HSIPC: Head Start Bulletin--Technology: August/September 1997/Issue No. 63

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August/September 1997 Issue No. 63

Technology 

Contents 

Introduction: Opportunities Through Investment in Technology

Central Office News 

● Helen Taylor Testifies

● Migrant Programs Branch

● Betty Kelson Retires

From the Regions 

● Region VIII

● Region X

● Region IV

● Region IV

● Region I

● Region IX

Routine Maintenance 

● Time to Get Ready for the New Program Year!

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HSIPC: Head Start Bulletin--Technology: August/September 1997/Issue No. 63

New Initiatives 

● The Smart Card: A Smart Way to Go for Head Start

● Head Start-Child Care Initiative Project

● ACF Priorities

● America Reads!

Technology in Action! 

● Head Start and the Internet

● Head Start Bulletin Board

● Fax on Demand 

● Head Start Finds Solutions in a User Group

● CDA Via Satellite

● Computers in the Classroom

● Distance Learning!

Disabilities 

● Checklist for Selecting Developmentally Appropriate Software

● Technology Transforms Learning for Children and Parents

● Success!

Facilities 

● Head Start Facility Referral and Information Service

● The Davis-Bacon Act

Research, Demonstration, & Evaluation 

● The Head Start Performance Measures

Performance Standards 

● Multimedia Materials to Help You "Nurture the Promise"

Meetings

Calendar of Events

Resources

Send Us Photos!

The Head Start Bulletin is published six times a year by the Head Start Administration, on 

Children, Youth and Families, Department of Health and Human Services.

Donna E. Shalala 

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HSIPC: Head Start Bulletin--Technology: August/September 1997/Issue No. 63

Secretary 

Olivia A. Golden 

Principal Deputy Assistant Secretary 

Administration for Children and Families

Michael Kharfen 

Director 

Office of Public Affair

James A. Harrell 

Acting Commissioner 

Administration on Children, Youth and Families

Helen H. Taylor 

Associate Commissioner 

Head Start Bureau

The Bulletin is a service of HSB's Training and Technical Assistance 

Branch. Its purpose is to enhance communication among the Head Start 

Bureau, Head Start programs, and interested national, regional, and 

state organizations and agencies.

JoAn Knight Herren 

Chief T/TA Branch 

Head Start Bureau

Jeffrey Fredericks 

Editor-in-Chief 

Head Start Bulletin

The Head Start Bulletin is prepared under Contract No. 105-96-2010 with PaL-Tech, Inc., 

with Research Assessment Management, Inc. as subcontractor and Jean Swift as Senior 

Writer. 

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August/September 1997 Issue No. 63

Opportunities Through 

Investment in Technology 

Technology has transformed the world. It has also changed the way Head Start programs 

operate, simplifying programs administration; offering unique opportunities in the classroom; 

and facilitating communications and collaborations with organizations around town, around 

the state, around the country, and around the world.

By Jeff Fredericks

Remember when fax machines were new and awesome? Now they're almost as essential as 

the telephone. The same is true with the new computer technologies-now computers, 

modems, and on-line services may seem awesome (and perhaps a little intimidating). But the 

day is coming when computers and the electronic communication that they offer will be 

indispensable.

This issue of the Bulletin highlights some of the new technologies available and illustrates 

ways in which they are already becoming invaluable to Head Start and Early Head Start. 

From staff development to family literacy, from record keeping to resource sharing, computer 

technology is shaping the way Head Start programs perform. The enhanced capabilities 

offered through computers will become increasingly important as Head Start programs come 

to grips with welfare reform and its impact on Head Start children and families.

I hope this issue of the Bulletin provides you with ideas about how your Head Start program 

can take advantage of technology to enhance services to children and families. The Bulletin is 

also meant to be a resource--take advantage of the references and referrals it provides!

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Jeff Fredericks is Publications Manager at the Head Start Bureau and Editor-in-Chief of the 

Bulletin.

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Head Start Bulletin Issue No. 61 Contents "Helen Taylor Testifies"

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August/September 1997 Issue No. 63

Central Office News 

Helen Taylor Testifies 

Helen H. Taylor, Associate Commissioner of Head Start, testified at a Congressional hearing 

on child care for children from birth to three years old. The hearing, which was held on July 

10, focused on recent research regarding infant/ toddler brain development, innovative 

proposals for expanding quality child care, and issues of quality and accessibility. 

Ms. Taylor testified on the Early Head Start program, "One of our most promising early 

childhood initiatives." "Since 1965, Head Start has blazed a trail for our nation by showing 

the benefits of high quality, comprehensive early childhood services," Ms. Taylor told 

Congressional leaders. "We are committed to using Early Head Start to motivate a national 

campaign to do the right thing for our youngest children. Towards that end, we have 

developed detailed performance standards for serving infants, toddlers, and pregnant women 

to help guide program development at the state and local levels. We have created a major, 

rigorous evaluation to assess outcomes and determine effective strategies. We are also 

beginning a new emphasis on partnerships with other Federal agencies involved in child care, 

health services, community development, and education reform. And we are reaching out to 

work with state and local governments to stimulate others to invent their own ways to provide 

more young children with the chance for safe, healthy development and learning."

Migrant Programs Branch 

The Migrant Head Start TASC has developed a series of cluster trainings in technology. 

These trainings have included information on:

● Basic hardware/software concepts

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● Accessing and utilizing the Internet

● Developing multimedia presentations

● The Head Start Family Information System (HSFIS)

The TASC is reviewing its training methods and materials, in light of the new technologies, 

to ensure that training and technical assistance is provided in the most effective and efficient 

way possible. The TASC is also developing a WEB site, which will make a wide variety of 

information and resources available to Migrant Head Start program and others interested in 

the field.

Betty Kelson Retires 

After more than 40 years of service to children and families, Betty Kelson retired from the 

Head Start Bureau. "I really enjoyed working with Head Start," Betty said. "I feel like I have 

thousands of children all around the country." Betty helped to review the first grant 

applications for Head Start when the "project" was started under the Johnson Administration. 

Over the years, Betty has supported Head Start in a variety of capacities, working most 

recently with the migrant Head Start programs. Her contributions on behalf of Head Start 

children and families have been appreciated by many.

View other Head Start Bulletins

Head Start Bulletin Issue No. 63 Contents Regional News

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August/September 1997 Issue No. 63

Regional News 

Region VIII 

Many of the programs in Region VIII have been responding to new advances in technology.

The Carbon County Child Development Program (CCCDP) in Wyoming has used computer 

networking to link centers located around the State and to create teleconferencing 

capabilities. CCCDP is also collaborating with the local Chamber of Commerce to develop a 

Web site. The Jamestown and Valley City programs in North Dakota have computerized their 

programs. Children love the developmentally appropriate software; staff have been able to 

keep more complete records and share information in a more timely manner. The programs 

support staff development by encouraging staff to take computer classes at local colleges, 

attending workshops, and providing technical assistance. Rural Utah Child Development has 

converted to a computerized system of record keeping, child tracking, planning, and 

communicating. Tri-County Head Start in southwestern Colorado also has information in its 

system on health and human resources available to families. Badlands Head Start in South 

Dakota utilizes technology to overcome barriers to service created by large geographical 

distances. In addition to its office computers, all of the program's home visitors and family 

service coordinators use laptop computers in the field. The program is also collaborating with 

the local university on ways in which computer technology can facilitate access to 

coursework and training.

For more information on activities in Region VIII, contact Cynthia Thomas at 303-844-3100, 

ext. 391.

Region X 

ROXTEC-L is the listserv developed in Region X to link Head Start programs and staff in 

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Alaska, Idaho, Oregon, and Washing- ton. The listserv provides a forum for sharing 

information and ideas about computer and technology use. Although ROXTEC-L is targeted 

for Region X, there are other participants around the country who have an interest in learning 

through the listserv. 

For more information, contact Charles Smith, Family Services Specialist, Region X Support 

Center, Portland State University, Telephone: 503-725-5917, Fax: 503-725-4838, E-mail: 

CHARLES@SES.PDX.EDU

Region IV 

The Region IV Administration for Children and Families is collaborating in a "Fatherhood" 

project with the National Black College Alumni Hall of Fame, Alpha Phi Alpha fraternity, 

and a number of Head Start programs throughout the Region. 

Through the leadership of Gwendolyn Johnson, the regional male involvement initiative 

received $1 million from the Kellogg Foundation for training and technical assistance, 

mentoring services, health services, screening and therapy, educational/college assistance, 

and scholarships. 

In addition, the Alpha Phi Alpha fraternity has contributed more than $10 million in volunteer 

services, including repairs and renovations at Head Start sites, supplies and equipment, 

training and technical assistance, counseling and therapy services, mentoring services, and 

the purchase of a facility to house six Head Start classrooms.

For more information on Region IV activities, contact Dorothy Mabry at 404-588-5732.

Head Start Bulletin Issue No. 63 Contents Regional News

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August/September 1997 Issue No. 63

Regional News

Region IV Technology Survey Results

by Harry W. Bickel, Jr.

Region IVb TASC conducted a survey of computer hardware and software use throughout the 

region (175 responses were received). The following are highlights of the results:

● 98% of programs use computers in their administrative offices. 

● 63% of programs use computers in the classroom.

● 26% of programs have computers that are not networked.

● 94% of programs use some sort of data tracking software.

● 64% of programs have integrated software suites.

● Virtually all of the programs have word processing software; 77% have spreadsheet 

software; 59% have database software; and 43% have desktop publishing software.

For more information, contact: Harry W. Bickel, Jr., Health Specialist, Region IVb TASC. 

Telephone: 502-745-4041, Fax: 502-745-3340, E-mail: hwbick0l@homer.louisville.edu

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Region I 

Staff from the Regional Office are holding a series of meetings with TANF staff in states 

throughout the region. The purpose of these meetings is to explore ways of enhancing support 

for families through Head Start-child care partnerships.

Head Start staff in the Regional Office have been working jointly with staff from the Office 

of Child Support Enforcement to raise awareness and participation in child support 

enforcement efforts. Regional Office staff have been meeting with Head Start grantees to 

provide information about this initiative and the ways in which it contributes to parent 

involvement and family self-sufficiency.

Region IX 

The Regional Office is working with the Regional Head Start Association to educate 

programs about the importance of insurance. A workshop is being developed to address 

issues related to liability insurance for non-governmental organizations and the experiences 

of various Head Start programs which have needed such coverage.

Regional Office staff in the Head Start branch collaborated with the Regional Child Support 

Enforcement Unit in a joint presentation at the Regional Head Start Association training 

conference, which was held June 19, 1997 in Long Beach, CA. Linkages with Child Support 

Enforcement, the impact of welfare reform on Head Start families, and employment were 

among the topics discussed.

The Head Start branch will be participating in a joint training conference with the Regional 

Head Start Association, the California Head Start-State Collaboration Project, and California 

State Human Services Administrators on August 5, 1997, in Sacramento, CA. An overview of 

the Head Start program will be presented, along with ways to strengthen partnerships and 

improve linkages with other programs serving similar populations.

New Staff: The Head Start branch has a new Program Specialist. Ms. Marilyn Nakamura will 

be serving the Hawaiian Islands and the Outer Pacific Head Start service area.

For more information on Region XI activities, contact Marcia Beersdorf at 415-437-8064, or 

Bob Beggs at 415-437-8061.

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Head Start Bulletin Issue No. 63 Contents "Time to Get Ready for the New Program Year!"

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August/September 1997 Issue No. 63

Routine Maintenance 

The new program year is about to start! There are a number of steps you can take to make 

sure you're ready. 

Facilities 

This is a good time to take stock of your facility and your program resources. Make any 

needed repairs to your facility, repair or replace any damaged furniture or materials, stock up 

on supplies, and seek contributions of needed items or services from people and organizations 

within your community. The Head Start Facilities Manual provides useful information, as 

does the Head Start Facility Information and Referral Service (see article on p. 17).

Disabilities 

Since 10 percent of children enrolled in your program have special needs, it is important to 

make sure that your program accommodates them. Not only should your facility meet ADA 

requirements, your staff should be trained in working with special-needs children and in the 

use of special equipment. Your regional RAP can assist with information and resources for 

including children with disabilities and their families in your Head Start program. Additional 

information can be found in the Head Start Program Performance Standards for Children with 

Disabilities, as well as in the Training Guides for the Head Start Learning Community.

Planning 

Now is a good time to take stock of your community and your program to assess what 

changes have taken place over the past year, what needs have emerged, and how your 

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program might adjust to reflect the current environment better. Developing a Head Start 

Training Plan (with worksheets) is an excellent resource to help you through this process, 

from determining the needs of your program and setting priorities, to preparing a training 

budget and allocating funds, to evaluating your plan and making any necessary adjustments.

Staff Orientation & Training 

Both new and returning staff will need an orientation in preparation for the new program 

year. Be sure to include everyone, from teachers to program specialists to bus drivers. There 

are many resources available for training, and in each of the major program areas. Take 

advantage of them!

Recruitment & Enrollment 

Recruitment is a major part of Head Start, and you should make sure your recruitment plan 

incorporates strategies for reaching out to all eligible families (including those of diverse 

ethnic backgrounds and those who have children with disabilities). A variety of resources is 

available, including A Head Start Handbook of the Parent Involvement Vision and Strategies 

(which includes a section on recruitment and enrollment). You should also have materials on 

your program prepared for hand-outs! Families will need to be oriented to Head Start--and 

how you handle this process can be a crucial factor in getting parents actively involved in 

your program. Give thought, too, to strategies for family goal-setting and planning.

Parent Involvement 

Now is a good time to focus on your parent involvement efforts, to involve parents from the 

beginning of the new program year. There are many resources available to support your 

parent involvement efforts, including A Head Start Handbook of the Parent Involvement 

Vision and Strategies and Engaging Parents and Building Supportive Communities, two of 

the training guides. Two new video-based training packages, "Linking Our Voices" and "Our 

Stories Keep Us Connected," are also available in English and Spanish.

Health 

School-readiness includes health and dental check-ups and immunizations. The Health Data 

Tracking Instrument (with user's guide) is a useful tool, along with the Head Start 

Immunization Schedule. The training guides can help you incorporate health and wellness 

into your Head Start program on an ongoing basis.

The Head Start Publications Management Center (HSPMC) has a wide variety of 

publications and resources available. For a current catalogue or to place an order contact the 

HSPMC by fax at (703) 683-5769 or by E-mail at puborder@headstartinfo.org. 

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Head Start Bulletin Issue No. 63 Contents "The Smart Card: A Smart Way to Go for Head Start"

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August/September 1997 Issue No. 63

New Initiatives 

The Smart Card: A Smart Way to Go for Head Start

THIS HEALTH PASSPORT FACILITATES INTERAGENCY COOPERATION, 

REDUCES PAPERWORK, AND GIVES FAMILIES CONTROL OVER THEIR HEALTH 

CARE INFORMATION.

By Kenneth Akwuole

One common feature of recent Federal legislation is the emphasis on built-in flexibility that 

will allow State and local governments to be more creative in implementing Federallysponsored program. Head Start has always maintained this philosophy, recognizing that local 

programs serve families with differing needs and under different circumstances around the 

country.

The Head Start Bureau also promotes collaboration as a means of strengthening services to 

Head Start children and families. In fact, the revised Program Performance Standards call for 

the formation of "Family and Community Partnerships" in the delivery of those. services. 

Technology is playing an increasingly important role in enhancing service delivery and, as a 

result, the Bureau is looking to expand the use of technology in Head Start.

Toward that end, the Head Start Bureau has joined in the effort by the Western Governors 

Association (WGA) to develop an electronic health card called the "Health Passport" (HPP). 

Card technology has proven to be one of the most effective management tools of the 

information age. In both the public and private sectors, cards are replacing cumbersome, 

paper-based systems for establishing eligibility, transferring information, and executing 

financial transactions. For example, much of the information required for patient or client 

enrollment, eligibility verification, and program reporting are common among government 

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social programs. A card that carries basic demographic, financial, and immunological 

information will help to minimize the time it takes to obtain and verify such information.

The goal of the WGA, the Head Start Bureau, and other Federal sponsors is to develop and 

test a dynamic, versatile, and multipurpose electronic health card that will improve 

information sharing and administrative efficiency among public and private health care 

providers and nutrition programs, while placing families firmly in control of the information 

on the card.

For the Head Start community, the HPP project provides an opportunity for important 

collaboration with other service providers. The Head Start program will benefit from this 

project by sharing basic information and referrals with other core programs, such as WIC, 

EPSDT, immunizations, migrant, and Indian Health Service programs. The HPP will also 

lower administrative barriers to Head Start services by reducing the amount of paperwork 

associated with family visits.

The HPP will enhance the tracking of health care outcomes by increasing the availability and 

accuracy of health statistics. Health screening and measurements obtained at each Medicaid 

screening or other doctor's visits will be encoded in the card. The portability and security the 

HPP will provide makes it a viable project, especially among migrant families.

Most importantly, the HPP is designed to promote personal responsibility in health care and 

nutrition by placing individuals firmly in control of the information on the card. HPP offers 

the prospect of families gaining technological control of information entry and flow, so that 

they are empowered to access other community services and resources to meet their specific 

needs.

An 11-month feasibility study across six western states indicated that the HPP concept is 

technically, economically, and organizationally viable. The feasibility study also revealed that 

the participants in this project are similar in terms of client base, services provided, and 

information needs. These participants included four states (Wyoming, North Dakota, Nevada, 

and Idaho) and seven programs (WIC, Immunization, EPSDT, Maternal and Child Health, 

Head Start, Indian Health Services, and other Medicaid Services).

In addition, four Head Start programs participated in the final feasibility study of the HPP 

project and are expected to provide the sites for the field demonstration. These programs are: 

Bismarck Early Childhood Education Program (BECEP)/Head Start in Bismarck, North 

Dakota; Nevada International Head Start in Reno/Sparks, Nevada, Laramie County Head 

Start in Cheyenne, Wyoming; and Twin Falls County Head Start in Twin Falls, Idaho.

The design and development phase of the HPP demonstration project is scheduled to begin in 

August 1997, and the deployment phase is expected to begin by April 1998. The evaluation 

phase of the project will begin in the summer of 1999, after 18 months of operation. The 

Urban Institute, a private, non-profit, policy research and education organization, will 

conduct the evaluation of the HPP demonstration project.

Kenneth Akwuole is a 1996-97 National Head Start Fellow. For more information on Smart 

Card, contact Bill Wilson at the Head Start Bureau. T: 202-205-8913.

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Head Start Bulletin Issue No. 63 Contents On to "Head Start--Child Care Initiative Project"

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August/September 1997 Issue No. 63

New Initiatives 

Head Start--Child Care Initiative Project

The Head Start and Child Care Bureaus are sponsoring an initiative at the national, regional, 

state, and community levels to support high-quality early childhood services and enable 

parents to work and to prepare for employment. The goal of this initiative is to assist the 

Head Start and Child Care Bureaus in developing policies and practices that foster grantees' 

abilities to maximize the benefits of collaboration for young children and families.

A work group has been formed to address issues in the following areas:

● What are the key Federal policies, regulations, and management practices that support 

local Head Start-child care partnerships? 

● Are there Federal policies, regulations, and management practices that unnecessarily 

hinder or complicate the efforts of local early childhood agencies to share resources and 

work together? 

● What changes and improvements in Federal policies and practices would assist local 

program in providing more high quality services that support parents' needs for 

education, training, and work? 

● Strengths of current practice, along with existing barriers, will be identified. Findings 

from the analysis of these issues will be shared with grantees and delegate agencies, 

Regional Offices, and others through a series of national and regional meetings. 

For more information, contact Tom Schultz, Special Assistant to the Associate 

Commissioner, at the Head Start Bureau E-mail: tschultz@acf.dhhs.gov.

ACF Priorities 

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0livia Golden, Principal Deputy Assistant Secretary, Administration for Children and 

Families (ACF), has identified the following priority areas for FY1997:

1. Welfare reform: Assume accountability for moving families to work. 

2. Child Support: Ensure financial support for children from both parents.

3. Child Care: Create access to affordable child care for low-income working families.

4. Infants and Toddlers: Reach children earlier to promote full development (e.g., through 

Head Start, Early Head Start, and child care). 

5. Head Start: Enroll 1 million children in quality Head Start by 2002 and prepare them to 

be ready to learn.

6. Child Welfare: Provide safety, permanency, and well-being for children and double the 

number of adoptions from the public child welfare system.

7. ACF Reinvention: Build capacity to meet partners' needs.

America Reads! 

Head Start is playing a key role in President Clinton's America Reads Challenge. The 

Administration proposes to expand Head Start, increasing the program's finding by some 

$325 million in fiscal year 1998 and by several billions of dollars over the next five years, 

with the goal of having one million children in the program by fiscal year 2002. Head Start 

has made an important contribution to child and family literacy. The expansion of Head Start, 

with its family literacy component, will help the Administration to meet its goal of helping 

children to read well and independently by the end of third grade.

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August/September 1997 Issue No. 63

Technology

Head Start and the Internet 

THERE HAS BEEN A LOT OF TALK ABOUT THE INTERNET, BUT IS IT RELEVANT 

TO HEAD START? YES!

By Chuck Lynd

Why would a single mother with limited income in an inner city or rural area want to go online? Why would administrators working with limited resources invest in equipment, provide 

appropriate support for staff, and allocate funds that compete with other pressing priorities? Is 

it really worth it?

For more and more programs, the answer is "yes." Head Start grantees around the country are 

going on-line, and some programs are even establishing a "home page" on the World Wide 

Web. This article offers several reasons why your program might want to consider joining the 

pioneers who are beginning to settle this new frontier called the Internet.

What Is the Internet? 

Think of the Internet as a sort of worldwide phone system, with data being exchanged instead 

of voice conversations. The World Wide Web is a simple way for people to exchange 

information on the Internet. People point and click a mouse to navigate the Web--gathering 

and exchanging information, communicating via email, "chat rooms" and bulletin boards, and 

even downloading software. The Internet, or electronic communication in general, is 

becoming an essential way to communicate.

Knowing how to make use of this technology effectively is becoming a literacy skill 

alongside reading, writing, and arithmetic. Regardless of income level, everyone needs 

literacy skills, and equity issues demand that we begin to insist that computers and access to 

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the Internet be available to Head Start families and children.

Access to this new communications medium is not as difficult as it once was. Local providers 

of on-line services have sprung up in communities around the country, and computer 

technology and networking have surfaced in recent years as important agenda items for most 

Head Start programs. Steadily falling prices for both new and used computer equipment also 

has made this transition more practical. Many Head Start programs have installed computers 

and early learning software for use in preschool classrooms. Fax machines have become a 

necessity, and programs routinely have access to a modem to connect with the Head Start 

Bulletin Board System (BBS) or one of the commercial on-line services. Distance learning 

options for staff development are being introduced as cost-effective alternatives to traditional 

inservice programming. Some programs are beginning to develop strategic plans that make 

technology literacy a goal for all staff, teachers, parents, and volunteers.

Going "On Line" 

Unfortunately, just because you have a modem-equipped computer does not mean you are 

ready to "surf the Net." You need to find an Internet Service Provider (ISP) to let you connect 

to the network. A first step to learn what community-based networks or local ISPs are 

available is to call the public library. The reference librarian can usually explain the options 

and help you identify resource organizations that can help you get connected. Even if there is 

no fully developed service in your area, chances are good that other groups are already 

planning to develop a network that will link schools, businesses, community agencies, and 

local residents to the Internet. Libraries and local colleges often take a lead role in these 

efforts because of their greater experience with technology and networking. Head Start 

programs can not only become part of the local network, they can play a leadership role in 

helping low-income families take advantage of this important community asset.

In addition to the ISP, you'll also need "browser" software, which tells your computer how to 

communicate with the Internet. With the installation of this software, you will have access to 

the Internet and a wealth of resources available to Head Start programs. The Head Start BBS, 

for example, has recently established a home page on the World Wide Web and installed a 

new graphical version of its bulletin board that helps make the exchange of messages and 

files easy to use. HandsNet, a service that links human service agencies and grassroots 

community programs all over the nation, offers a wide variety of news and information 

specifically targeted to professionals who work with low-income families.

Networking for Children and Families Programs that invested in technology now find 

themselves prepared to "internetwork" with the larger community. Collaboration with other 

community agencies and service organizations is essential in order to help low-income 

families meet the challenges of welfare reform, child care, job training, and the transition to 

work. Communicating with these groups via the Internet and community-based networks 

dramatically increases the opportunity for individuals and organizations to communicate, 

collaborate, access information, and share resources. The world will be at your fingertips!

For more information, contact: Chuck Lynn, Information Technology Specialist, Region Vb 

TASC. T: 614-447-0844, ext. 118, F: 614-447-9043, E-mail: Lynd.7@osu.edu. 

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Head Start Bulletin Issue No. 63 Contents "Head Start Bulletin Board"

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August/September 1997 Issue No. 63

Technology 

Head Start Bulletin Board 

By Karen O'Donnell

The National Head Start Bulletin Board System (BBS), implemented in 1992, provides 

information to members of the Head Start community across the United States. Users can 

enter, read, and respond to e-mail messages; read and download files; and share information 

of interest to all Head Start programs. The BBS is a rich reservoir of information, enhanced 

by user participation.

The Head Start Bureau uses the BBS to disseminate information rapidly to all Head Start 

programs. For example, when the proposed revisions to the Program Performance Standards 

were issued, they were posted and available on the BBS by 9:30 a.m. Users in the western 

half of the country found this particularly helpful, since they did not have to wait several days 

for the mail to arrive. Users were also able to share comments and provide feedback to the 

Head Start Bureau via the BBS.

The BBS provides a newsletter and calendar of training opportunities and conferences. RFPs, 

grant availability, information memoranda, and program instructions are also posted to the 

BBS as soon as they are released.

How to Use the BBS 

The BBS is available free of charge to Head Start programs. All you need is a computer, a 

modem, a telephone line, and some sort of communications software. (You don't even need 

Windows!) Simply use the software to dial 1-800-477-8278, then answer a few brief 

questions. Full users receive an hour a day free on the BBS.

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Future Plans 

The Head Start Bureau is expanding its presence on the World Wide Web. The current site 

provides information on programs, initiatives, the training and technical assistance network, 

as well as an electronic library. You can also access a complete listing of Head Start grantees, 

organized by state.

Future plans for expansion include adding discussion forums, an area on the BBS for parents, 

more program information, and expanding information on research.

For more information, contact: Karen O'Donnell, System Operator, NHS BBS. T: 703-807-

2312, F: 703-528-2857, E-mail: kareno@synmhs.USA.com. 

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Head Start Bulletin Issue No. 63 Contents "Fax On Demand"

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August/September 1997 Issue No. 63

Technology 

Fax On Demand 

By Kurt Walker

Technology has evolved very rapidly in recent years, and Head Start programs around the 

country have been keeping up with the changes at a variety of different speeds. Although 

many programs are not yet "on the 'Net," virtually all Head Start programs have fax 

machines. And with the right set-up, a fax machine can provide access to a wide variety of 

electronic information and resources.

What Is Fax On Demand? 

Fax on Demand is a computerized resource information system that allows callers to use a 

touch-tone phone to request information, which is then sent directly to the caller's fax 

machine. The system is ideal for anyone--large grantees, T/TA providers, State Collaboration 

Projects--anyone serving as a resource for a number of different Head Start programs and 

other early childhood partners. Callers have fast and easy access to electronic information, 

even if they don't have access to the Internet.

How Does It Work? 

The Fax On Demand system is set up at the host organization on a computer with a modem. 

Documents and other resources available to callers are loaded into that computer's memory. 

The system software can be obtained at your local computer software dealer. The caller dials 

the Fax on Demand (FOD) telephone number from a touch-tone phone and listens to an 

electronic greeting. The greeting includes a brief overview of the documents available 

through the Fax on Demand system. The caller then selects the document to be sent by fax by 

pressing the appropriate document number on the touch-tone phone. After selecting the 

documents, the caller identifies the fax number to which they should be sent. If the caller is 

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using a phone/fax (a fax machine with a telephone handset), then she or he can simply press 

the start button on the fax machine.

The Fax on Demand computer system will automatically transmit all of the requested 

documents to the caller's fax.

For more information, contact: 

Kurt Walker, Project Director, 

Kentucky Head Start-State Collaboration Project. 

T: 502-564-3010 

F. 502-564-6952 

E-mail: Kwalkerhscp@juno.com

FOD: 502-564-2690

Head Start Finds Solutions in a User Group 

By Bernie Lagud

Ever wish that you didn't have to reinvent the wheel--that you had easy access to alreadydeveloped resources and materials? Or that you could brainstorm with other people working 

on the same issues and trying to solve the same problems you are? User groups may be the 

resource you're looking for.

What Is a User Group? 

A user group is a network of people who share a common interest. The members of this 

human network interact and share information on a peer-to-peer basis, raising the knowledge 

and expertise levels of group members through the exchange of information, resources, and 

services.

Members of user groups can communicate with one another electronically, or they can meet 

in person as we do in Region IX. During these meetings, group members share each others' 

enrollment packets, tracking forms, control sheets, or data entry procedures. They also 

participate in peer training. For instance, if one member's program implements a new 

software module, such as mental health tracking, he or she could provide training on that 

topic to others. Finally, user group members have a resource pool of fellow users who can 

help problem-solve and develop new and creative uses for technology.

Users Groups in Region IX 

At the request of Head Start grantees, the Region IX TASC organized two user groups. Local 

programs opened up their facilities and moved their administrative computers into training 

rooms to allow participants hands-on experience during training. The two groups meet 

quarterly to share ideas, tips, and tricks on using various software. The first Child Plus User 

Group met in October 1992 and had 13 participants. Since then, registration at some events 

has been as high as 90. The group recently split into the Northern and Southern California 

chapters.

Because of their success, user groups will be a training vehicle for Child Plus in Region IX. 

The groups will also continue their involvement with Region IX Head Start Associations, 

TASC, and Child Plus in Atlanta.

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How to Start a User Group 

The first step in starting a user group is to find out who else in your area is using the same 

software. The software developer may be able to provide you with a user list. The developer 

might also be able to provide training materials, software, and other assistance for your user 

group meetings. Contact other users to do an informal survey of needs, issues, ideas and 

interests, and to invite them to join the user's group. You may also want to contact your local 

PC/Mac user group for ideas and assistance. These groups are excellent resources for "gurus" 

and computer professionals who enjoy providing inkind consultation services.

Keeping the User Group Going 

Now that you've got your user group established, there are several steps you can take to keep 

it going:

● Involve all users in the group: planning training topics, meeting arrangements, vendor 

relations, and collaborating with other user groups. 

● Stay connected on a regular basis: use Internet/e-mail or perhaps have the vendor 

sponsor a Web page. 

● Find local community colleges, nonprofit training centers, and private training labs 

which could donate (or discount)their computer labs for user group training. 

● When a lab is not available, don't call off the meeting--the "hands off" approach to 

training can be just as valuable. Make presentations, share written forms, policies and 

procedures. Encourage participants to bring their laptops! 

Resources 

Some of the resources available in starting and maintaining your user group include:

● Your regional TASC/HSQIC 

● Your local PC/Mac user group 

● Local computer vendors and computer training centers 

● A site on the World Wide Web for locating and registering user groups: http://www.

ugconnection.com

For more information contact: Bernie Lagud, ADP Specialist, Region IX TASC. T: 510-935-

9711, F. 510-985-0413, E-mail: tasc9@devassoc.com.

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Head Start Bulletin Issue No. 63 Contents "CDA Via Satellite"

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August/September 1997 Issue No. 63

Technology 

CDA Via Satellite 

By Lydia B. Bernales

The Archdiocese of New York Head Start is one of several programs participating in the 

Early Childhood Professional Development Network (ECPDN). The ECPDN program was 

developed to facilitate the certification of early childhood educators. The candidates, instead 

of going to class, participate via satellite--watching the seminar live on cable and calling in 

their questions and comments. For those without cable, tapes of the seminar can be used for 

discussion, and homework can be faxed into ECPDN.

Certificates of participation are awarded at the end of each course. Upon completion of the 

program--participating in local discussions, viewing 120 hours of videotapes, and completing 

20 homework assignments--the candidates earn 9 credits. CDA candidates must also prepare 

a portfolio on the Competency Goals and apply for assessment and certification by the 

Council for Early Childhood Professional Recognition in Washington, D.C.

For more information, contact: Nora Feury, Executive Director, or Lydia B. Berwies, 

Education Director/Facilitator, Archdiocese of New York Head Start Program. T: 718-409-

1277, F: 718-409-3219.

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Head Start Bulletin Issue No. 63 Contents "Computers in the Classroom"

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August/September 1997 Issue No. 63

Technology 

Computers in the Classroom 

by Laura J. Colker

Five years ago, the idea of having a computer in a Head Start classroom bordered on the 

radical. Many respected early childhood educators felt that computers were another example 

of how society is pushing children to grow up too fast. They felt that computers were 

isolating and detracted from children's time with concrete materials, such as blocks or table 

toys that provided "hands on" play.

Today, the idea of computers in the classroom is not nearly as controversial. Through 

observations, most of us realize that computers are not isolating when set up to be an activity 

area, and can, in fact, become the most social area of the classroom. Moreover, it is the very 

abstract nature of computers that is able to extend children's thinking. By "mirroring" on the 

computer what the child learns from playing with table toys, a child's thinking is gradually 

extended to a more advanced level. Including computers in the classroom is also a step 

toward equity. There is little doubt that society's computer needs will increase over time, and 

making computers available gives both girls and boys an early opportunity to become 

comfortable with this technology.

● When setting up a computer area in your classroom, these are some questions that need 

to be answered:

● Where can the computer be placed so it is out of the line of traffic?

● Where can children talk quietly together?

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● Where are there sufficient electrical outlets to support the equipment?

● What other activity areas would be good to have close by--or far away?

After thinking through these questions, many classroom teachers like to set up the computer 

near the library or the writing area. Even though these are quiet areas, having the computer 

nearby creates or enhances the literacy environment. Avoid locating the area close to art, sand 

and water, or cooking activities because paint, water, and food can harm equipment.

In furnishing the computer area, think of how you can best promote socialization. Most 

classrooms choose to have two children working at one computer, so that children can share 

ideas and help each other. Ideally, your computer area would have two computers and a 

shared printer. This allows four children to be in the computer area at one time. If your 

program has only one computer, place two chairs at the computer and set the printer on its 

own stand or table. As with all activity areas, tables, chairs, and desks should be child-sized. 

With creative thinking, you can design a computer area that draws in children for learning 

and fun.

When selecting a computer system, there are two major considerations: hardware and 

software. For many programs, the selection of hardware is determined by financial resources. 

Because the initial investment in setting up a computer area can be costly, many programs 

actively seek donations from local businesses. In many areas, partnerships are created 

between food store chains and schools that involve collecting receipts up to a specified dollar 

amount. When a certain amount of receipts has been collected, the food store donates a 

computer or software to the program.

When selecting a computer, look for standard memory and a hard drive. You do not need to 

purchase an enlarged computer keyboard, unless children in your care have special vision or 

manual dexterity needs that would necessitate such adaptions. A mouse makes operating the 

computer fun and easy for children; a color printer greatly enhances the experiences.

The other major consideration is software. A great deal of software for young children is 

currently in the marketplace. Some of it is wonderful; some of it is just plain bad. In the early 

days, publishers took software that had been written for school-age children and added "bells, 

whistles and glitz"--forgetting that the content made little sense to preschoolers.

In recent years, a concerted effort has been made to develop appropriate software for young 

children. Much of this newer software, including an ever-growing quantity of CD-ROMs, is 

ideal for young children. The challenge for educators is to sift out the good software from the 

bad. Most software publishers will allow you to preview their software free or charge, so that 

you can evaluate its appropriateness for your classroom. The checklist on the next page will 

help you to review software. With thoughtfully selected, developmentally appropriate 

software, young children can enhance their cognitive and socio-emotional skills at the same 

time that they are refining their fine motor skills.

Computers are an excellent way to meet the individual needs of children. They provide 

children with opportunities to learn in a variety of ways, and at a pace that meets their unique 

needs. After all, this is what Head Start is about.

For more information, contact: Laura J. Colker, Head Start National Education Training 

Project, 2277 Research Boulevard, #7A, Rockville, MD 20850

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Distance Learning! 

by Lois Sexton

The New Horizons Training Center, a program of the Macon Program for Progress, has made 

good use of the "information highway" in improving the quality of care for children in North 

Carolina. The Training Center uses state-of-the-art fiber optics technology to provide distance 

education to child care providers across the State, as well as to bring the best of technology to 

parents and children.

The Training Center serves as a model of total interagency collaboration, consumer 

orientation, and one-stop service access.

Comprehensive services provided through the Center include training in nutrition; prenatal 

care; health and mental health; dental care; transportation; housing; full inclusion of 

challenged children birth to five years of age; family sufficiency and empowerment; literacy; 

GED; computer literacy; and adult professional development. In addition to the classrooms, 

computer classrooms have been created for children - including developmentally appropriate 

software selected to foster open- ended, creative learning. Two of the classrooms for children 

have been equipped with cameras and sound so that training sessions can include live 

observation. 

Funding for the New Horizons Training Center was made available through a State 

Information Highway grant, with additional funding from the regional office. The services 

provided through the Center benefit the entire region, enhancing caregiver skills and creating 

early childhood experiences that enrich the lives of children and parents.

For more information, contact: Lois Sexton, Director, New Horizons Center for Children and 

Families, Macon Program for Progress. T: 704-524-4473, F: 704-524-0823.

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Head Start Bulletin Issue No. 63 Contents "Checklist for Selecting Developmentally Appropriate Software"

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August/September 1997 Issue No. 63

Disabilities 

Checklist for Selecting Developmentally 

Appropriate Software 

● Program content and approach are appropriate to child's stage of cognitive 

development. (Does not require abstract reasoning abilities.)

● Child can use independently without adult help.

● Child can move through the program and skip around at will.

● Child can exit the program at any time.

● Program moves quickly without any "down" time on screen.

● Pictures are used to represent words (for examples, a green paintbrush to represent the 

color green).

● Program deals with processes rather than a correct answer. (Program is open-ended and 

offers choices).

● Different degrees of difficulty can be set.

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● Child's progress can be tracked.

● A helpful teacher's guide accompanies the software.

● The content is well-defined.

● Feedback is helpful to the child and non-judgmental.

● Content is bias-free; images are multiethnic.

● Content relates to what is being taught in other activity areas in the classroom.

A good resource is the High/Scope Buyer's Guide to Children's Software (1995), which is 

available from the High/Scope Foundation To order, call 800-407-7377.

Technology Transforms Learning for 

Children and Parents 

By Sandy Waddell, Bob Hughes, and Peggy Coyne

With the help of computers, children and parents can access a variety of information and 

resources that otherwise would be unavailable to them. This is especially true for those with 

disabilities. Learners who are unable to turn the pages of a book can navigate text 

electronically on the computer screen. Learners with visual impairments can have text 

enlarged or the color changed to meet their needs. Learners who are unable to hold a pencil 

can type out text on a computer keyboard.

Computer technology can also help parents and children who have had difficulty with 

traditional approaches to learning. The use of creative learning software can overcome 

psychological "blocks" to "book learning." This could be especially helpful for parents who 

struggled with learning as a child. A model computer learning program for parents and 

teachers has been implemented in Massachusetts.

A collaboration between North Shore Head Start in Beverly, MA, and the Center for Applied 

Special Technology (CAST), a not-for-profit educational research and development 

organization, the Family and Community Literacy Project draws learners at all levels into the 

fold.

At the center of the project, launched three years ago, is the belief that parents who are 

comfortable with computers will extend those attitudes to their children, thereby preparing 

them for a society that depends on computers for information and job advancement.

Head Start parents and instructors as well as K-3 teachers attend training together, forging a 

transitional link between Head Start and local elementary schools. The adults begin their 

voyage into technology using pre-literacy and early literacy software. The benefit is twofold, 

offering easy entry to the world of computers and providing familiarity with applications that 

can be used with children.

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Parents whose own learning has been difficult because it was foreshortened or because they 

struggled with undiagnosed learning disabilities gain confidence as they address their reading 

deficiencies and gain mastery over such skills as word processing.

The long-term hope is that technology will act as a catalyst, opening educational paths once 

closed to people with special needs and other excluded groups.

As the project has evolved, so has its supporters. The Children's Trust Fund and Hasbro 

Children's Foundation this year funded the program at the Salem Family Learning Center, 

where parents and teachers receive training and have drop-in access to computers. The center 

also offers a range of family support services, including STEP training and AA meetings.

Hasbro Children's Foundation has provided money to begin replicating the project nationally.

For more information, contact Sandy Waddell Director, North Shore Head Start. T: 508-524-

0042, E-mail: regis12@concentric.com. The CAST home page is located at: http://www.cast.

org.

Success! 

There's nothing like success to breed success. Of 12 parents who participated in the Family 

and Community Literacy Project, two have gone on to receive associate of arts degrees and 

several more are enrolled or have completed certification or diploma programs.

Those achievements shine against the backdrop of an estimated 80 percent of North Shore 

Head Start parents who have not completed high school and are armed with limited literacy 

skills. Sandy Waddell, Director of the North Shore Head Start program, believes that about 

half of those parents struggled with undiagnosed learning disabilities during the course of 

their own education.

Filling in those gaps was among the aims of the Family and Community Literacy Project. But 

looming large in the picture for Head Start professionals was the hope that boosting parents' 

abilities and morale would help to end intergenerational cycles of poor academic achievement 

and high drop-out rates.

For CAST, the project continued the not-for-profit organization's mission to develop and 

adapt technologies that level the playing field for people with disabilities and other 

traditionally excluded populations.

Parents in the program also benefited from a range of services offered by North Shore Head 

Start at the Salem Family Learning Center, including ongoing career and educational 

counseling as well as parent training and support classes. Through these family support 

services, parents can meet a broad range of needs as they pursue their own educational and 

professional development.

View other Head Start Bulletins

Head Start Bulletin Issue No. 63 Contents On to "Head Start Facility Referral and Information Service"

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August/September 1997 Issue No. 63

Facilities 

Head Start Facility Referral and Information Service 

The Head Start Facility Referral and Information Service (HSFRIS) is a time-saving tool for 

providing the Head Start community with resources and information on current facility issues 

and concerns. The database includes relevant Head Start documents, pamphlets, brochures, 

books, book chapters, government documents, newsletters, journal articles, special journal 

issues, professional associations/ organizations, conference proceedings, state materials, 

monographs, current legislation, and audiovisual materials on a wide range of issues. 

Additional resources are added regularly.

Using the Service 

Callers and information specialists work together to select resource materials that are most 

relevant to the callers' needs. The database provides callers with print-outs (citations) of 

selected resources that contain the following information:

● Title of the resource

● Abstract or description of the resource

● Publication date

● Publisher/Source information

● Cost (if applicable)

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Once callers receive the printed citation(s), they decide whether they want to contact the 

publisher/source for the information. Please note that callers are referred to resources; the 

service does not distribute the resources listed on the database.

For More Information 

Callers can contact an information specialist through any of the following:

Telephone: 

1-800-303-0705 (An Information Specialist is available from 9 a.m.--5 p.m. ET, MondayFriday; voice mail is available during non-office hours) 

Fax: 

301-519-6760 (Attention: Head Start Facility Referral and Information Service) 

E-mail:

jallen@smtpinet.aspensys.com

Mail: 

Head Start Facility Referral and Information Service, 2277 Research Blvd., 7A, Rockville, 

MD 20850 

The Davis-Bacon Act 

What is the Davis-Bacon Act? 

The Davis-Bacon Act is a Federal law which requires that "prevailing wages" and fringe 

benefits be paid to all laborers and mechanics employed under Federal contracts, and certain 

federally financed construction and renovation projects, if the account of the contract exceeds 

$2,000. These requirements apply to contracts entered into after October 1, 1994. (Specific 

language may be found in Section 644(g) of the Head Start Act.) 

In contracts covered by the Davis-Bacon Act, "prevailing wages" and hinge benefits must be 

paid to the mutual employees who work at the construction or renovation site. Covered 

individuals must be employees of a contractor or sub-contractor. The prevailing wages, which 

are set by the Department of Labor (DOL), must be included in bid specifications in contracts.

Compliance by Grantees 

When the Davis-Bacon Act applies to the renovation or construction of a Head Start facility, 

grantees will have certain responsibilities specified by the law and DOL regulations. Those 

responsibilities are to:

Determine prevailing wages. 

The grantee must determine the correct prevailing wage for the type and location of the labor 

for which it will contract. The correct prevailing wage must be included in the grantee's bid 

solicitation and contract. 

The DOL publishes wage determining annually in the Federal Register. The determinations 

are updated as needed, which may be as often as several times a year. Information on 

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prevailing wages can be obtained by contacting your program specialist, or by contacting 

Aspen Systems, the Head Start Facility Referral and Information Services (HSFRIS), at 1-

800-303-0705.

Include labor standards clauses. 

The grantee must include in the bid solicitation and contract a series of contract clauses called 

the "labor standards clauses." The labor standards clauses are found in DOL regulations and 

can be obtained from the Head Start Facility Referral and Information Service. 

View other Head Start Bulletins

Head Start Bulletin Issue No. 63 Contents "The Head Start Performance Measures"

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August/September 1997 Issue No. 63

Research, Demonstration, & Evaluation

The Head Start Performance Measures 

THE PERFORMANCE MEASURES ARE HEAD START'S COMMITMENT TO 

RESULTS--AND TO DOCUMENTING OUR ACHIEVEMENT. 

by James A. Harrell

Questions have been raised recently about Head Start Performance Measures--what they are 

and what they mean. This article provides an overview of these measures, the commitment 

they represent to quality and excellence in Head Start, and their implications for services 

provided to Head Start children and families. 

What are the Head Start Performance Measures? 

The Performance Measures are methods and procedures for assessing the quality and 

effectiveness of the Head Start program through outcomes for children and families and 

through program indicators. These findings will provide a snapshot of how well the Head 

Start program is performing nationally or regionally at a given point in time. The 

Performance Measures are a statement of the Head Start program's commitment to 

continuous improvement--an ongoing pursuit of excellence in achieving our ultimate goal: 

socially competent children who are ready to learn and ready to meet the challenges of life. 

They are Head Start's commitment to results--results translated into real terms like increased 

learning ability, better health, sound nutrition, stronger families, supportive communities, and 

efficiently run programs. They are Head Start's promise to the American taxpayers who foot 

the bill for this valuable effort.

● In Head Start, we are promising to:

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● Enhance children's growth and development;

● Strengthen families as the primary nurturers of children;

● Provide children with educational, health and nutritional services;

● Link children and families to needed community services;

● Ensure well-managed programs that include parents in decision-making.

The Performance Measures will allow us to document our successes in achieving these five 

objectives.

A Conceptual Framework 

The illustration on the following page provides a conceptual framework for the Performance 

Measures, showing how the measures are organized and, more importantly, how they relate 

to Head Start's ultimate goal of enhancing children's social competence. The pyramid 

illustrates how the five objectives identified above provide the support essential to realizing 

the goal of social competence in children.

The pyramid further highlights the relationship between what are processes (Objectives 3-5) 

and what are outcomes (Objectives 1 and 2), leading to the goal of social competence. 

Achieving these objectives--both process and outcome-based--is critical to the ultimate 

success of Head Start.

How Will the Head Start Performance Measures Be Used? 

From a national perspective, the data that we track and report on a regular basis will be like a 

"report card." They will tell Federal staff, policy makers, budgeters, and others where we are 

making excellent progress and--just as important--where we need to improve. We will use the 

measures to hold ourselves accountable. They will shine a spotlight on areas where additional 

knowledge-development or training and technical assistance may be needed. And those data 

will also tell Congress and the American people what they are buying for their billion-dollar 

investment in Head Start.

In time, we hope that local Head Start programs will also adopt the pyramid as their own 

framework for self-assessment, for individual program goal-setting, and for tracking 

improvement. The real pursuit of excellence in Head Start will always be community-based, 

program-specific work.

In describing how the Head Start Performance Measures will be used, it is equally important 

to clarify how they will NOT be used. The Performance Measures will not be used as a 

yardstick for measuring program compliance, nor will they replace the Program Performance 

Standards.

The Program Performance Standards are the mandatory regulations which grantees and 

delegate agencies must implement in order to operate a Head Start program; they define the 

services that must be provided by Head Start programs. The Performance Measures, on the 

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other hand, are tools to help us assess change the impact that Head Start is having in specific 

areas (e.g., health, literacy). The Performance Measures will help programs to document their 

successes, as well as areas for improvement. The measures also move beyond assessing 

individual programs to assessing how well the Head Start program is performing in a variety 

of areas, in a variety of locations, and over time. The Performance Measures will not be used 

to assess individual children or to single out individual programs as winners or losers.

How Can We Make the Head Start Performance Measures Work for Children and Families? 

There are a number of ways in which the Performance Measures can benefit Head Start 

children and families (and others). As a whole, and from a national perspective, a focus on 

these specific results will give us an important tool that we can use to:

Clarify our purpose. 

These measures lay out what we in Head Start have committed to accomplish. 

Identify our opportunities. 

Using these measures, we can assess both our successes and equally important--the efforts 

that have not been sufficient or effective. These areas present opportunities for increased 

attention and improved results. 

Unify our efforts. 

By setting out a results-oriented agenda, we can avoid the tendency to rush to our proverbial 

horses and ride off in all directions at once. By focusing on the desired result, we can work 

together and use our multiple resources to achieve a common goal. 

Solidify our support. 

By tracking progress on these measures over time, we will generate greater confidence in our 

achievements - from the community level to Congress. Without these objective measures, we 

will continue to face the problem of explaining ourselves to an often uninformed and 

sometimes unimpressed political constituency. 

We plan to publish the report on the Head Start Program Performance Measures soon. It will 

be distributed to all Head Start programs and published electronically through the Head Start 

Bulletin Board. In the meantime, I hope that this article has helped to clarify what the Head 

Start Performance Measures are and how they will benefit Head Start children and families.

Performance Measures--Conceptual Framework

Child's Social Competence

1. Enhance children's growth and development

2. Strengthen families as the primary nurturers of children

3. Provide children with educational health and nutritional services

4. Link children and families to needed community services

5. Ensure well-managed programs that involve parents in decision-making

James A. Harrell is Acting Commissioner of the Administration for Children, Youth and 

Families.

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Head Start Bulletin Issue No. 63 Contents "Multimedia Materials to Help You "Nurture the Promise""

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Copyright © 2000-2006 Trans-Management Systems Corporation. All rights reserved. 

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August/September 1997 Issue No. 63

Program Performance Standards 

Nurturing the Promise: Multimedia Materials for the Revised Head Start Program 

Performance Standards 

by E. Dollie Wolverton

The revised Head Start Program Performance Standards will take effect on January 1, 1998. 

To help members of the Head Start community gain a better understanding of the standards, 

the Head Start Bureau has produced a set of multimedia materials entitled Nurturing the 

Promise. These materials consist of a video, a brochure, a wall chart, a set of transparencies, 

and a user's guide.

As grantees and delegate agencies begin their plans for implementing the revised Program 

Performance Standards, the Head Start Bureau encourages communities to use the standards 

as the basis for planning, developing, and implementing quality services for low-income 

children and their families. The Nurturing the Promise materials have been designed to help 

programs achieve this goal.

The specific objectives of the Nurturing the Promise materials are to: (1) acknowledge and 

honor the history and culture of Head Start; (2) build awareness of the skills needed in the 

implementation of the Head Start Program Performance Standards to provide quality services 

to children and families; and (3) create an environment in which other community-based 

agencies can see themselves, along with Head Start staff and families, working as a team. The 

Nurturing the Promise materials offer an opportunity to confirm our commitment to highquality services that enhance the strengths of each Head Start child within the context of his 

or her family and community.

The Nurturing the Promise Materials

Video--The Nurturing the Promise video presents four stories of Head Start children, 

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families, staff, and communities working together. The video is designed to illustrate the 

comprehensiveness of Head Start, to promote discussion of the challenges and opportunities 

presented by the Program Performance Standards, and to motivate different audiences to 

identify ways to work together to consistently provide the highest level of service to children 

and families.

Brochure--The brochure is designed for a broad audience and provides an overview of Head 

Start, its program philosophy, and the process through which the Program Performance 

Standards were revised. In addition, contact information is provided for all of the Regional 

Offices, the American Indian Programs, and the Migrant Programs. 

Wall Chart--The wall chart serves as a quick reference to the Program Performance 

Standards. It contains a table of contents of the standards, highlights key changes and new 

terms, and provides a list of resources available to support training on the implementation of 

the Program Performance Standards. 

Transparencies--A set of 48 transparencies is available for use during training for the 

implementation of the Program Performance Standards. The transparencies include a brief 

introduction to the standards, a table of contents for the transparency' package, an overview 

of the major topics included in each section, and relevant cross-references. 

User's Guide--The User's Guide is designed to assist individuals in using the Nurturing the 

Promise materials effectively with a variety of audiences. The guide provides general 

information and discussion points for training, as well as suggestions on how to use the 

materials to develop or expand collaborative partnerships with public and private agencies in 

the community and at the state and national levels. Also included is a listing of other training 

resources available to Head Start grantee and delegate agencies.

The Nurturing the Promise materials, along with other relevant resource materials, will be 

available from the Head Start Publications Management Center, F: 703-683-5769, E-mail: 

puborder@headstartinfo.org. Additional information is available on the Head Start Home 

Page: http://www.acf.hhs.gov/programs/hsb. 

E. Dollie Wolverton is Chief of the Education Services Branch at the Head Start Bureau

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Head Start Bulletin Issue No. 63 Contents Meetings

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August/September 1997 Issue No. 63

Meetings 

National Head Start Association Meeting 

The National Head Start Association held its annual conference in Boston on May 28-31. 

Head Start Bureau staff presented a number of workshops at the conference, on such topics as 

training and technical assistance, welfare reform, Head Start-child care partnerships, parent 

involvement, and the revised Head Start Program Performance Standards.

Transition 

The National Head Start-Public School Early Childhood Transition Demonstration 

Dissemination Meeting, "Expanding Our Shared Legacy," was held April 23-26 in 

Washington, D.C. This was the final meeting of the 31 Transition Demonstration projects, 

whose services conclude this September. Many discussion and planning groups, as well as 

hands-on workshops, were held throughout the meeting, which brought together not only 

members of the demonstration network, but also school personnel and parents from the 31 

communities where the demonstration was implemented.

The grantee dissemination and evaluation efforts will continue through May 1998. The 

national research analysis also continues at this time. The formal findings are expected to be 

released sometime in the fall of 1998, although some of the transition practices which 

evolved under the demonstration have already influenced the revised Head Start Program 

Performance Standards. The effective practices developed and implemented under the 

Transition demonstration have also been institutionalized by many Head Start programs and 

public schools. For more information contact Michele Plutro at E-mail mplutro@acf.dhhs.

gov. 

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Head Start-State Collaboration Network 

The Head Start-State Collaboration Network Meeting was held June 16-18 in Washington, D.

C. This three-day event included representatives from the 50 State Collaboration Projects, 

along with their State government and State Head Start Association partners. Issues addressed 

during the meeting, included: Head Start-Child Care partnerships; mental health in Head 

Start; welfare reform and collaboration; state funding for Head Start and other preschool 

programs; and marketing Head Start. For more information, contact Karen Mitchell at the 

Head Start Bureau T: 202-205-8551.

Target Cities 

The Head Start Target Cities Grantees Cluster Meeting was held June 12-13 in Washington, 

D.C. Highlights of the projects, which focus on issues related to substance abuse in the inner 

cities, were reviewed, along with innovative project designs. Other areas addressed during the 

meeting include: health, mental health, and substance abuse; referring Head Start parents; 

Early Head Start; training Head Start staff; and prevention. For more information, contact 

Frankie Gibson at 202-205-8399 or Jack Corrigan at 202-205-8403.

Roundtable on Head Start Research 

The final meeting of the Roundtable on Head Start Research was held June 19-20 in 

Washington, D.C. Entitled "Supporting the Mental Health of Children and Families," the 

Roundtable session explored the historical roles of mental health services in Head Start; the 

assessment of mental health in poverty populations and its implications for Head Start; 

promising interventions for supporting the mental health of Head Start children and families; 

changes in the provision of mental health services and their implications for Head Start; and 

implications for research in the field. For more information contact Natasha Cabrera at 301-

496-1174.

Technology In Head Start 

A first-ever conference devoted entirely to Technology in Head Start was held June 23-25 in 

Atlanta. Sponsored by the Region IV TASC, the conference drew participants interested in 

technology from around the country.

Sessions were offered to accommodate people with varying levels of expertise, from a 

beginners' "Introduction to Computers," to an advanced users group where participants 

discussed various applications for cutting-edge technology. Other sessions included:--

Assessing Your Program's Needs and Developing a Computer/Technology Implementation 

Plan--Establishing Technology Partnerships Preventing and Fixing Problems with Your 

Computer System--Putting Your Computer on a Network That Works for You--Technology 

for Children with Disabilities--Upgrading and Updating Your Management Information 

System--The Modern Office: NonComputer Technology That Can Work For You.

A "Computer Playroom" or laboratory was available for participants to come in and try out 

new technologies at their own pace. The conference also featured a live satellite link to the 

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Head Start Bureau in Washington, D.C.

For more information, contact Harry W. Bickel, Jr., at the Region IVb TASC. T: 502-745-

4041, F. 502-745-3340, E-mail: Hwbick0l@homer.louisville.edu. 

View other Head Start Bulletins

Head Start Bulletin Issue No. 63 Contents Calendar of Events

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August/September 1997 Issue No. 63

Calendar of Events

SEPTEMBER 1997

September 25 - 28

The Evolution of Dispute Resolution: SPIDR Silver Anniversary Annual Conference, 

Orlando, FL, Contact: The Society of Professionals in Dispute Resolution, Washington, DC. 

T: 202-783-7277, E-mail: spidr@spidr.org.

OCTOBER 1997

October 1 - 4 

Entering the 21st Century: The Opportunities, Choices and Challenges, National Black Child 

Development Institute 27th Annual Conference, Atlanta Hilton and Towers, Atlanta, GA, 

Contact: National Black Child Development Institute (NBCDI), Washington, DC. T: 202- 

387-1281 or 800-556-2234, E-mail: moreinfo@nbcdi.org; website: http://www.nbcdi.org. 

October 19 - 22

Forging New Directions into the Next Millennium Biennial National Conference: Healthy 

Mothers, Healthy Babies Coalition, Baltimore, MD, Contact: Healthy Mothers, Healthy 

Babies Coalition, Washington, DC. T: 202-863-2441.

October 20 - 24

Implementing a Family Literacy Program: Staff Training, Louisville, KY, Contact: National 

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Center for Family Literacy, Louisville, KY. T: 502-584-1133.

October 28 - Nov. 1

Computer Technology and Volunteerism Conference, (sponsored by Literacy Volunteers of 

America and two other organizations), Charlotte, NC, Contact: Marty Angelone, Literacy 

Volunteers of America, Syracuse, NY. T: 315-472-0001, ext. 206.

For a more complete calendar listing, contact the Head Start electronic Bulletin Board System 

at 703-807-2312 or 800-477-8278.

Resources

healthfinder

healthfinder is a "gateway" site on the World Wide Web for accessing a broad range of 

consumer health information resources. Topics covered include maternal and child health, 

child care, child safety, consumer resources, developmental disabilities, foreign language 

resources, and special interest areas (e.g., American Indian and migrant issues). Healthfinder 

has been developed by the Department of Health and Human Services, in collaboration with 

other Federal agencies, to help consumers find information more efficiently and effectively, 

and to ensure that the information received is timely, accurate, and unbiased. For more 

information visit the healthfinder website at http://www.healthfinder.gov or send an E-mail to 

healthfinder@health.org. 

I Am Your Child Campaign 

The I Am Your Child Campaign has a number of resources available to help families, 

caregivers, and communities enhance the role we all play in supporting healthy child 

development. Two books currently available are Community Mobilization. What 

Communities Can Do To Help Promote Children's Healthy Development and The First Years 

Last Forever. The New Brain Research and Your Child's Healthy Development. These books 

are free of charge to professionals and organizations providing services at community sites 

for parents and caregivers. For more information contact I Am Your Child at 1-888-447-3400.

Dream House 

Charlie Allen of Nashville, Tennessee, believes that children need a private space to retreat to 

now and then. Toward that end, he has designed and built thousands of simple, inexpensive, 

walk-in playhouses consisting of two pieces of plywood and six 2x4s. Plans for building the 

Dream House, along with the 10 easy steps for assembly, are available free of charge. 

Contact: Charles Allen P. 0. Box 158366, Nashville, TN 37215. T: 615/255-2096.

View other Head Start Bulletins

Head Start Bulletin Issue No. 63 Contents "Send Us Photos!"

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Please Note: Links on this site are verified monthly. 

While links are evaluated before being included on this site, HSIPC is not responsible for the information presented on external sites. 

Last Modified: 10/31/01

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August/September 1997 Issue No. 63

Send Us Stuff!

The purpose of the Bulletin is to serve the Head Start community, and we want to hear from 

you! Send us information on events and new initiatives you've been involved in, and send us 

photographs! When you send photos, please be sure to include the following:

● The names of any people pictured in the photo 

● Where it was taken (or at what event) 

● The name of your Head Start program 

● Please do not write in ink on the back of the photo--it smears when you stack them and 

ruins the picture underneath! Use a label or a pencil (and don't press too hard). 

Because we keep these materials on file for use both now and in the future, we would 

appreciate your sending only those photos and materials that you do not need returned.

Send your questions, comments, and contributions to:

Head Start Bulletin 

P.O. Box 1182 

Washington, DC 20013 

ALSO: Put us on your mailing list! We'd love to get copies of your newsletters, to keep in 

touch with what's happening in your programs and communities.

Have Things Changed Lately? 

To make changes--for instance, a name change or a change of address regarding the mailings 

you receive from the Head Start Bureau, contact the Head Start Publications Management 

Center at:

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HSIPC: Head Start Bulletin--Technology: Send Us Photos!

HSPMC 

P.O. Box 26417 

Alexandria, VA 22313 

F: 703-683-5769 

E-mail: carla_a@headstartinfo.org

U.S. Department of Health and Human Services 

ACF/ACYF/HSB 

Washington, DC 20201 

Official Business 

Penalty for private use $300 

Head Start Bulletin Issue No. 63 Contents View other Head Start Bulletins

| Home | Publications | Partnership/Collaboration | Information Center | What's New? |

For information requests contact AskUs 

We welcome your comments and suggestions, contact webmistress@headstartinfo.org 

For website technical assistance contact technical@headstartinfo.org 

To order publications contact puborder@headstartinfo.org Office of Head Start

Copyright © 2000-2006 Trans-Management Systems Corporation. All rights reserved. 

Please Note: Links on this site are verified monthly. 

While links are evaluated before being included on this site, HSIPC is not responsible for the information presented on external sites. 

Last Modified: 10/31/01

http://www.headstartinfo.org/publications/hsbulletin63/hsb63_24.htm (2 of 2)9/16/2008 7:14:35 AM