Volunteers working 5 or more hours per week are required to have a medical exam within 30 days that includes a TB risk assessment as well as a Family Care Safety Registry on file as noted in Licensing Requirements (pg. 29, Section 19 CSR30-61.125, D).

Student Related Staff Responsibilities

Active Supervision

A Reference Fact Sheet from

The Head Start National Center on Health

Keeping children safe is a top priority for all Head Start and Early Head Start programs. The Head Start Program Performance Standards require the "no child shall be left alone or unsupervised while under their care" (45 CFR 1304.52 [i] [1][iii]). But what is active supervision and how will it benefit children and staff?

Active supervision is the most effective strategy for creating a safe environment and preventing injuries in young children. Educators from all over the world use this strategy to make sure that children of all ages explore their environments safely. Each program can keep children safe by teaching all educators how to look, listen, and engage.

What is Active Supervision?

Active supervision requires focused attention and intentional observation of children at all times. Educators (all Head Start staff who care for children) position themselves so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child's development and abilities to anticipate what they will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.

Strategies to Put Active Supervision in Place

The following strategies all children to explore their environments safely. Infants, toddlers, and preschoolers must be directly supervised at all times. This includes daily routines such as sleeping, eating, and changing diapers or using the bathroom. Programs that use active supervision take advantage of all available learning opportunities and never leave children unattended.

Set Up the Environment

Educators set up the environment so that they can supervise children at all times. When activities are grouped together and furniture is at waist height or shorter, adults are always able to see and hear children. Small spaces are kept clutter free and big spaces are set up so that children have clear play spaces that educators can observe.

Position Staff

Educators carefully plan where they will position themselves in the environment to prevent children from harm. They place themselves so that they can see and hear all of the children in their care. They make sure there are always clear paths to where children are playing, sleeping, and eating so they can react quickly when necessary. Educators stay close to children who may need additional support. Their location helps them provide support, if necessary.

Scan and Count

Educators are always able to account for the children in their care. They continually scan the entire environment to know where everyone is and what they are doing. They account for and name the children frequently. This is especially important during transitions, when children are moving from one location to another.

Listen

Specific sounds or absence of them may signify reason for concern. Educators who are listening closely to children immediately identify signs of potential danger. Programs that think systemically implement additional strategies to safeguard children. For example, bells added to doors help alert educators when a child leaves or enters the room.

Anticipate Children's Behavior

Educators use what they know about each child's individual interests and skills to predict what they will do. They create challenges that children are ready for and support them in succeeding. But they also recognize when children might wander, get upset, or take a dangerous risk. Information from the daily health check (e.g., illness, allergies, lack of sleep or food, etc) informs educators' observations and helps them anticipate children's behavior. Educators who know what to expect are better able to protect children form harm.

Engage and Redirect

Educators use active supervision skills to know when to offer children support. Educators wait until children are unable to solve problems on their own to get involved. They may offer different levels of assistance and redirection depending on each individual child's needs.

NO CHILD LEFT BEHIND

(A.K.A. On-Going Attendance Procedure)

The Head Start Program Performance Standards require that "no child shall be left alone or unsupervised while under their care" (45 CFR 1304.52 [i][l][iii]). In order to ensure each child's safety, staff will actively participate consistently throughout the day:

  • Every teacher will be provided with a plastic cover and key ring.
  • All teachers will be expected to carry a current list of their students at all times
    • Adding students as they arrive,
    • Crossing off students as they leave,
    • Adding children to your list when combining classrooms.
  • When someone relieves you from your room, give them your current list.
  • When you come back to your room, make sure you get your list from the person that relieved you.
  • The last teacher in the room is responsible for doing a visual sweep of the room (to ensure there are no hiding friends) before the class exits any space.
  • Per the Code of State Regulations, "children shall be monitored while in the bathroom" 19 CSR 30-62.082[3][A][5]. The last teacher in the room is responsible to include the restroom (if applicable) in the visual sweep before the class exits any space.
  • The expectation is that you not only count, but account for each child in attendance prior to leaving any space and upon arrival to your destination.

It is the expectation of Early Education this procedure will be followed at all times as it is best practice and is not negotiable. I understand that failure to follow these critical expectations will result in disciplinary action up to and including termination.

_________________________________________ __________________________

Signature of Employee Date

FOOD/BEVERAGES

Teachers are role models to children and therefore should eat and drink only what is available to children. If you bring in food from outside to consume during your break, it should not be in the children's view.

TELEPHONE POLICY

Staff will not be called away from assigned duty unless there is an emergency. The secretary or Early Education FSL will place a message in your box or ask the caller to call after school hours. Teachers are never to leave students unsupervised to come to the phone. In case of emergency, support staff will be available to supervise the classroom.

Personal cell phones are not to be used in the classroom. Personal cell phones are not to be answered or used to place calls while the employee is actively supervising children. If the staff member would like to request an exception to cell phone rules, they must seek permission from the Principal.

In the case of an emergency, a cell phone can be used to call for help or provide situational updates to school district personnel. Support staff personal cell phone ringers should be turned off or set to vibrate while in meetings or otherwise on the job.

DO NOT USE CELL PHONES IF THERE IS A BOMB THREAT or catastrophe in the area.

SUBSTITUTE TEACHER

Teachers and Teacher Assistants are responsible for orienting substitutes to the program/classroom. Upon arrival at the workplace, substitutes will be expected to read the Substitute Notebook that states important need-to-know information that is site specific. Program practices are summarized for quick reference.

A Substitute Evaluation is completed on substitutes and forwarded to the Independence School District Central Office to the Substitute Services Secretary.

REST TIME

As a part of our curriculum, rest time is provided to children in full day programs. Preschool children who do not sleep shall rest on cots or beds at least thirty (30) minutes, but shall not be forced to remain on cots or beds for longer than one (1) hour. They shall then be permitted to leave the napping area to engage in quiet play. Many teachers rely on this time to complete paperwork, clean areas or perform other routine duties. If you have children who do not rest, you must plan for them first, and complete tasks only if they are being attended to or are working independently.

CURRICULUM

Our Early Education Program utilizes developmentally appropriate curriculum to meet the needs of the varied age groups within the program, specifically Creative Curriculum. Preschool classrooms have an additional curriculum, Al's Pals: Kids Making Healthy Choices, to support social-emotional development. Additional resources are available for teaching staff to use within the classroom, including elements of Conscious Discipline and Positive Behavior Interventions and Supports (PBIS).

SCREENING

All children in the Head Start Program receive a developmental and social-emotional screening within the first 45 days of their enrollment and at the beginning of each school year.

For the developmental screening, children birth to up two years of age are screened using the Ages & Stages Questionnaires and children two through five years of age are screened using the Brigance Head Start Screen III.

Teaching staff also completes the Parents as Teacher Born to Learn Screening Summary and Health Record at the time of initial screening.

ASSESSMENT

Throughout the year children will be assessed using the Desired Results Developmental Profile (DRDP). The DRDP is a research based observational assessment that has been recommended by the Missouri State Board of Education. Children birth to three years of age are assessed using the Desired Results Developmental Profile Infant/Toddler (DRDP-IT). Children three through five years of age are assessed using the Desired Results Developmental Profile Preschool (DRDP-PS 2015).

Teaching staff collects information throughout the year for this ongoing assessment and progress is tracked by completing the DRDP assessment three times per year for each child-at the end of the Fall, Winter, and Spring terms. This assessment allows teachers to monitor each child's growth and development and plan learning activities accordingly.

HOME VISITS/PARENT-TEACHER CONFERENCES

All families enrolled in the Head Start Program will take part in two school conferences per year. In addition, Head Start families will receive a minimum of two home visits. During these, families and teaching staff meet together to discuss the child's development and identify individualized goals.

Any time a conference is scheduled with a family that requires staff to leave the school building, the office should be notified of the scheduled time and location of visits. Staff must complete the designated Home Visit Schedule and submit it to center office and/or site staff.

Health and Safety

TOOTH BRUSHING

Self-care oral hygiene procedures should be emphasized daily as a part of the classroom experience. Supervised tooth brushing must be a part of classroom teaching. Adult toothbrushes may be supplied so teaching staff can model and brush with the children. Toothbrushes must be thoroughly rinsed daily. Teaching staff must monitor cleanliness and condition of toothbrushes on a regular basis and request new toothbrushes from the Early Education Content Lead for Health when they need to be replaced.

SERVING FOOD

Food handler gloves must be worn by staff during food service. Family style dining is encouraged to the extent possible.

HANDWASHING

To prevent the spread of disease, children and staff must wash hands after entering the classroom, prior to eating, before and after sensory activities, after using the restroom, and after using a tissue.

Proper handwashing steps include:

  1. Wet hands with water.
  2. Use one push of soap
  3. Wash hands, front, back and thumbs for 10 - 15 seconds.
  4. Rinse hands thoroughly.
  5. Dry hands using one paper towel.
  6. Turn faucet off with paper towel.
  7. Dispose of paper towel in wastebasket.

A handwashing pictorial is provided to be placed at children's eye level at sinks to help children learn this hand washing process.

TOILET TRAINING

As children show signs of readiness, staff will begin the toilet learning process with them. To exempt a child from programming based on toileting skill levels is discrimination.

Most preschool children will have bladder and bowel control and be able to take care of their own bathroom needs. However, it is not unusual for preschool children to have occasional accidents. Parents are asked to send a change of clothing to school for their child (including socks). When an accident occurs, wet wipes, plastic bags, and gloves should be available to assist the child. All staff are required to assist children when necessary. Staff verbally encourages children to change their own clothing. If a child requires additional adult assistance, two (2) staff members should be present. Loose fecal material is to be dumped into the toilet and soiled clothing bagged for the family. Your positive interactions and attitude while assisting a child will promote their self-worth and encourage the child's interest in becoming independent. The soiled clothing and a letter listing any clothing needs, completed by the teacher or assistant, are to be sent home with the child.

If you have a child who has frequent bowel or bladder accidents, discuss the problem with the parents. If accidents continue, contact your Content Lead for additional support.

DIAPERING PROCEDURES

Staff are to wear vinyl gloves when diapering children. Gloves may be removed when fastening children's outer clothing. Hands are to be washed after each diapering. Child's hands are to be washed after diapering as well.

The diapering surface is to be cleaned and disinfected between each diapering following the three step process: soapy water, rinse water, and bleach water.

In infant/toddler programs, staff completes a Daily Sheet on each child.

ANIMALS VISITING IN CLASSROOM

Form Animals in the Classroom must be completed forty-eight (48) hours prior to bringing animals into the classroom to visit, and annually if returning. Request should be submitted to the Content Lead for Health. Due to the increase in allergies and asthma in children, it is your professional responsibility to initiate the permission process by providing the completed request form.

ANIMALS IN CLASSROOM

Please complete Animals in the Classroom form and submit to the Content Lead for Health before bringing in animals to the classroom as permanent residents.

As a licensed facility, it is imperative that classrooms follow State and City requirements for keeping animals in the classroom:

  1. Animals which may pose a threat to the health or safety of children shall not be permitted on the premises or shall be penned securely in an area which is inaccessible to the children.
  2. If an animal bites a child, the parent(s) shall be notified immediately. The early Education Coordinator or Principal shall contact Animal Control to remove the animal from the premises.
  3. Animal habitats shall be kept clean.
  4. Areas used by children shall be free of animal excrement.
  5. Litter boxes shall not be located in areas used by children or in food preparation areas.
  6. Food and water dishes used by animals shall not be accessible to the children.
  7. These animals are never allowed: reptiles, turtles, birds, baby ducks or chicks, and ferrets.
  8. Wild animals common to the local area are not allowed by city regulation.

Animals should only be allowed out of their habitat for closely supervised, purposeful activities.

EXTERMINATION PROCEDURES

  1. No extermination services will be provided while children are on premises.
  2. Extermination service providers will provide a communication log into which entries are placed stating insect sightings to provide for appropriate treatment of infestation areas.
  3. Extermination service providers will provide prior notice reminders of scheduled visits to allow for notification of staff.
  4. Extermination service providers will provide building administrators a listing of all contents and ingredients included in the product used.

LAWN SERVICE ON SCHOOL DISTRICT PROPERTY

  1. Do not take children outside if mowers from Facilities are mowing within the fenced playground area.
  2. If broadleaf weed killer is applied, it requires two (2) hours to dry. NO ONE SHOULD BE WALKING IN FRESHLY SPRAYED GRASS. IF YOU OBSERVE DISTRICT STAFF SPRAYING THE GRASS, PLEASE KEEP CHILDREN INSIDE FOR THE TWO (2) HOUR DRYING PERIOD.
  3. If advance notice of spraying dates is received, staff will be notified.

EMERGENCY INFORMATION

Every staff member is responsible for being knowledgeable of emergency evacuation information for every location in the building that children and staff utilize. Evacuation information for fire and tornadoes must be posted by the door to the office or classroom. Staff must familiarize themselves with both primary and secondary exits.

Monthly drills for fire and quarterly tornadoes drills are to be conducted. Each educational opportunity involving emergency information to children and all conducted drills are to be documented on the Missouri DHSS form. These practice opportunities are crucially important to preparing staff and children for quick response in case of a real emergency. District Emergency Preparedness Flip Charts of information must be posted in every room.

FIRST AID KIT/FANNY PACKS

Materials for emergency care of children are to be taken on all field trips, onto the playground, and when staff and children leave the classroom for emergency drills. The first aid kit/fanny pack should contain the following items: vinyl gloves, mouth shield for CPR, band aids, gauze four by four, tissues, zip lock bag, and current class roster.

MAINTAINING RATIOS

Students are to be supervised at all times. At no time should a child be left unattended. Appropriate classroom ratios should be maintained, as required by Head Start Performance Standards and Missouri State Childcare Licensing Regulations.

DAILY

Staff shall include children in cleaning routines to maintain a clutter free, organized and safe environment for children.

A weekly cleaning schedule will be implemented by classroom staff and may be monitored at any time by an Early Education Coordinator, QA Monitor, or the Director of Head Start.

UPON ARRIVAL OF FIRST STAFF MEMBER

Take down chairs and clean tables with three (3) step cleaning process (soapy water, rinse water, bleach water.)

THROUGHOUT THE DAY

Before meal/snack time, clean tables and counters (and utensil containers) with the three (3) step cleaning process.

Wipe tables and chairs as needed after each meal using three (3) step cleaning process.

After meal/snack time, assist children to pick up food from floor and sweep the floor.

Children assist teachers to keep materials and classroom clean and safe. Children will clean up after center time and assist with clean up at other parts of the daily routine as appropriate.

When a child is observed with a toy in their mouth, it will be placed in bucket and disinfected later.

Children pick up items and sweep sand from floor periodically.

AFTER LAST CHILD LEAVES

Clean chairs, tables, and counter tops with three (3) step cleaning process.

Clean water table and water toys with three (3) step cleaning process.

Toys that are in close contact with children's faces, such as phones, should be cleaned daily using the three (3) step cleaning process.

PERIODIC CLASSROOM CLEANING SCHEDULE

Animal habitats are to be cleaned on a weekly basis.

During cold and flu season or when a large majority of children are absent due to illness, materials are to be washed and disinfected frequently.

PROCEDURE FOR LOSS OF HEAT/AIR CONDITIONER AT LICENSED EARLY EDUCATION SITES

If it is determined by ISD administration that the loss of heat/air conditioner to any of our EE sites falls, outside the licensing guideline this is:

19 CSR 30-62.082 Physical Requirements of Group Day Care Homes and Day Care Centers

(2) (A) General Requirements. (5.) The facility shall be dry, temperature controlled, well-ventilated and free of drafts.

Children shall not be overheated or chilled. The temperature of the rooms shall be no less than sixty-eight degrees Fahrenheit (68 degrees F) and no more than eighty-five degrees Fahrenheit (85 degrees F) when measured two feet (2') from the floor

The following procedure will occur:

  1. Parents of the children already at the site where heat/air conditioner loss has occurred will be contacted to pick up their children and transport them to the district's chosen alternative location.
  2. Parents of children not yet at the effected site, will be contacted and informed they will need to drop their child off at the district's chosen alternative location if care is still needed.
  3. Alternative locations will be determined based on the effected school's location- the two locations deemed licensed appropriate will be Sunshine Center or Hanthorn.

6. Education / Curriculum

Education / Curriculum

DAILY ROUTINES

Changes in classroom daily routine should have prior approval of Early Education Coordinators and/or building Principals.

LESSON PLANS

Lesson plans and weekly individualized plans (with cover sheet) must be completed and posted in classrooms on Monday mornings. All lesson plans, Weekly Individualized Plans, Video Requests, etc are maintained by teachers in an electronic format.

NEWSLETTERS

Each classroom is expected to send home a minimum of one activity newsletter/contact to families per month. A copy of each newsletter should be approved by the assigned Coordinator and/or Principal a minimum of one week prior to distributing to families. Classrooms are responsible for maintaining a communications file per Head Start and Accreditation Standards.

ADULT/CHILD INTERACTIONS

Children do what they see and hear adults do. Adults must get down to talk with children at their eye level and in a respectful manner. It is not appropriate to talk across the room to a child or group of children; staff must move to them. Children learn through the observation of adult behaviors how to use emotions, how to engage in appropriate conversations, and how to apply manner in their everyday life.

TRANSITIONING IN HALLWAYS

Staff should follow these guidelines when transitioning early learning students through the hallways and to and from the playground:

  • Children should be between staff at all times, meaning a staff member leading the line and a staff member at the end of the line
  • Children must not run ahead of staff into restrooms, classrooms, onto the playground, etc.
  • Staff must establish stopping points to regroup and prevent children from lagging behind.
  • Use developmentally appropriate strategies to promote safety and respect of others as the children move through the building.

FIELD TRIP PROCEDURES

Some PTA budgets and Title 1 programs allocate funds for field trips. Field trips should be educationally relevant and must be approved by the Principal and/or Early Education Coordinator.

  1. Teachers submit Field Trip Proposal to Early Education Coordinator and Principal for approval.
  2. Teacher (or program secretary) completes Bus Request form and submits it to the Transportation Department.
  3. If sack lunches are needed, teachers are to notify the Nutrition Center one month in advance of the field trip.
  4. Parents are to be notified of field trips in monthly newsletters in advance and are invited to participate in the field trip. Follow building procedures for volunteer requirements.
  5. The decision to deny any student of field trip attendance must be made by the Early Education Coordinator and the Principal.

Lead teachers are to ensure that children are counted upon entering and exiting the bus. Buses must be inspected from back to front by a staff member to ensure that all children have exited the bus. Lead teachers are also responsible to contact building nurses about trip and any student health needs.

Arrangements are in place with the Independence School District Transportation Department to provide transportation.

VIDEO USAGE

The use of videos, including approved You Tube videos, can enhance and enrich the child's learning experience. Videos chosen must have educational goals and objectives stated in the lesson plan and be of high quality and educational value.

The video title and purpose of use must be listed in the lesson plan at least one week prior to use. Preparatory and follow up activities and discussion should be stated.

It is not allowable to show any copyrighted videotape for entertainment, fundraising, or as a time-filler. This become a public performance that does not come under fair use, which requires a license or permission. Feature length movies brought in by families/staff are not to be shown.

REFERENCE MATERIALS

The following licensing regulations are available to all staff via hard copy, the G drive, or through google docs:

Staff Handbook, ISD Early Education Service Plans, Head Start Performance Standards, assessment notebook, Creative Curriculum, Resiliency Curriculum, and DECA Strategies Guide. Hard copy materials are the property of the Independence School District and are to be kept in an easily accessible location in the classroom and/or building as applicable.

A complete copy of Policies of the Board of Education is available in the building administrator's office or on the Independence School District website. It is the responsibility of each staff member to become familiar with the above documents, and follow outlined procedures.

Playground Guidelines

GENERAL GUIDELINES

Infant/Toddler ratios of one to four (1:4) must be maintained. Because of the increasing mobility of preschoolers, it is expected that two (2) staff members be present at outdoor time.

  1. Based on wind-chill factor or heat index, children shall not be exposed to either extreme element. Consult the Principal or early Education Coordinator if weather is questionable.
  2. The First Aid/Fanny Pack containing the playground class roster, walkie talkie, and a building access key card, if used, will be taken by one of the supervising staff members accompanying the children.
  3. Staff members should always do a visual survey of the play area for foreign objects, open gates, vandalism, broken glass, broken equipment, etc.
  4. At no time will exterior doors be left propped open. To promote safety and security, building key access cards must be used as children and staff re-enter the building at the completion of outdoor exercise.
  5. When children or adults are injured or ill on the playground, do not move them if they are unable to move themselves. Use the walkie talkie or send the classroom assistant for help; the teacher remains on the playground. If a child is injured and able to move, the assistant should bring the child to the nurse's office or main office within the building.
  6. The playground is a place for active staff supervision of children. Staff members should position themselves in separate areas to insure maximum zone supervision. Children should be visible to supervising staff at all times. Staff members engaged in personal conversations with other staff members are jeopardizing children's safety.
  7. Teachers and assistants interact with the children to promote dramatic play on the playground as an extension of the classroom experience. Outdoor time is a part of the curriculum and a valuable time for child/staff interactions for learning.
  8. The staff is responsible for teaching children and volunteers to use playground equipment properly. Please station volunteers, assign areas to monitor and interact with children.
  9. Pea gravel and other ground coverings are there to cushion children's falls and provide safety. Kicking or throwing pea gravel is unacceptable. Close supervision and instruction are required to help children ensure their own safety on the playground.
  10. Toys taken to the playground from the classroom or from storage sheds must be returned when play is completed. Playground equipment should be stored away in designated storage spaces at each individual building. Vandalism is an issue on some of the playgrounds and safe storage of equipment improves its life span.

CLIMBING EQUIPMENT

Teaches and assistants are expected to introduce children to various areas of structure.

Children are not to jump from the structure.

Children should sit to go down slides.

Children should go through tunnels, never over tunnels.

Children are to cross horizontal ladders using hands, and may not hang upside down or crawl across the top of the structure.

TRIKES

Teachers and assistants are expected to introduce and teach trike safety.

One adult supervised the exit of trikes, while the other adult supervises those riding out.

Helmets (if available) should be worn by children and returned to appropriate storage when outdoor time is complete.

Classroom Social-Emotional Guidelines

Many children may engage in inappropriate behaviors because they lack the necessary skills needed to manage their emotions and handle daily stressors. Therefore, it is necessary for staff to teach children these skills. The Independence School District Early Education Program uses the Devereux Early Childhood, Infant/Toddler and Preschooler Assessment (DECA) program and Al's Pals Resiliency Curriculum to support children's social/emotional development. Teachers are to include the components of these programs into weekly lesson plans and should promote and model skills on a daily basis.

Prevention of Challenging Behaviors

Research shows that anywhere from 90% to 95% of challenging behavior can be prevented through basic classroom practices that are good for ALL children. Such practices include:

  • A consistent routine; visually posted and frequently referred to;
  • Planned transitions that are quick, efficient, and meet the individual needs of children;
  • Visually posted classroom rules/expectations (with children's input); frequently referred to;
  • Classroom space, materials, and activities that meet the needs of the children;
  • Trusting relationships between teachers and children; interactions are frequent, meaningful, and authentic.

Before the Problem Solving Team (PST) can plan for individual children, these strategies must be in place to ensure the success of targeted interventions.

Guidance and Discipline

A goal of the Independence School District Early Education Program is to help children function as a caring community of learners. Adults facilitate the development of self-control and self-regulation needed for constructive relationships with peers and adults by using developmentally appropriate positive guidance techniques. The use of a "safe" place or behavior charts can be part of a positive guidance plan implemented under the guidance of the Education, Mental Health or PST staff.

POSITIVE GUIDANCE TECHNIQUES

  1. Redirection/Distraction: Redirection simply means directing the child to another area or activity in order to diffuse and/or avoid a conflict. Distraction utilizes sensory input, (i.e.: sound, smell, pictures, etc.) to distract the child from current behavior.
  2. Problem solving: Children need to learn to solve their problems verbally, not physically. Often this takes a great deal of time on the part of the parent or caregiver. The seven steps to aid in problem solving are:
    1. Approach the situation calmly.
    2. Recognize children's feelings and gather information. ("You look frustrated. What's the problem?")
    3. Restate the problem according to what the children say. ("You both want the doll.")
    4. Ask for ideas for solutions.
    5. Restate the suggested solution(s) and ask children to make a decision about which one to use.
    6. Encourage children to act on their decisions.
    7. Be prepared to give additional support.
  3. Clear limits, clear consequences: Children need to understand the limits and what the consequences of breaking the limits will be. If children are given a voice in setting limits and consequences, they will adhere to the limits much better. Staff will be sure that the consequence is related to the limit (logical). The consequences must be reasonable and fair. For example, if a child does not put away a game, that child may not get to play that game the following day. To deny the child all games for two weeks would not be reasonable.
  4. Modeling: Children learn more from what they see. Adults must be careful of what is said in front of children about their peers and teachers. Positive attitudes will be adopted by the children through positive adult examples.

UNACCEPTABLE DISCIPLINE TECHNIQUES

  1. ABSOLUTELY NO PHYSICAL PUNISHMENT WILL BE USED. This includes grabbing, yanking, pulling or pushing children.
  2. Verbal abuse, such as yelling, swearing, making demeaning remarks, name-calling, teasing, etc., will not be tolerated.
  3. A safe hold (CPI) is used only when a child is a danger to himself or others. A safe hold (CPI) is implemented only by staff trained in this technique. If a child is held using CPI, the parent must be notified that day.

BEHAVIORS REQUIRING IMMEDIATE ACTION

Children shall not be allowed to intimidate or harm others, harm themselves, or destroy property (Licensing pg. 34, 19 CSR 30-61.175 Child Care Program, C, 1-11). The following behaviors are considered intimidating and harmful: inappropriate abusive language (statements about killing), ongoing use of profanity, sexually inappropriate behavior (exposing self, touching others, etc.), hitting, biting, kicking, scratching or running away from adults.

Procedures for handling children who scratch, hit, kick, or bite are as follows:

  1. The injured child's injury site should be medically evaluated by the building nurse or classroom staff in the absence of a nurse. Documentation will be made in the student's health record, including recommendations for additional medical evaluations.
  2. Teacher problem solves with both children about the situation, and the offender is involved in comforting the child whom he/she hurt (if appropriate).
  3. Teacher documents and talks with the parents of the child who has scratched, bit, hit or kicked.
  4. Teacher documents and talks with the parents of the injured child. Teacher shall not provide the parents with the name of the offending child. Confidentiality must be maintained.
  5. Parent contact documentation is placed in the child's permanent file.

If a child continues to engage in harmful and intimidating behaviors, the following Behavior Intervention Policy will be followed.

Behavior Intervention Policy

Isolated episodes of disruptive behavior are due to be handled by the classroom staff (i.e., with use of positive guidance strategies and DECA), with support from the Principal or Early Education Coordinator. The Content Lead for Student Supports should always be aware of children with potential behavior/mental health concerns. When behaviors become repetitive, the following process will begin:

  1. A Request for Intervention form will be completed and sent to the Content Lead for Student Supports. They will determine the next steps.
  • If it is determined necessary; a signed Permission for Behavior Health form will be required and observation by the Content Lead for Student Supports can be completed.
  1. Content Lead for Student Supports will gather additional information and will make contact with the Principal or Early Education Coordinator and the Teacher.
  2. The Content Lead for Student Supports will conduct an observation in the classroom setting.
  3. Based upon the observation and interviews, the following inventions may occur:
    • A Problem-Solving Team meeting which may include; the Teacher, Content Lead for Student Supports, Early Education Coordinator, Principal, and other school personnel is held.
    • Mental health referral for the child and/or family.
    • Additional Observation and consultation.
    • Specialized training and support for teachers and/or family.
  4. Plans will be evaluated by the Problem Solving Team for effectiveness every 4-6 weeks.

For additional support, staff are encouraged to request for individual consult( through the PSS) and/or participate in trainings. The EEC, Principal, and/or Content Lead for Student Supports should be contacted for crisis situations and general questions regarding children and families.

CHILD/FAMILY MENTAL HEALTH CONCERNS

If a family indicates a need for mental health assistance, separate from classroom issues, teachers will refer families to their Early Education Coordinator and/or building principal. The Early Education Coordinator will contact the Content Lead for Student Supports for additional support or resources as necessary.

Problem Solving Team (PST)

The Problem-Solving Process (PST) is a resource available to teachers and support staff. The Problem-Solving Team is composed of various staff members and can include: the building administrator, classroom teachers, ECSE staff, Content Leads, and/ or Early Education Coordinators.

The purpose of the Problem-Solving Process (PST) is to strategically match intervention strategies to student need: thereby increasing the probability of success. PST is based upon the belief that all students can and will learn given the right conditions.

This process offers assistance and support to parents and teachers in working with their student(s). An initial Problem-Solving Team meeting will result in one of the following actions:

  1. Determine the need for intervention strategies.
  2. Select interventions and data are collected.
  3. Schedule a follow up meeting.

Request for Assistance from Problem-Solving Team forms are to be sent to the Content Lead for Student Supports. The request may be made by the classroom teacher, or other individuals with relevant information about a child.

The parent/guardian should be aware of concerns. No timelines or expectations begin until the classroom teacher has completed the PST form. The request will be reviewed, logged and a Problem-Solving Team meeting will be arranged.

PROCEDURES FOR COMPLETING BEHAVIOR FORMS FOR OUTSIDE REFERRAL AGENCIES

  1. If a parent or agency requests school information regarding the social/emotional development of a child, notify the Early Education Coordinator and/or the building Principal. The Early Education Coordinator/building Principal will determine if this is for mental health or disability.
  2. Have parent complete an Obtain/Release
  3. The Early Education Coordinator will make an appointment with teacher to complete the form together to ensure accuracy and consistency.
  4. The completed form will be sent to the requesting provider. Forms or information cannot be sent home with a parent/guardian.

7. Family Services

Family Services

SIGN IN AND SIGN OUT OF STUDENTS

A parent, guardian, legal custodian or individual approved by the parent must sign the child in and out of the classroom. State Picture ID is always required for anyone entering a school building and/or a classroom. It is the staff's responsibility to make sure children are released to authorized adults listed on the child's emergency card. Staff must not release a child without asking for identification. State ID must be shown upon every building entry.

Staff are responsible for making sure children are released to an authorized adult. An adult (18 years or older) must accompany the child to the classroom, and upon arrival and departure, sign the child in and out for the day.

REPORTING CLASSROOM ATTENDANCE

Classroom staff should fill in attendance reports and follow their building procedures for turning daily lunch counts into the kitchen manager. Completed attendance sheets will be turned in to the Early Education FSL and/or building secretary at the end of each attendance week. Use the child's first and last legal name on the reporting forms. When classroom staff is aware of reasons for student absence, note this information on the attendance report. Remember to correct the attendance register to indicate tardiness when a child arrives after the report has been turned in. It is the responsibility of classroom staff to inform the Early Education Coordinator/building Principal when a pattern of tardiness, early pickup and/or chronic absenteeism is noted.

Early Education FSL's throughout the Early Education Program will log attendance daily in the Child Plus tracking system. The FSL will turn in attendance and illness documents to their building nurse by noon on Friday of each week.

TRANSFER OF STUDENTS

Families will fill out a Request to Transfer. Upon receipt of the form, the Early Education FSL will discuss movement with the Content Lead for ERSEA to confirm availability of openings at the site. When a child moves from classroom to classroom, center to center, or program to program, the child's file should be updated. Files should include the developmental screening, FNA and FPA, parent/teacher conference summaries, and observational notes.

Early Education FSL will coordinate the transfer of children's classroom files. A transition conference will be held with family and staff to discuss changes in programming services provided. A transition conversation is to be initiated by the current teacher (with receiving teacher) to discuss family/child information that is necessary prior to the child's arrival in the new classroom.

WITHDRAWAL OF A STUDENT

If a parent informs any staff member that they have changed employment, have a new phone number or are moving or withdrawing their child from the program, staff should notify Early Education FSL immediately. The Content Lead for ERSEA must also be notified by the Early Education FSL immediately. When a child has withdrawn from the program, the child's classroom file should be updated. The file should include an appropriate student assessment, parent/teacher conference summaries, observational notes and a Family Needs Assessment. Original notice of withdrawal should be retained in the permanent file. A copy of the notice of withdrawal is sent to the Business Office at Central Office.

PARENT ACTIVITIES

Parent activities are planned and held a minimum of quarterly for programs. Notices inviting family participation are prepared by Early Education FSL's and/or Lead FSL. Meetings provide opportunities for parents and family members to learn, share ideas and form a supportive circle of individuals beyond the immediate family. Meeting times and subject matter may change based on information received in family surveys. ISD will elect one representative and one alternate to serve on the Policy Council (a grantee level decision making body of family members and community representatives). This composition must always be, by Head Start Performance Standards, 51% Head Start parents.)

VOLUNTEER SIGN-IN SHEET

For every Federal dollar spent, a $.25 match in donated supplies, service and/or volunteer time must be secured. It is the responsibility of Early Education staff to send any potential in-kind information to the Early Education Bookkeeper, Karen Juliana.

Sign in volunteer in-kind sheets and nametags for classroom volunteers should be accessible to volunteers. Teachers and assistants are responsible for reminding each volunteer to sign-in and wear a nametag. Completed volunteer sign-in sheets documenting in-kind time should be brought to the Early Education Coordinator on the last school day of the month.

8. Health Services

Health Services

INJURY/ACCIDENT PROCEDURE FOR CHILD

Classroom staff are to carry fanny packs with first aid supplies such as band-aids, blank incident report forms and vinyl gloves when outside the classroom. Minor accidents are handled by classroom staff and are documented on an Incident/Accident form. Nurses at each site handle more serious injuries and accidents, call parent/guardians and document those incidents in their Health Services Log.

Accident/Incident reports are completed by appropriate staff and shared with the Early Education Coordinator/Principal before the end of the working day. If you have a question about whether an incident should be written up or not, then write it up and take the approach that to document is always the best procedure. Accident reports require the signature of the administrator on duty. In the event there is a serious emergency (i.e., life-threatening accident, allergic reaction, head injury, etc.), 911 will be called, the parent/guardians will be called immediately, along with the Early Education Coordinator and building principal. If parent/guardian does not arrive before emergency vehicle leaves for the hospital, a staff member must go with the student and remain with the student until parent/guardian arrives.

If a child gets hurt on the playground, do not pick up the child. Let the child come into the Health Services office only if he/she is able to get up unaided. If the child is unable to walk, send someone for help.

INJURY/ACCIDENT PROCEDURE FOR EMPLOYEE

Nurses need to be notified and provide first aid treatment for serious injuries or accidents involving employees that occur on site. An Injury/Accident report must be completed by the staff member. If the employee chooses outside treatment, Comp Care is available. Refer to the complete procedure for work-related injuries in the "Benefits" section of this handbook.

MEDICINE

Medicine will be administered only by the nurses, administrators, and trained personnel at the sites. The required consent form must be on file. If a child brings medicine to the classroom, it is the teacher's responsibility to see that it is delivered to the nurse immediately so the parent can be contacted. When a parent brings medicine, have them deliver it to the nurse. Medicine cannot be administered unless a medication form is completed by the parent.

HEALTH SERVICES GUIDELINES

  1. Do not discuss a child's health condition in front of the child or other children.
  2. Carefully evaluate the child's needs before leaving the classroom (i.e., black eye, knot on head, cigarette burn.)
  3. Any action or health services provided by a staff member for a child must be documented on an Incident/Accident form or logged in the nurse's office. Document date, time and all concerns with as much detail as possible.

GLOVE USE IN FIRST AID PROCEDURES

Purpose: To prevent transmission of infections between clients and staff by limiting direct contact with client body secretions.

Rationale: The increased incidence of Hepatitis B virus and the AIDS (HIV) in the population at large dictates the need for high-risk populations to practice careful protective procedures. The use of gloves by personnel is a protection for the client also.

Gloves should be worn under the following circumstances:

  • Any procedure that requires the handling of blood or other body secretions.
  • When handling equipment that has been contaminated (soiled) by a blood

product or other body fluid or secretion.

  • When handling any dressing or material that contains any type of body fluid or secretion and for cleaning up blood spills.

It should be remembered:

  • Wear gloves on both hands for all procedures.
  • Thorough hand washing must be carried out before donning gloves and following the removal of them. Disposable gloves should not be washed and reused.
  • No client should be discriminated against. Therefore, gloves should be worn for all clients having procedures performed that involve blood or other body fluids and secretions.
  • Vinyl gloves will be stocked and are to be used by anyone working with body fluids or clean up of such fluids, due to the possibility of known or unknown allergies to latex rubber gloves.

CLEANING BODY FLUIDS AND/OR BLOOD PRECAUTIONARY MEASURES

Infections can be present in body fluids or blood, thus, it is important that everyone adopt routine procedures for handling the cleanup of body fluids, including blood. The procedures to be used are as follows:

  1. Cover fluids with absorbent floor sweep material to keep them from spreading.
  2. Wear vinyl gloves. Gloves should be removed in the following manner:
  • Disposable gloves should be removed without soiling the hands and should be disposed of in an impervious plastic bag.
  1. Disposable towels or tissues should be used for clean-up and should be disposed of in an impervious plastic bag.
  2. All surfaces which have been in contact with the fluids should be cleaned with a chlorine bleach and water disinfecting solution. A bleach solution (1/4 cup chlorine bleach to 1 gallon of water) should not be mixed in advance; it should be made fresh for each clean up.
  3. The person doing the cleaning should take precautions to avoid direct exposure with the body fluids. Disposable gloves or equivalent should be worn.
  4. Proper hand washing, after exposure to body fluids, including blood, should consist of thorough use of soap and water for at least 10-15 seconds.

CAUTION: The diluted bleach disinfectant solution, if used, should not be used for any other purpose than the cleanup described. Mixing this solution with certain other chemicals can produce a toxic gas. Also any EPA approved disinfectant used should be diluted according to manufacturers' instructions. It is not appropriate or necessary to add more disinfectant than the directions indicate. Doing so will make the disinfectant more toxic and could result in skin damage to those individuals using it.

MEDICAL EMERGENCY

When a child or an adult is seriously injured or ill, do not move him/her if he/she is unable to move him/herself. Health Services and the designated building administrator should be notified immediately. The injured or seriously ill person should not be left alone. The nurse, administrator or other responsible adult will stay with the injured child until the parent arrives and assumes responsibility.

Health Services and/or the administrator will decide if an ambulance is needed and will contact parents and an administrator at the Board of Education building.

First aid plans and guides are posted on the emergency board in each room.

Emergency information on file in the office gives telephone contact numbers of parents, other family members or friends. The signed emergency card also gives parental consent for emergency care, the name of the preferred physician and the hospital preference.

DENTAL EMERGENCY

An avulsed tooth (one that has been knocked out by the roots) presents a dental emergency. In general, one may expect a greater chance of survival if the tooth is out of the mouth less than ten minutes. It should be washed in saline or water, wrapped in moist gauze and transported in a container with the student to the dentist. Every effort is made to obtain immediate dental attention for the student.

Emergency telephone numbers are posted by each telephone in the building in the Early Education Policies and Procedures, Health folder, Dental and Vision resources. The signed emergency card on file in the office gives the telephone number of parents, other family for emergency care, the name of the preferred physician and the hospital preference.

Notices about medical and dental emergencies must be posted with classroom emergency information.

II. Job Descriptions

10. Early Education Language Interpreter

EARLY EDUCATION LANGUAGE INTERPRETER

(SPANISH)

Qualifications:

  • Minimum of Bachelor's Degree in Early Education or related field required
  • Certificate: Foreign Language Interpreting preferred

Fair Labor Standards Act Status: Non-exempt

Reports to:

Deputy Superintendent or designee

Job Goal:

To assist in the communication district wide between Spanish-speaking families and Early Education staff in order to provide an equitable and a more comprehensive school experience

Performance Responsibilities:

  • Assist with center activities, etc. with the Early Education Specialists in supporting Spanish speaking families.
  • Assist in development implementation of Early Education Spanish curriculum
  • Responsibility in facilitation and alignment of the components of the district's Head Start Early Education programs at centers in relationship to Spanish speaking families
  • Responsible to support families and assist Early Education Specialists in follow up of comprehensive services to children and their families
  • Responsible in the transition of Spanish speaking students from Head Start Early Education programs into the elementary schools
  • Assist with staff development training as related to Spanish
  • Attend all required meetings, including designated evening meetings
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon hire
  • Maintain a current Food Handler's Permit
  • CPR training required within 30 days of hire and maintain current
  • Perform and assist with other duties as assigned
  • Interprets English documents to Spanish

Terms of Employment:

The Early Education Language Interpreter will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this position will be evaluated by the immediate supervisor using the Early Education Language Interpreter Evaluation.

HR 9/10/18

11. Parent Educator

PARENT EDUCATOR

Qualifications:

  • Bachelor'o;s Degree in Early Education or related field required
  • Must successfully complete the Missouri Department of Elementary and Secondary Education approved Parents as Teachers Certificate training, regardless of previous training and experience
  • Parent Educator Certification must be kept current in accordance with Administrative Guidelines of SB658 in order to continue employment
  • Must have transportation for daily travel

Fair Labor Standards Act Status: Non-Exempt

Reports to:

Deputy Superintendent or designee

Job Goal:

A Parent Educator is responsible for delivering direct parental education services to participating families in accordance with Administrative Guidelines of SB658, implementing the Parents as Teachers Curricula, and performing other related program duties.

Performance Responsibilities:

  • Plan and conduct personal visits with participating families as per programs requirements
  • Maintain and monitor the service record for each family on their caseload, with the objective of reaching the annual quota set at the beginning of each program year
  • Plan, organize, and facilitate group meetings for parents and/or children
  • Participate in district and program screening, with the objective of reaching the annual quota set at the beginning of each program year
  • Participate in the recruitment of new families, with the objective of reaching the annual quota set at the beginning of each program year
  • Attend all required meeting functions and training, including designated night meetings
  • Meet all required deadlines for all components of the programs
  • Work flexible hours, including evenings and/or Saturdays
  • Complete required professional development
  • Accurately complete and maintain current information on caseloads
  • Submit initial physical upon hire then every two (2) years
  • Submit initial tuberculin screening upon hire
  • Complete other duties as defined and assigned

Terms of Employment:

The Parent Educator will be employed for a nine (9) month position. The salary and the work year will be established annually by the Board of Education. This position is based on continued program/grant funding.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Deputy Superintendent or designee, using the Summative Evaluation for the Parent Educator.

HR 9/10/18

12. Early Education Teacher

EARLY EDUCATION TEACHER

Qualifications:

  • Early Childhood Teacher Certification; or
  • Early Childhood Special Education Certification; or
  • A four year degree in child development or related field; or
  • Associates degree with 30 hours in Early Childhood or related coursework
  • Must lift, carry, and hold children up to 50 pounds
  • Ability to stoop, crawl, kneel, and bend in order to speak to children at the child's eye level, to play with children, and to pick up toys and equipment from the floor
  • Two or more years of experience in teaching children in the early education field preferred

Fair Labor Standards Act Status: Non-Exempt

Reports to:

Principal and Early Education Coordinator

Job Goal:

To effectively supervise, plan, coordinate, and direct instruction in the preschool classroom.

Performance Responsibilities:

  • Provide a nurturing and appropriate learning environment for children in the early education program
  • Maintain orderly physical environment conducive to optimal growth and development of children
  • Responsible for providing instructional direction using approved curriculum, lesson planning, documentation, and goal setting for children in the classroom
  • Responsible for becoming knowledgeable in utilizing technology to support instruction
  • Responsible for lesson plans and providing developmentally appropriate experiences that encourage diversity and recognize individual differences, regardless of special abilities, talents, ethnic heritage, culture, or language
  • Responsible for developing and maintaining positive working relationships with support staff and key building personnel
  • Maintain visual and auditory awareness of children at all times to ensure their safety in the classroom and on the playground
  • Know and use appropriate, positive guidance and discipline techniques throughout daily routines and as children transition from one activity to another
  • Organize and implement authentic, on-going student assessment, to include anecdotal notes, running records, checklists, portfolio items, etc.
  • Make a minimum of two home visits and two parent conferences per year
  • Complete required paperwork and maintain in an organized fashion
  • Follow State of Missouri licensing to safeguard the health and safety of children in the program
  • Participate in making and following a professional development plan to be updated annually
  • Follow district policies and procedures
  • Maintain client confidentiality according to established policy
  • Attend all required meetings, including designated evening meetings
  • Submit an initial physical examination upon hire and then every two (2) years following
  • Submit an initial tuberculin screening upon hire
  • Complete CPR training
  • Have the ability to be flexible in working alternative hours on nontraditional program days
  • Complete other duties as defined and assigned

Terms of Employment:

The Early Education Teacher will be employed for a ten (10) or twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Principal using the Early Education Teacher Evaluation.

HR 9/10/18

13. Early Education Teacher Assistant

EARLY EDUCATION TEACHER ASSISTANT

Qualifications:

  • Must meet one of the following:
    • A degree with nine (9) hours in early childhood coursework
    • Completed CDA
    • Be currently enrolled in a CDA program to be completed within two (2) years
    • Be currently and continually enrolled in a degree program including at least nine (9) hours in early childhood coursework
    • Have a degree and are completing 120 CDA clock hours
  • Successful experience working with preschool children desired
  • Able to lift, carry, and hold children up to 50 pounds
  • Ability to stoop, crawl, kneel, and bend in order to speak to children at the child's eye level, to play with children, and to pick up toys and equipment from the floor

Fair Labor Standards Act Status: Non-Exempt

Reports to:

Principal and Early Education Coordinator

Job Goal:

To assist the teacher in the implementation of Head Start Performance Standards.

Performance Responsibilities:

  • Responsible for providing a nurturing and appropriate learning environment for children in the Early Education program
  • Responsible for implementing a program for children that will provide experiences that encourage individual differences of the children regardless of special abilities, talents, ethnic heritage, culture, and language
  • Share responsibilities of maintaining the physical environment by assembling materials needed for the daily activities, being responsible for daily sign in/sign out of children, participating in the daily classroom activities and making suggestions in planning and guiding of the learning activities
  • Support and implement a process-oriented curriculum
  • Assist in communicating and establishing rapport with families
  • Attend and participate in parent and staff meetings and training sessions
  • Participate in at least two home visits and two parent conferences per year
  • Know and use appropriate, positive guidance, and discipline techniques
  • Maintain visual and auditory awareness of children at all times to ensure their safety in the classroom, on the playground, and on field trips
  • Act as a team member in lesson planning and record keeping
  • Maintain client confidentiality according to established policy
  • Attend all required meetings, including designated evening meetings
  • Submit initial physical examination upon hire and every two (2) years following
  • Submit initial tuberculin screening upon hire
  • Complete CPR training within 30 days of hire
  • Follow district policies and procedures
  • Have the ability to be flexible in working alternative hours on nontraditional program days
  • Other duties as defined and assigned

Terms of Employment:

The Early Education Teacher Assistant will be employed in a ten (10) or twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Principal using the Early Education Teacher Assistant Evaluation.

HR 9/10/18

14. Early Education Teacher Assistant- Pre K Kindergarten Prep

EARLY EDUCATION TEACHER ASSISTANT -PRE K KINDERGARTEN PREP

Qualifications:

  • 60 college hours with a minimum of three (3) college credit hours in early childhood, child development, or child/family related courses
  • Experience working in a program with young children and their families.

Fair Labor Standards Act Status: Non-Exempt

Reports to:

Deputy Superintendent or designee

Job Goal:

To assist the teacher in the implementation of high quality early education and care.

Performance Responsibilities:

  • Responsible for providing a nurturing and appropriate learning environment for children in the Early Education program
  • Responsible for implementing a program for children that will provide experiences that encourage individual differences of the children regardless of special abilities, talents, ethnic heritage, culture, and language
  • Share responsibilities of maintaining the physical environment by assembling materials needed for the daily activities, being responsible for daily sign in/sign out of children, participating in the daily classroom activities and making suggestions in planning and guiding of the learning activities
  • Support and implement a process-oriented curriculum
  • Assist in communicating and establishing rapport with families
  • Attend and participate in parent and staff meetings and training sessions
  • Participate in at least two home visits and two parent conferences per year
  • Know and use appropriate, positive guidance, and discipline techniques
  • Maintain visual and auditory awareness of children at all times to ensure their safety in the classroom, on the playground, and on field trips
  • Act as a team member in lesson planning and record keeping
  • Maintain client confidentiality according to established policy
  • Attend all required meetings, including designated evening meetings
  • Follow district policies and procedures
  • Have the ability to be flexible in working alternative hours or at another classroom/site should the need arise
  • Other duties as defined and assigned

Terms of Employment:

The Pre K Kinder Prep Teacher Assistant will be employed in a nine (9) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Principal using the Early Education Teacher Assistant Evaluation.

HR 4/05/2019

15. Director of Head Start

DIRECTOR OF HEAD START

Qualifications:

  • Minimum of Bachelor's Degree in Education, Early Education, or a related field required
  • Master's in Education Administration preferred
  • Experience in Early Education management and staff supervision preferred
  • Minimum of 3 years' experience in Early Education field required
  • Residency in the Independence School District required

Fair Labor Standards Act Status: Exempt

Reports To:

  • Deputy Superintendent

Supervises:

  • Head Start/Early Head Start staff including Early Education Coordinators, Quality Assurance Monitor, Content Leads, FSLs, Instructional Coaches and other such staff members deemed appropriate (some instances are co-supervision with other department leads)

Job Goal:

  • To provide administration for Head Start/early Head Start programs and to assist in aligning these programs into Early Education and the district as a whole

Performance Responsibilities:

  • Participate in the hiring, orientation, and supervision of Head Start/Early Head Start staff
  • Facilitate and align components of the district's Early Education programs with Head Start/Early Head Start to provide integrated and comprehensive services to children and their families
  • Assist and support in the transition of students from Head Start/Early Head Start programs into the elementary schools
  • Advocate for the district's Head Start/Early Head Start programs and the importance of high quality education through community involvement in organizations, committees, and boards, helping to promote the issues of young children
  • Work directly with the Quality Assurance Monitor and Head Start content leads in the responsibility for monitoring of State and Federal Laws, Regulations, and Standards for compliance of Head Start/Early Head Start programs.
  • Assist in the supervision of the fiscal components of Head Start programs
  • Serve as the district's representative Head Start/Early Head Start at Mid-America Head Start (MAHS), which is an entity of Mid-America Regional Council (MARC).
  • Provide staff development and training
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon hire
  • Perform and assist with other duties as assigned by the Deputy Superintendent

Terms of Employment:

The Head Start Director will be employed for a twelve month position. The salary and the work year will be established annually by the Board of Education

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated but the Deputy Superintendent, using the Independence School District Supervisor Evaluation.

HR 9/10/18

16. Elementary Teacher- Pre K Kindergarten Prep

ELEMENTARY TEACHER- PRE K KINDERGARTEN PREP

Qualifications:

  • Early Childhood Teacher Certification
  • Bi-lingual skills preferred

Fair Labor Standards Act Status: Exempt

Reports to:

Deputy Superintendent or designee

Job Goal:

To effectively supervise, plan, coordinate, and direct instruction in the preschool classroom.

Performance Responsibilities:

  • Provide a nurturing and appropriate learning environment for children in the early education program
  • Maintain orderly physical environment conducive to optimal growth and development of children
  • Responsible for providing instructional direction using approved curriculum, lesson planning, documentation, and goal setting for children in the classroom
  • Responsible for becoming knowledgeable in utilizing technology to support and enhance instruction
  • Responsible for high quality lesson plans and providing developmentally appropriate experiences that encourage diversity and recognize individual differences, regardless of special abilities, talents, ethnic heritage, culture, or language
  • Responsible for developing and maintaining positive working relationships with support staff and key building personnel
  • Maintain visual and auditory awareness of children at all times to ensure their safety in the classroom and on the playground
  • Know and use appropriate, positive guidance and discipline techniques throughout daily routines and as children transition from one activity to another
  • Organize and implement authentic, ongoing student assessment, to include anecdotal notes, running records, checklists, portfolio items, etc.
  • Make a minimum of two home visits and two parent conferences per year
  • Complete required paperwork and maintain in an organized fashion
  • Safeguard the health and safety of children in the program
  • Participate in making and following a professional development plan to be updated annually
  • Follow district policies and procedures
  • Maintain client confidentiality according to established policy
  • Attend all required meetings and trainings, including designated evening meetings and trainings
  • Complete other duties as defined and assigned

Terms of Employment:

The Pre K Kindergarten Prep Teacher will be employed for a nine (9) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Principal using the Performance Based Teacher Evaluation.

HR 9.10.18

17. Early Education Content Lead of ERSEA

EARLY EDUCATION CONTENT LEAD OF ERSEA

Qualifications:

  • Minimum of Bachelor's Degree in Early Education or related field required
  • Minimum of three (3) years' experience in Early Education required
  • Experience in Head Start, especially in ERSEA (Eligibility, Recruitment, selection, Enrollment, Attendance) preferred

Fair Labor Standards Act Status: Non-exempt

Reports to:

Director of Head Start

Job Goal:

To provide training and guidance to the Head Start Early Education programs. To assist Head Start Early Education programs in achieving compliance with local State Regulation and Head Start Performance Standards.

Performance Responsibilities:
  • Provide staff professional development through planned training opportunities, following the State Regulation and Head Start Performance Standards
  • Submit verbal/written reports to Director of Head Start on the status of centers under their scope of responsibility a minimum of twice a month
  • Collaborate as a member of Early Education Support Team
  • Entry into and monitoring of computer databases as it relates to ERSEA
  • Develop and maintain positive working relationships with building and Head Start Early Education personnel
  • Work with Head Start Early Education programs to ensure all programs are braided to facilitate quality assurance and required program components
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon hire
  • Perform and assist with other duties as assigned

Terms of Employment:

The Early Education Content Lead of ERSEA will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.
Evaluation:

Performance of this job will be evaluated by the Director of Head Start using the Early Education Content Lead Evaluation.

HR 9.10.18

18. Early Education Content Lead of Health

EARLY EDUCATION CONTENT LEAD OF HEALTH

Qualifications:

  • Currently licensed to practice in Missouri as an LPN or RN
  • CPR certified
  • Hepatitis B Vaccine. series
  • Demonstrates ability to work effectively under the direction of an RN
  • Demonstrates ability to work and communicate cooperatively with others
  • Displays the ability to multi task
  • Represents the District in a professional manner
  • Is capable of traveling to various work sites
  • Is physically capable of assisting student with health care needs that may require lifting, positioning, transferring, restraining or transporting within the school environment and during school events
  • Understands and respects confidentiality of information

Fair Labor Standards Act Status: Non-exempt

Reports To:

Director of Health Services and Director of Head Start

Job Goal:

The Early Education Content Lead of Health strengthens and facilitates the educational process by protecting the health status of children by identifying and assisting in the removal or modification of health related barriers to the learning process. The major focus of school health services is the prevention of illness and disability, health promotion, and the early detection and correction of health problems. The Early Education Health Content Lead is prepared and uniquely qualified in preventative health, health assessment and referral procedures.

Performance Responsibilities:

  • Provide and/or assist with staff professional development through planned training opportunities, following State Regulation and Head Start Performance Standards
  • Submit verbal/written reports to the Director of Head Start and/or Director of Health Services on the status of centers under their scope of responsibility a minimum of twice per month
  • Collaborate as a member of the Early Education Support Team
  • Develop and maintain positive working relationships with building staff and Head Start Early Education personnel
  • Work with Head Start Early Education programs to ensure all programs are braided to facilitate quality assurance and required program components
  • Submit initial physical upon hire then every two (2) years after
  • Submit initial tuberculin screening upon hire

Direct Nursing Care Activities as delegated by Director of Health Services

  • Alerts teachers/staff to individual student needs
  • Lead and Hemoglobin testing, per parent consent, as needed to meet requirement for ISD and Partnerships
  • Monitor immunization compliancy
  • Work with screeners, FSLs, and parents to see referral process through to completion as well as to enter related data
  • Monitors Individualized Health Care Plans to ensure completion of required forms and to determine if more information is needed for child safety
  • MAHS Monthly Monitoring Meetings in review of Health, Nutrition and Safe Environments with MARC Health Specialist and QA Specialist
  • Provide First Aid Training for staff and provide certificate of completion and information of training to data entry, Human Resources, and participant and employee site files as needed
  • Ensure compliancy of Teen Mom Program requirements by visiting new moms with newborns at home within two (2) weeks of delivery
  • Monitors communicable disease control and prevention
  • Monitors supplies and requests replacements as needed
  • Monitors site reports and compliance for Head Start guidelines and district guidelines
  • Supports and follows district policies, procedures and guidelines
  • Provides monthly report to Director of Health Services
  • Performs other duties as assigned by Director of Health Services and/or Early Education Principals

Direct Educational and Assistive Activities:

  • Coordinates and/or participates in educational events/programs/presentations/screenings for staff, schools and/or the community
  • Acts as a nurse case manager to follow up on completion of referrals
  • Provides nursing and health education and medication administration training to childcare providers/staff
  • Collaborate with Nutrition Services for special health care needs of students
  • Provides escorts and assistance to students as necessary

Terms of Employment:

The Early Education Content Lead of Health will be employed for a twelve (12) month position. The salary and work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move weight.

Evaluation:

Performance of this job will be evaluated by the Director of Head Start and Director of Health Services using the Independence School District School Early Education Content Lead Performance Evaluation forms.

HR 9/10/18

19. Early Education Content Lead of Student Supports

EARLY EDUCATION CONTENT LEAD OF STUDENT SUPPORTS

Qualifications:

  • Licensed Mental Health Professional
  • Minimum of Bachelor's Degree in Early Education or related field required
  • Minimum of three (3) years' experience in Early Education preferred
  • Experience in providing intervention strategies required

Fair Labor Standards Act Status: Non Exempt

Reports to:

Director of Head Start and Director of Special Education

Job Goal:

To provide training, interventions, and guidance to the Head Start Early Education programs. To assist Head Start Early Education programs in achieving compliance with local State Regulation and Head Start Performance Standards.

Performance Responsibilities:

  • Responsible for providing staff professional development through-planned-training-opportunities, following the State Regulation and Head Start Performance
  • Provide support and interventions to Early Education staff
  • Submit verbal/written reports to immediate supervisor(s) on the status of centers under their scope of responsibility a minimum of twice a month
  • Collaborate as a member of Early Education Support Team
  • Develop and maintain positive working relationships with building and Head Start Early Education personnel
  • Work with Head Start Early Education programs to ensure all programs are braided to facilitate quality assurance and required program components
  • Submit an initial physical examination upon hire then every two (2) years thereafter
  • Submit an initial tuberculin screening upon hire
  • Perform and assist with other duties as assigned

Terms of Employment:

The Early Education Content Lead of Student Supports will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Director of Head Start and Director of Special Education using the Early Education Content Lead Evaluation.

HR 9/10/18

20. Early Education Family School Liaison

EARLY EDUCATION FAMILY SCHOOL LIAISON

Qualifications:

  • Bachelor's Degree in social services, human services or related field
  • Two years experience in social services or related field
  • Experience doing home visits and parenting education, case management, problem solving, crisis intervention, and team building is preferred

Fair Labor Standards Act Status: Exempt

Reports To: Director of Head Start and Director of Family Services

Job Goal:

Using a strength-based approach that improves the quality of life of families and impacts the educational success of children, (1) assist and support families in setting and attaining goals aimed at self-sufficiency and stability, and (2) provide and connect families to comprehensive services in the school, neighborhood, and community.

Performance Responsibilities:

  • Act as a liaison among school district programs, community agencies, teachers, and families
  • Develop referral systems and procedures among families, staff, and community agencies to facilitate the delivery of services including, but are not limited to, health, mental health, education, safety, housing, and employment
  • Carry out activities designated to implement family involvement and support for educational goals
  • Develop services that are inclusive of family diversity and based in a strengths-perspective model
  • Assist in the coordination of school-wide goals and outcomes
  • Provide advocacy for social services that are unavailable to families by acting as a catalyst to facilitate community action and by partnering with families to become advocates for their children
  • Establish and maintain active preventive service relationships with families, assisting them in identifying and achieving attainable goals
  • Make regular home visits to families to develop rapport, assess needs, and build on strengths
  • Inform school staff of changes in family situations that might reflect on child behavior or attendance
  • Maintain a record keeping system that documents service delivery completely and adequately protects confidentiality
  • Prepare monthly reports for District use as necessary
  • Participate in ongoing professional growth opportunities and follow ethical and legal standards and guidelines
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon hire
  • Other duties as assigned

Terms of Employment:

The Family School Liaison will be employed for a period of ten (10) months. The salary and work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the immediate supervisor(s), using the family Services Evaluation Report.

HR 9/10/18

21. Early Education Family School Liaison Lead

EARLY EDUCATION FAMILY SCHOOL LIAISON LEAD

Qualifications:

  • Bachelor's Degree in social services, human services or related field
  • Two years experience in social services or related field
  • Experience doing home visits and parenting education, case management, problem solving, crisis intervention, and team building is preferred

Fair Labor Standards Act Status: Exempt

Reports To: Director of Head Start and Director of Family Services

Job Goal:

Using a strength-based approach that improves the quality of life of families and impacts the educational success of children, (1) assist and support families in setting and attaining goals aimed at self-sufficiency and stability, and (2) provide and connect families to comprehensive services in the school, neighborhood, and community.

Performance Responsibilities:

  • Act as a liaison among school district programs, community agencies, teachers, and families
  • Develop referral systems and procedures among families, staff, and community agencies to facilitate the delivery of services including, but are not limited to, health, mental health, education, safety, housing, and employment
  • Carry out activities designated to implement family involvement and support for educational goals
  • Develop services that are inclusive of family diversity and based in a strengths-perspective model
  • Assist in the coordination of school-wide goals and outcomes
  • Provide advocacy for social services that are unavailable to families by acting as a catalyst to facilitate community action and by partnering with families to become advocates for their children
  • Establish and maintain active preventive service relationships with families, assisting them in identifying and achieving attainable goals
  • Make regular home visits to families to develop rapport, assess needs, and build on strengths
  • Inform school staff of changes in family situations that might reflect on child behavior or attendance
  • Maintain a record keeping system that documents service delivery completely and adequately protects confidentiality
  • Prepare monthly reports for District use as necessary
  • Participate in ongoing professional growth opportunities and follow ethical and legal standards and guidelines
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon hire
  • Other duties as assigned

Terms of Employment:

The Family School Liaison will be employed for a period of eleven (11) months. The salary and work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the immediate supervisor(s), using the family Services Evaluation Report.

HR 9/10/18

22. Early Education Lead Teaching and Learning Coach

EARLY EDUCATION LEAD TEACHING AND LEARNING COACH

Qualifications:

  • Bachelor's degree in early childhood education or equivalent coursework in early childhood education (30 hours minimum) with early education teaching experience.
  • Leadership experience preferred
  • Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
Fair Labor Standards Act Status: Exempt

Reports to:

Assistant Superintendent and Director of Head Start

Job Goal:

Provide instructional support to all Early Education Teaching and Learning Coaches and Early Education staff focusing on building curriculum and instructional knowledge and skills in order to improve student achievement.

Lead Teaching and Learning Coach Performance Responsibilities:
  • Collaborates and assists in the overall development and organization of Early Education professional development opportunities
  • Attends meetings at the grantee level relating to the Education content area and reports back to the Director of Head Start
  • Coordinates Early Education Teaching and Learning Coaches regarding classroom caseloads, curriculum and instruction modeling and guidance, and staff communications
  • Manages Education requirements such as screenings and ongoing assessment, parent-teacher conferences, etc., and any Education data using the appropriate databases.

General Teaching and Learning Coach Performance Responsibilities:

  • Provide professional development follow-up training and support.
  • Support curriculum development work, which includes ensuring internal and external alignment, developing curriculum maps and identifying resources.
  • Work with building administrators and teachers in using data to improve individual and school performance.
  • Mentor new and experienced teachers through intensive coaching as well as group coaching based upon specific criteria.
  • Coaching will include observations, modeling, and debriefing and reflection opportunities between coach and classroom staff.
  • Work with teachers on developing and implementing assessments effectively, both across the district and within classrooms.
  • Serve as instructional coaches by modeling and supporting teachers in the implementation of all instructional improvements.
  • Assists teachers in integrating technology into classroom instruction.
  • Supports staff through buildings and age levels in implementing effective professional development.
  • Promotes the sharing of teaching techniques and good instructional practice among Early Education staff throughout the district.
  • Support principals in the area of curriculum and instruction.
  • Work with teachers to meet the instructional needs of at-risk learners.
  • Provide targeted assistance to buildings/staff who fail to meet state performance standards and/or federal standards.
  • Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
  • Support the administration of group standardized tests in accordance with district testing program (does not include early education).
  • Participates in curriculum development programs as required.
  • Submit initial physical upon hire then annually thereafter
  • Submit initial tuberculin screening upon hire
  • Other duties as assigned
Terms of Employment:

The Early Education Lead Teaching and Learning Coach will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/Conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.
Evaluation:

Performance of this job will be evaluated annually by the immediate supervisor(s) in accordance with provisions of the Board of Education's policy on Evaluation of Professional Personnel.

HR 9/10/18

23. Early Education Teaching and Learning Coach

EARLY EDUCATION LEAD TEACHING AND LEARNING COACH

Qualifications:

  • Bachelor's degree in early childhood education or equivalent coursework in early childhood education (30 hours minimum) with early education teaching experience.
  • Leadership experience preferred
  • Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
Fair Labor Standards Act Status: Exempt

Reports to:

Assistant Superintendent and Director of Head Start

Job Goal:

Provide instructional support to all Early Education Teaching and Learning Coaches and Early Education staff focusing on building curriculum and instructional knowledge and skills in order to improve student achievement.

Lead Teaching and Learning Coach Performance Responsibilities:
  • Collaborates and assists in the overall development and organization of Early Education professional development opportunities
  • Attends meetings at the grantee level relating to the Education content area and reports back to the Director of Head Start
  • Coordinates Early Education Teaching and Learning Coaches regarding classroom caseloads, curriculum and instruction modeling and guidance, and staff communications
  • Manages Education requirements such as screenings and ongoing assessment, parent-teacher conferences, etc., and any Education data using the appropriate databases.

General Teaching and Learning Coach Performance Responsibilities:

  • Provide professional development follow-up training and support.
  • Support curriculum development work, which includes ensuring internal and external alignment, developing curriculum maps and identifying resources.
  • Work with building administrators and teachers in using data to improve individual and school performance.
  • Mentor new and experienced teachers through intensive coaching as well as group coaching based upon specific criteria.
  • Coaching will include observations, modeling, and debriefing and reflection opportunities between coach and classroom staff.
  • Work with teachers on developing and implementing assessments effectively, both across the district and within classrooms.
  • Serve as instructional coaches by modeling and supporting teachers in the implementation of all instructional improvements.
  • Assists teachers in integrating technology into classroom instruction.
  • Supports staff through buildings and age levels in implementing effective professional development.
  • Promotes the sharing of teaching techniques and good instructional practice among Early Education staff throughout the district.
  • Support principals in the area of curriculum and instruction.
  • Work with teachers to meet the instructional needs of at-risk learners.
  • Provide targeted assistance to buildings/staff who fail to meet state performance standards and/or federal standards.
  • Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
  • Support the administration of group standardized tests in accordance with district testing program (does not include early education).
  • Participates in curriculum development programs as required.
  • Submit initial physical upon hire then annually thereafter
  • Submit initial tuberculin screening upon hire
  • Other duties as assigned
Terms of Employment:

The Early Education Lead Teaching and Learning Coach will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/Conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.
Evaluation:

Performance of this job will be evaluated annually by the immediate supervisor(s) in accordance with provisions of the Board of Education's policy on Evaluation of Professional Personnel.

HR 9/10/18

24. Early Education Coordinator

EARLY EDUCATION COORDINATOR

Qualifications:

  • Minimum of a Bachelor's Degree in Early Education or related field required
  • Experience in early education management and staff supervision preferred
  • Minimum of three (3) years' experience in Early Education required
Fair Labor Standards Act Status: Exempt

Reports to:

Director of Head Start

Supervises:

Co-supervises Early Education staff at assigned sites

Job Goals:

To assist in the general day-to-day operations of their Early Education Centers, including multiple classrooms, to assume regulatory and legal compliance with Head Start Performance Standards, state and local regulations, to communicate with parents and the local community, and to co-supervise and monitor staff working at their assigned sites.

Performance Responsibilities:

  • Co-supervise Early Education staff with building principal
  • Assist Early Education staff with the coordination of center activities
  • Review the status of the centers with the their immediate supervisor(s) once a month, at minimum
  • Accountable for monitoring and accurate record keeping
  • Provide orientation of Early Education staff
  • Provide for monitoring and compliance of sites in regard to applicable local and state regulations and Head Start Performance Standards
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon hire
  • Perform and assist with other duties as assigned
Terms of Employment:

The Early Education Coordinator will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/Conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.
Evaluation:

Performance of this job will be evaluated by the Director of Head Start using the Independence School District Coordinator Evaluation.

HR 4/05/2019

25. Early Education Quality Assurance Monitor

EARLY EDUCATION QUALITY ASSURANCE MONITOR

Qualifications:

  • Minimum of Bachelor's Degree in Early Education or related field required
  • Experience in early education management preferred
  • Minimum of three (3) years experience in Early Education required
  • Experience in Head Start required

Fair Labor Standards Act Status: Exempt

Reports to:

Director of Head Start

Job Goal:

To provide the Early Education program quality assurance regarding the implementation of programs and to communicate concerns directly to the Director of Head Start.

Performance Responsibilities:
  • Review the status of the centers with the their supervisor(s) twice a month, at minimum
  • Accountable for monitoring and accurate record keeping
  • Assist in the orientation of Early Education content leads
  • Provide for monitoring and compliance of sites in regard to applicable local and state regulations and Head Start Performance Standards
  • Provide monthly reports detailing Quality Assurance measures which support adherence to the administration of programs in Early Education
  • Attend all required meetings, including designated evening meetings
  • Submit initial physical upon hire then every two (2) years thereafter
  • Submit initial tuberculin screening upon
  • Perform and assist with other duties as assigned

Terms of Employment:

The Early Education Quality Assurance Monitor will be employed in a twelve (12) month position. The salary and the work year will be established annually by the Board of Education.

Required Testing:

Post offer employment medical physical exam and essential functions test (EFT) required.

Work Environment/conditions:

While performing the duties of this job, the employee regularly works indoors with minimal temperature variations and under conditions with risk of injury and/or illness. The employee may also occasionally work with cleaning chemicals. The noise level of the work environment is usually moderate, but occasionally can be loud. Generally the job requires 5 % sitting, 50% standing, and 45% walking.

Physical Demands:

  • The employee is frequently required to stand, walk, use hands and fingers, and talk and hear.
  • The employee is frequently required to bend at the neck.
  • The employee is frequently required to climb or balance, reach, bend, crouch or crawl, squat, stoop, and kneel.
  • The employee must frequently lift, carry and/or hold, push, or move up to 50 pounds.

Evaluation:

Performance of this job will be evaluated by the Director of Head Start using the Independence School District Coordinator Evaluation.

HR 4/05/2019

III. Salary Scales

26. Early Education Salary Scales

To view the 2020-2021 Early Education Salary Scales, please visit: https://www.isdschools.org/hr/employee_handbook/2020-2021/salary_schedules/index.html#early_ed

IV. Performance Based Evaluations

27. Early Education Performance Based Evaluations

To view the Performance Based Evaluations for Early Education Staff, please visit: https://www.isdschools.org/hr/employee_handbook/2019-2020/pbes/index.html#early_ed

V. Employment Calendars

28. Early Education Employment Calendars

To view the 2020-2021 Early Education Employment Calendars, please visit: https://www.isdschools.org/hr/employee_handbook/2020-2021/calendars/index.html#early_ed