HSIPC: Head Start Bulletin--Head Start-Child Care Partnerships: June/July 1997/Issue No. 62 (Contents)

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June/July 1997 Issue No. 62

Head Start--Child Care Partnerships

Contents

Introduction: Head Start-Child Care Partnerships

Strategies for Head Start-Child Care Partnerships

Puget Sound Educational Service District

KCMC Child Development Corporation

Columbiana County Head Start Family Child Care

Head Start-Child Care Partnerships Work!

Blue River Family Center

An On-Going Commitment to Partnering

Early Head Start and Child Care: 

The United Cerebral Palsy EHS Program Child Care Component

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HSIPC: Head Start Bulletin--Head Start-Child Care Partnerships: June/July 1997/Issue No. 62 (Contents)

Child Care: What You Can Do

Training &Technical Assistance: 

Council and WestEd Join in Infant/Toddler Teacher Preparation

Facilities: 

Getting Physical: Co-Locating Head Start and Child Care Programs

The Ounce of Prevention Fund Early Childhood Education and Care Center

Research, Demonstration & Evaluation 

Full Start: The Results Are In!

Evaluation of Head Start Family Child Care

Child Care: What Do We Know?

Recommended Child Care Research Reading

Early Child Care & Transition: 

Community Partnerships for Children: Worcester Public Schools

Arkansas Head Start Transition: The Collaborative Process

Tips to Parents from your Pre-Schooler

Program Performance Standards: 

Increasing Our Knowledge of the Head Start Program Performance Standards

Events that launched the Head Start Revised Performance Standards

"Laying to Rest" the Old Program Performance Standards

Resources

Tips for Making Your Playground Safe

Calendar

Very Special Arts

U.S. Department of Health and Human Services

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HSIPC: Head Start Bulletin--Head Start-Child Care Partnerships: June/July 1997/Issue No. 62 (Contents)

Donna E. Shalala 

Secretary 

Olivia A. Golden 

Principal Deputy Assistant Secretary 

Administration for Children and Families 

Michael Kharfen 

Director 

Office of Public Affairs 

James A. Harrell 

Acting Commissioner 

Administration on Children, Youth and Families 

Helen H. Taylor 

Associate Commissioner 

Head Start Bureau 

Production Staff 

HEAD START BUREAU: 

JoAn Knight Herren, 

Chief, T/TA Branch 

Jeffrey Fredericks, Editor-in-Chief 

Geraldine Farrell, Program Specialist 

Arletha Green, Program Specialist 

Kathleen Hallissey, Program Specialist 

Clayton D. Roth, Program Specialist 

ACF: 

Richard E. Swartz, Art Director 

Larry McSwain, Production 

The Head Start Bulletin is prepared six times a year by the Head Start Bureau, Administration 

on Children, Youth and Families, Administration for Children and Families, Department of 

Health and Human Services. 

Editorial inquiries should be addressed to: Head Start Bulletin, PO Box 1182, Washington, 

DC 20013. 

Purpose: To enhance communication among the Head Start Bureau, Head Start programs, 

and interested national, regional, and State organizations and agencies. 

E. Dollie Wolverton, Chief, Education Services Branch, Head Start Bureau, was the lead on 

this issue of the Head Start Bulletin. 

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June/July 1997 Issue No. 62

Head Start-Child Care Partnerships

ONE OF THE MOST EXCITING INITIATIVES CURRENTLY UNDERWAY IS 

PARTNERSHIPS BETWEEN HEAD START AND CHILD CARE. WE SHARE A 

DREAM FOR EARLY CHILDHOOD--TO PROVIDE HIGH QUALITY, 

COMPREHENSIVE, FULL-DAY SERVICES TO MEET THE NEEDS OF CHILDREN 

AND THEIR PARENTS--AND WE'VE MADE GREAT STRIDES OVER THE PAST 

YEAR IN CARRYING THAT VISION FORWARD.

The process we've undertaken is not always easy. Developing new and creative strategies for 

providing full-day services to children can be a challenge. We must remember that both Head 

Start and child care have their strengths. Child care brings its full-day experience to the table, 

and Head Start brings its comprehensive services and Program Performance Standards. We 

need to put these experiences together in a way that builds on these strengths and 

accommodates the diversity within the child care system.

We are also pleased to highlight HHS Secretary Donna Shalala's recent announcement of the 

Head Start expansion initiative. Under the initiative, Head Start expansion funds will be used 

for the first time to build partnerships with child care providers or to blend funds to deliver 

full-day, full-year Head Start services. Through partnerships, Head Start and child care 

agencies combine staff and funds to provide full-day, full-year services which meet Head 

Start Program Performance Standards. As Secretary Shalala asserted, we need to give our 

children the start in life that they deserve, and we need to support parents who are moving to 

work. The Head Start expansion grants can build new partnerships that will make these twin 

goals a reality for more families.

This issue of the Head Start Bulletin explores current initiative in Head Start-child care 

partnerships, along with other issues of interest to the field. We hope that you will find it 

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helpful, in highlighting models or in generating your own responses to the growing need for 

high quality, comprehensive, full-day child care services. We also encourage you to 

remember our mutual goal-to make it work for children and families. Within that vision lies 

the promise of success.

Head Start Bulletin Issue No. 62 Contents "Strategies for Head Start Child Care Partnerships"

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June/July 1997 Issue No. 62

Strategies for Head Start Child--Care Partnerships

By John Bancroft

Executive Director, Puget Sound Educational Service District

Head Start and child care have much in common: both provide services to young children; 

both have frequent contact with parents; both work with special needs children, the USDA 

nutrition program, and (hopefully) with the public school system as children transition to 

kindergarten. Above all, both programs share a commitment to high expectations for all 

children and families, and the joy of working with young children and their families. 

Sometimes, however, misperceptions and miscommunications between Head Start and child 

care programs have interfered with their ability to take full advantage of each other's 

knowledge and experience.

As the needs of families change, Head Start and child care professionals must come together 

to provide comprehensive full-day services to low-income families where the parents are 

working or in training. The most common model has been wrap-around child care, in which 

the part-day Head Start classroom maintains its identity and autonomy, while child care 

services are provided before and after the Head Start day, and all day when Head Start is not 

in session. The wrap-around services may be provided by a single agency offering both Head 

Start and child care programs. More often, the parent is responsible for putting together a 

patchwork of care and trying to overcome scheduling and transportation problems, 

inadequate care, and other barriers. For the at-risk child, bouncing between several caregivers 

may be harmful to social and emotional development. On the other hand, wraparound care 

sometimes works well for the child, particularly if the quality of care provided is good and 

smooth transitions have been developed by the adults involved.

The increasing need for full-day services for low-income families has prompted many 

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programs and communities to design more innovative approaches to combining Head Start 

and child care funding streams to provide quality seamless services to children and families. 

One of the best summaries of these new initiatives is the Children's Defense Fund's "how to" 

book, Working Together for Children: Head Start and Child Care Partnerships (see 

Resources, p. 23). In addition to providing an overview of several models of Head Start-Child 

Care partnerships, the book profiles some 23 programs across the country that are combining 

Head Start and child care services in some creative and practical ways.

Three such strategies for combining Head Start and child care services are (1) Head Start 

Family Child Care; (2) Head Start services provided at a child care center; and (3) expanding 

Head Start to provide full-day, full-year services.

Head Start Family Child Care

The Head Start program contracts with licensed family child care providers, who remain 

independent rather than becoming Head Start employees. The child care provider is also the 

Head Start teacher and receives a great deal of support from the grantee staff, including 

training, technical assistance, supplies and materials, and participation in a provider support 

group. Head Start grantee staff works closely with the enrolled families to ensure that they 

receive comprehensive social and health services. The provider gets most of her income from 

child care subsidies, although she receives a limited amount of funds to cover the work she 

does as a Head Start provider above and beyond child care licensing standards, including 

home visits, curriculum planning, screening, staffing, and record keeping.

Head Start services provided at a child care center

This model can follow essentially the same arrangement outlined above, although staffing 

models can vary considerably. In some cases, the Head Start grantee provides the family 

service and health staff, while paying the center for some (or all) of the cost of child 

development services. Other programs have all staff work for the center, which operates 

under a contract with Head Start. In at least one program, Head Start funds are also used to 

increase staff salaries, so that Head Start-qualified staff can be hired and retained.

Expanding Head Start to full-day, full year

In this model, child care subsidies are usually accessed to pay for some sort of extended 

services. The arrangement raises a host of funding issues, which vary from state to state, 

concerning the allocation of costs between Head Start and child care. One of the advantages 

of this model is that it allows the Head Start program to have maximum control over the 

quality of the full-day services. If the program can access additional funding sources (e.g., 

United Way, local businesses), the program may also be able to provide comprehensive 

services to at-risk children who do not qualify for Head Start.

Although communication, funding policies, and program requirements may initially 

challenge Head Start-child care partnerships, models for bridging these gaps continue to 

develop and thrive. At the same time, since "welfare reform" is a reality, the need for quality 

full-day full-year programs will increase. Head Start has always been able to grow and 

change in response to the changing needs of children and families, and we will surely rise to 

this challenge as well!

Head Start Bulletin Issue No. 62 Contents "Puget Sound Educational Service District"

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June/July 1997 Issue No. 62

Puget Sound Educational Service District

By combining Head Start and child care programs, Puget Sound Educational Service District 

(PSESD) provides comprehensive child care, along with family support services, in a single 

setting that is convenient and nurturing to both parents and children. The program serves 85 

children from birth through four years old. Child care providers in center-based and licensed 

family child care settings serve both Head Start and non-Head Start children.

In providing full-day services, child care subsidies and fees paid to the provider cover staffing 

costs for the physical care and safety of the children for the entire day. Head Start money is 

used to ensure quality, comprehensive services, including: (1) Head Start's health, mental 

health, parent involvement, and social services; and (2) additional staff time for home visits, 

planning, training, and interdisciplinary coordination. In addition, some participating child 

care programs receive Head Start funding for higher salaries, assisting them in hiring and 

retaining staff who meet Head Start qualifications. All children served by these providers 

benefit from the highly trained teachers and from the enriched environment. Certain Head 

Start-funded services are targeted specifically to Head Start enrolled families.

Head Start family child care providers must meet the same requirements as all other Head 

Start teachers. Providers must receive a CDA credential and complete lesson plans, 

assessments, individual learning plans (ILPs), and home visits. The child care funding is paid 

directly to providers through state-funded child care subsidies, while Head Start funds 

provide enhanced services to children and families, as well as training, technical assistance, 

and support to staff. Family child care providers receive additional training through a 

monthly meeting, which also serves as a support network. The Head Start Education 

Coordinator provides on-site staff training, while the Family Advocate provides health, 

nutrition, and social services and referral for children and families.

For more information, contact: 

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Puget Sound ESD, 

400 SW 152nd Street, 

Seattle, WA 98616.

Head Start Bulletin Issue No. 62 Contents "KCMC Child Development Corporation"

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June/July 1997 Issue No. 62

KCMC Child Development Corporation

KCMC Child Development Corporation, Head Start grantee in Kansas City, MO, launched 

the Head Start Community Partnership Program, commonly called Full Start, in 1993. (See 

related article on p.13.) Full Start is a partnership between KCMC and neighborhood child 

care centers that uses Federal dollars to leverage State, local, and private funding streams to 

create a seamless system of services. This system maximizes the impact of Federal dollars in 

neighborhoods that lack access to quality services.

The mission of Full Start is to enhance the quality of life for all children by providing 

comprehensive services to low- and moderate-income children and their families. The four 

goals of Full Start are:

● To deliver comprehensive Head Start services in new and innovative ways to greater 

numbers of children and families.

● To expand cooperative linkages among Head Start and public and private policy making 

and funding entities.

● To create new partnerships with Head Start and child care providers to improve the 

quality of early child care and education for all young children, regardless of their Head 

Start eligibility.

● To enhance the child care infrastructure by improving child care facilities and 

environments, expanding staff development opportunities, and increasing wages and 

benefits for child care workers. 

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For more information, contact: 

KCMC Child Development Corporation, 

2104 E. 18th Street, Kansas City, MO 64127. 

T: 8161474-3751, F: 8161474-1818

Columbiana County Head Start Family Child Care

By Joann Dalrymple 

Family Child Care Coordinator, Columbiana County Head Start 

The Columbiana County Head Start Program in Lisbon, OH, has expanded choices and 

services to Head Start families through the establishment of five family child care homes. 

These family child care homes provide both Head Start services and child care to children of 

parents who work, are in vocational training, or enrolled in school. The homes provide real 

life experiences, such as helping to prepare meals and learning good health habits. They also 

provide numerous opportunities for the children to develop social skills. A strong educational 

foundation is provided for the children.

The importance of this option is the choice it gives to parents. Parents are empowered to 

select the option that suits their schedules and meets their child's needs. Many parents have 

expressed gratitude for the opportunity to return to school or enter the work force because of 

the availability of a full-day program. Services for children with special needs are also 

provided in the family child care homes.

Columbiana County Head Start has received special recognition for creativity in providing 

unique options for families in the community.

For more information, contact. 

Columbiana County Head Start 

7880 Lincole Drive, 

Lisbon, OH 44432. 

T: 330/427-7221, F: 330/424-4182 

E-mail: headstrt@valunetcom

Head Start Bulletin Issue No. 62 Contents "Head Start-Child Care Partnerships Work!"

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June/July 1997 Issue No. 62

Head Start-Child Care Partnerships Work!

by Senaida Garcia, Project Director, and Pamela Games, Fiscal Manager, Tulare County 

Office of Education--Child Care Educational Program

Everyone is talking about Head Start-child care partnerships. It is a great strategy for 

maximizing monies and providing services for families, especially in light of welfare reform 

efforts.

Since 1967, the Tulare County Office of Education has operated a co-located--or blended--

program. Full-day services are provided with funding from both Head Start half-day funds 

and State of California Child Development Division General Child Care funds. The Tulare 

County Office of Education operates eight different direct service child development 

programs.

Creating a blended program

For a program to change from a separate, distinct program to a blended one, program staff 

must decide which programs will be combined. Issues to be considered include the purpose of 

combining funding, eligibility guidelines, delivery of services, days of services, staffing 

patterns, program monitoring, reporting, and the allocation formula.

The next step in the conversion process is to work with fiscal staff to create the allocation 

formula. The formula must be justifiable to all funding sources, and to external auditors. This 

requires a sound basis for creating the formula. Issues to be considered in developing the 

formula include days of operation, number of children funded, and total amounts of each 

grant. It is also critical that fiscal staff have a basic understanding of the program 

requirements of each funding source.

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After you've developed an allocation formula, it must be reviewed by an external auditor. 

This is crucial to determining whether there are problems with the formula. The external 

auditor can be a good ally when working with different funding sources and can help you 

avoid audit exceptions or disallowed costs.

The funding sources then approve the concept. They should be sent as much documentation 

as possible about how and why this change is being made. Work with your funding sources to 

determine the best ways to meet their individual requirements. From the start, the Policy 

Councils and the executive boards should have been informed, involved, and their approvals 

received for moving forward.

Lastly, a comprehensive implementation plan must be developed and then constantly 

evaluated until all problems and setbacks are dealt with.

In Tulare County

In Tulare County, the allocation formula combines three funding streams--Head Start, State 

Preschool, and General Child Care. Each center has children co-located, and they receive 

identical services regardless of which program they are enrolled in and whether they attend 

half-day or full-day. Staff is paid through the allocation formula, based upon a combination 

of numbers of children served and funded amounts. The General Child Care eligibility 

requirements and the Head Start income guidelines are used to determine who is eligible for 

this funding method. The formula is approved annually by the Head Start Regional Office 

during the reapplication process.

For more information, contact: 

Tulare County Office of Education--Child Care Educational Program, 

7000 Doe Avenue, Suite C, 

Visalla, CA 93291. 

T: 209/651-3022, F: 209/651-3802

Head Start Bulletin Issue No. 62 Contents "Blue River Family Center"

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June/July 1997 Issue No. 62

Blue River Family Center

By Jackie Florendo 

Director, Blue River Family Center

The Blue River Family Center (BRFC) is a collaborative project between Blue Valley 

Community Action, Head Start, the City of Crete, and the Crete Public Schools (CPS). Its 

purpose is to bring together the resources of the community to offer a one-stop shop for 

family needs and services.

Located across the street from the Crete elementary school, BRFC offers services in two 

phases. The first phase consists of youth services and education: (1) CPS, including Adult 

Education and job training, Even Start Program, Special Needs preschool, Special Chapter I 

preschool, and migrant education; (2) Saline County Head Start; and (3) the Blue River 

Family Center early education and care programs, providing drop-in services; preschool with 

extended day programs; infant care; and a resource library for parents, early educators, and 

care providers.

The collaboration among the programs provides for smooth transitions and promotes the 

bonding/security attachment children must make in their early education and care 

environments. The child care program works together with the Even Start Program to provide 

adult, child, and parent education programs. Crete Childcare Connection Line and extended 

night hours are also a part of BRFC's Phase I family support services.

The second phase of the program brings in other agencies that serve families: Blue Valley 

Mental Health; Nebraska Department of Health and Human Services satellite office; Blue 

Valley Community Action (domestic abuse services, immunization registry, food pantry, 

family service coordinator); health services (drop-in immunizations, WIC, well baby checks); 

and the Crete Technology Center, which provides computers and training for community 

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residents.

Each agency and program brings expert knowledge and a wealth of information which, 

combined through collaboration, supports and works together to meet the needs of 

community families and children.

For more information, contact: 

Blue River Family Center, 

325 East 9th, 

Crete, NE 68333. 

T: 402/826-4216, F: 402/826-5218

An On-Going Commitment to Partnering

By Patti Woolley and Martha B. Naber 

Child and Family Services, Kennebec Valley Community Action Program

For ten years, Child and Family Services (C&FS) of Kennebec Valley Community Action 

Program has explored and established partnerships within a variety of settings and 

communities in its service area. The partnerships, designed to meet a wide variety of 

identified community needs, have included:

● Establishing Head Start classes in public schools;

● Establishing Head Start-child care partnerships where comprehensive child care was 

needed;

● Working with the local technical college to implement school year on-site child care;

● Working with the local birth-to-five early intervention system, the school district, and a 

vocational high school, to build a new facility at an elementary school to provide 

inclusive therapeutic Head Start/preschool services;

● Establishing a family resource center for the community at the Head Start site;

● Working with a vocational high school program to initiate and operate an infant/toddler 

child care center for parenting teens to finish high school;

● Partnering with Catholic Charities of Maine to promote a local child support group, 

"Stand for Children;"

● Jointly implementing family literacy programming by Head Start and Chapter I in a 

public school; and

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based to five-day, center-based programming in a public school. 

For more information, contact: 

Child and Family Services, 

Kennebec Valley Community Action Program, 

P.0. Box 1529, 

Waterville, ME 04903. 

T: 207/873-2122, F: 207/873-0158.

 

Head Start Bulletin Issue No. 62 Contents "The United Cerebral Palsy Early Head Start Program Child Care Component"

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June/July 1997 Issue No. 62

The United Cerebral Palsy Early Head Start Program Child Care 

Component

By Lynn Milgram, 

Early Head Start Program Director, United Cerebral Palsy

The United Cerebral Palsy Early Head Start Program (UCP EHS) is dedicated to meeting the 

needs of families in the community. Located in Alexandria, VA, the program serves a 

heterogeneous population of long-term residents, recent immigrants, on- and off-post military 

families, transient families, and people of diverse languages, cultures, and income levels. The 

UCP EHS program was developed to meet one of the most pressing needs in this community--

adequate, affordable child care.

UCP EHS utilizes three models of child care service delivery to meet the needs of enrolled 

families. These models are Family Child Care, Child Development Center services, and 

Home-Based services. After completing a family assessment with a UCP EHS case manager, 

families are able to select the child care option that best meets their needs. The program is 

flexible, and families are able to move into different service delivery models as their goals 

change.

Family Child Care providers are carefully screened by UCP EHS to ensure that they provide 

quality child care services and that they will work in compliance with the Head Start Program 

Performance Standards. Once a contract is signed, UCP EHS works to match families to 

Family Child Care providers located in the same geographic area. During this process, UCP 

EHS takes into consideration many factors, including the family's schedule, access to 

transportation, and home language. Families receive guidance on selecting a Family Child 

Care provider and are given the names of several UCP EHS-approved Family Child Care 

providers in their area. Once the infant or toddler is placed into a Family Child Care home, 

UCP EHS monitors the providers through ongoing visits, both announced and unannounced. 

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Family Child Care is provided on a full-day basis. As needed, UCP works with families and 

providers to arrange care during non-traditional child care hours. This helps to accommodate 

parents with evening and weekend jobs.

Center-based services are provided through a collaborative agreement with Ft. Belvoir. At the 

Ft. Belvoir facility, UCP EHS provides full-day, center-based services to infants and toddlers 

eligible for both military child care and EHS. The center is open Monday through Friday, 

from 6:00 a.m. to 6:00 p.m. UCP EHS operates its own program, using UCP EHS staff 

members in the base's Child Development Center facility. UCP EHS is also exploring 

developing similar collaborative relationships with other full-day child care centers in the 

community.

Home-based services are provided to families who request more intensive family support. 

Home visitors complete one home visit per week to each family and organize two 

socialization activities per month. Several families in the Home-based program option utilize 

their own networks of care by friends and relatives. For these situations the home visitors 

arrange visits in the care setting, as well as meeting with the parent, to provide both family 

support and direct child intervention services. Home-based services are appropriate, viable 

options for parents who work shift schedules or part-time hours. The visits are arranged 

around the family's schedule.

UCP EHS is committed to working with the community in order to improve the overall 

quality of available, affordable child care for infants and toddlers. An evening education 

program has also been developed and implemented by UCP EHS. The program is available at 

no charge to any Family Child Care provider in the community. It is also available to enrolled 

parents and other community members who are interested in becoming Family Child Care 

providers. The training program has been constructed around CDA competency areas in order 

to facilitate the CDA process. Through this education program, UCP EHS intends to increase 

the number of qualified Family Child Care providers in the community.

For additional information, contact: 

United Cerebral Palsy Early Head Start Program, 

8794-I Sacramento Drive, 

Alexandria, VA 22309. 

T: 703/360-2060, F: 703/360-5382.

Head Start Bulletin Issue No. 62 Contents "Child Care: What You Can Do"

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June/July 1997 Issue No. 62

Child Care: What You Can Do

By Janet Buckley 

Special Projects and Training Specialist, Region IVb, T/TAS, Western Kentucky University

In the assessment of family needs, include questions about need for child care beyond Head 

Start (include need for infant/toddler care, future needs when child leaves Head Start, schoolage child care needs).

Have Information about subsidized child care available for parents (including eligibility, 

procedures for applying).

Include information in your community resource guide about child care providers and the 

process for applying for subsidized child care.

Provide information to parents about how to select a quality child care provider.

Have information available on licensed care vs. unlicensed care, center-based vs. family child 

care.

For parents who are interested, have information/ training about becoming a family child care 

provider.

Make sure all your Head Start centers are accurately listed with your child care resource and 

referral agency.

Identify the CCDF provider for your county. Meet with the director to discuss what the 

procedure would be to become a CCDF child care provider.

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Review your family needs assessments and community needs assessments to determine if the 

Head Start families you serve are in need of child care beyond what you provide. (When? 

Where? How many? What ages?)

Develop a plan to address how the provision of full-day, full-year child care will affect 

staffing patterns, facility use agreements, transportation, staff training activities, parent 

involvement activities, center licensing, and fiscal procedures.

Determine what type of child care you could/would provide, such as:

- Expanding Head Start hours and days (with CCDF monies) to accommodate 

working parents;

- Expanding services to include infants and toddlers (with CCDF monies);

- Providing "for pay" non-Head Start services for the additional hours/days working 

parents need;

- Providing school-age child care, before- and after school care, and summer school 

care;

- Including opportunities in your program for welfare reform work participants who 

need child care while working in your program.

If you are going to provide a new service (infants, toddlers, school age), visit a Head Start 

program in your State that is providing these services and discuss with staff the challenges 

involved.

If you have both Head Start and child care, try not to make a distinction between them in 

terms of services. The distinction between Head Start and child care should be apparent only 

on a fiscal and record keeping level.

Head Start Bulletin Issue No. 62 Contents "Council and WestEd Join in Infant/Toddler Teacher Preparation"

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June/July 1997 Issue No. 62

Council and WestEd Join in Infant/Toddler Teacher Preparation

By Deborah Jordan, 

Council of Early Childhood Professional Recognition, CDA National Credentialing Program 

The Council for Early Childhood Professional Recognition (the Council) has an agreement 

with WestEd (formerly known as Far West Laboratory for Education Research and 

Development)--for providing technical assistance to its staff and Early Head Start (EHS) 

trainers who participate in its Module Training Institutes. While the Council has established 

CDA Competency Standards for competent child care workers under its Child Development 

Associate (CDA) National Credentialing Program, it does not conduct training towards 

fulfilling these standards. Therefore, WestEd's Training Institutes provide a unique 

opportunity for a partnership that focuses on continuing professional development and 

education.

WestEd was established in 1965 as an educational research and development organization, 

and is now recognized as a leader in training qualified caregivers who work with children 

from birth through age 5. In response to the growing number of child care programs serving 

infants and toddlers across the country, WestEd, in collaboration with the California 

Department of Education, produced in 1986 the 12 videotapes used as a basis for the training 

modules. The topics cover Socio-Emotional Growth and Socialization; Group Care; Learning 

and Development; and Culture, Family and Providers. The Module Training Institutes 

provide program managers and other professionals who train early childhood caregivers with 

the skills necessary to develop knowledge of infant and toddler care.

The joint effort between the Council and WestEd ties in with the Head Start Program 

Performance Standards requirement that teachers of infants and toddlers must obtain a CDA 

Credential for Infant and Toddler Caregivers or an equivalent credential within one year of 

the effective date of the rule--January 1, 1998--or thereafter within one year of hire. The 

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ruling also established that teachers for infants and toddlers have "the training and expertise 

necessary to develop consistent, stable, and supportive relationships with very young 

children." The Council awards credentials for four different settings--Center-based Infant/ 

Toddler, Center-based Preschool, Family Child Care, and Home Visitor.

The Council provides assistance to WestEd by clarifying CDA assessment procedures and 

qualifications. Staff anticipates that some trainers may later serve as advisors, early childhood 

specialists who play an important role in the CDA credentialing process by observing the 

candidate's actual work with children.

WestEd's Training Institutes will cover some of the eight subject areas the Council requires 

candidates to document for formal child care education. After completing the training, 

representatives will return to their centers and train other teachers, thereby increasing 

exponentially the number of EHS caregivers exposed to the knowledge and principles of 

good early childhood practices. For Head Start caregivers, this training should facilitate the 

process of earning the CDA credential because the Council will accept the clock hours 

toward meeting the eligibility requirements. Participants may go on to become certified 

trainers if. they complete the additional assignments required by WestEd.

The many recent positive changes in infant/toddler teacher certification and education are 

small steps toward assuring quality care for infants and toddlers. WestEd and the Council for 

Early Childhood Professional Recognition will continue to work together to provide 

exceptional training and to ensure quality standards in teacher preparation. 

For more information, contact: 

Council of Early Childhood Professional Recognition, 

CDA National Credentialing Program, 

1341 G Street NW, Suite 400, 

Washington, DC 20005. 

T: 800/424-4310, F: 202/265-9161.

Head Start Bulletin Issue No. 62 Contents "Getting Physical: Co-Locating Head Start and Child Care Programs"

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June/July 1997 Issue No. 62

Getting Physical: Co-Locating Head Start and Child Care Programs

By Julie Quaid Director, 

Early Childhood Education Department, The Confederated Tribes of Warm Springs 

The Confederated Tribes of Warm Springs took a look at its greatest need--quality child care for 

preschoolers--and developed a plan for meeting that need with the minimum disruption and maximum 

benefit for children and families. Their solution? Co-location.

In 1992, the Tribe built a 46,000 facility to house the Head Start, Tribal Preschool, Child Development 

Center, and Early Intervention/Early Childhood Special Education (EI/ECSE) programs. All of these 

programs are administered by the Tribe's Early Childhood Education Department.

Program operations, which total some $2 million, are funded by annual tribal appropriations, Head Start 

grants, Child Care Development Block Grant (CCDBG) monies, USDA meal reimbursements, parent fees, 

Johnson O'Malley funds, State EI/ECSE, and State Case Management allocations. High-cost projects or 

operations, such as transportation, playgrounds, and parent training events, are funded jointly.

The facility accommodates 400 children. Infant care is provided at the center for children from six weeks 

to two years old. Three- and four-year-olds attend one of 12 preschool classrooms. Eight of the 12 

classrooms are part-day, 10-month, and four are full-day, 12-month. Four-year-olds are given priority for 

preschool enrollment; remaining slots are given to three-year-olds. To accommodate working families, 

Head Start hours have been extended, opening all classrooms at 7:30 a.m. rather than 8:30 a.m.

The Warm Springs program combines available training funds from Head Start and CCDBG to enhance 

training and educational activities for all staff members who provide direct and support services to families 

enrolled in center- and home-based programs. In addition, the work year for two Head Start employees was 

extended from ten to twelve months, creating 15 fulltime preschool child care slots.

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These changes reduce service duplication and maximize resource utilization. Families understand how to 

access services and are better skilled at forecasting their own child care needs. Furthermore, there is an 

improved commitment to working together for a common cause.

Through co-location, gaps in services are easier to identify and remedy, and effective working relationships 

with related agencies are more easily developed. Co-location also facilitates communication between the 

Head Start Policy Council and program staff, as well as the flow of information regarding a wide variety of 

opportunities for parent involvement. Finally, this simple arrangement has enabled everyone involved to 

maintain a strong sense of purpose, focus, and commitment to children and families. 

For more information, contact: 

Early Childhood Education Department, 

The Confederated Tribes of Warm Springs, 

257 SE Barber Road, 

Madris, OR 97741. 

T. 541/553-3241, F. 541/533-3379.

Head Start Bulletin Issue No. 62 Contents "The Ounce of Prevention Fund Early Childhood Education and Care Center"

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June/July 1997 Issue No. 62

The Ounce of Prevention Fund Early Childhood Education and 

Care Center

By Karen Freel 

Associate Director for Public Affairs, Ounce of Prevention Fund

In the summer of 1997, the Ounce of Prevention Fund, in partnership with Head Start the 

Chicago Public Schools, the Harris Foundation, and additional public and private funders, 

will break ground on an early childhood education and care center for 153 children ages three 

months to five years in Chicago's Grand Boulevard community. The new center will feature a 

state-of-the-art design by world renowned architect Stanley Tigerman. The new center will 

enable the Ounce to expand its existing full-day early childhood services, helping to eliminate 

a major barrier to residents moving toward self-sufficiency under Federal and State welfare 

reform initiatives. The partnership with Head Start and the public school system, the unique, 

practical, and cost-effective design of the new facility, and the Ounce's high quality, 

relationship-based, and family-centered programming will combine to create an interesting 

nationwide model for the delivery of early childhood education in underserved urban 

communities.

Quality Services

Recognizing the powerful impact that appropriate intervention can have on infants and 

toddlers, the Ounce will deliver an outstanding array of quality early childhood services 

organized around the emotional, social, and cognitive growth of children during the first five 

years of life. The facility will enable the Ounce to establish a program that spans the ages of 

three months to five years with a seamless model of early childhood education.

The Ounce's program philosophy begins with providing relationship-based, family-friendly 

programs. Staff require parents to be actively involved in center activities. Another strong 

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focus of the program is staff development, and ongoing training for staff by highly skilled 

professionals will be provided throughout the year.

A Unique Design

The new building itself will be a quadrangle, with the four walls of the facility embracing a 

safe, protected outdoor play area in the center of the structure. Each face of the square will 

house three classrooms, with a total of six rooms for the infants and toddlers and six rooms 

for children ages three-to-five. Each room opens onto an enclosed glass-walled corridor 

running along the inside perimeter of the square. From this gallery, children and staff can 

enter the protected play area or the enclosed age-appropriate gross motor skills areas (gyms) 

also located in the center of the structure. The building will include space for parent/ teacher 

rooms, food preparation, teacher/caregiver offices, and general administration.

A training room (for 30-40 people) will also be located at the center, to provide easily 

accessible training of Ounce staff and community early childhood service providers. Such 

training will be designed to increase the overall capacity for high quality infant/ toddler 

education services in the community.

The early childhood education and care facility provides the Ounce with an excellent 

opportunity to build on existing programs in the community and extend the intergenerational 

cradle-to-classroom continuum of care in Grand Boulevard. The Ounce expects that the new 

center, in partnership with the city, State, Federal, and private sectors, will exemplify the type 

of solution this country needs to successfully serve our most at-risk population.

Public/Private Funding

Ounce believes total new construction costs will be approximately $100 per square foot. Thus 

the Ounce will raise approximately $2.5 million to build this facility from the following 

targeted funding sources: Federal government sources ($1 million); private sources -

individual and foundations ($1 million); and Chicago Public Schools Capital Improvements 

($500,000).

For more information, contact: 

Ounce of Prevention Fund, 

122 S. Michigan Avenue, Suite 2050, 

Chicago, IL 60603. 

T: (312) 922-3863, F: 922-3337.

Head Start Bulletin Issue No. 62 Contents " Full Start: The Results Are In!"

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June/July 1997 Issue No. 62

Full Start: The Results Are In!

By Dwayne A. Crompton 

Executive Director, KCMC Child Development Corporation

Preliminary findings of a two-year study of the Head Start Community Partnership Program, 

Full Start, confirms that Head Start can be used as a catalyst to create a high quality, seamless 

child care system that leaves no child behind. 

KCMC Child Development Corporation sought assistance from Kansas City's Ewing Marion 

Kauffman Foundation, which contracted with the Families and Work Institute of New York 

to conduct a two-year outcome study of the Full Start program. The study addressed the 

effects of Full Start in four areas: (1) the overall quality of classroom environments; (2) the 

behavior of child care center staff; (3) the quality of teacher-child relationships; and (4) 

children's behavior.

Preliminary findings from the Families and Work Institute's study indicate that Full Start has 

demonstrated two important and far reaching principles:

● It is possible for Head Start and community-based child care centers to collaborate 

without sacrificing the quality and standards of a strong Head Start program.

● It is possible for Full Start to produce positive outcomes for children and centers in a 

relatively short period of time (e.g., one year).

● The study employed a quasi-experimental design that estimated effects by examining 

changes over time. 

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● The study compared the following program variations:

● A Full Start program in operation for two years at the beginning of the study.

● A Full Start program in operation for one year at the beginning of the study.

● A Full Start program that began operation after the first year of the study.

● A full-day, full-year traditional Head Start program.

The study looked at 146 three- and four-year-olds enrolled in three centers in 1995, and 182 

four-year-olds enrolled in four centers in 1996. Comparisons of children attending the centers 

revealed no significant differences based on age, racial or ethnic background, family income, 

maternal education and employment status, or single parent status.

A total of 13 measures were used to assess program outcomes, including standardized 

questionnaires and rating scales; extensive on-site observations of children and teacher-child 

interactions; and interviews with center administrators and parents.

Interim findings from most of the 13 measures indicated that Full Start offers a viable 

approach to improving the quality of existing child care programs in low-income 

communities. The findings suggested that a Full Start partnership had no adverse effect on 

Head Start quality and performance standards.

Moreover, Full Start appeared to have positive impacts on teacher behavior, teacher-child 

attachment, child activity and behavior, and quality of the global classroom and center 

environments. Findings at the end of year two confirmed these positive impacts.

When the two Full Start centers operating in the spring of 1995 were compared with a third 

center scheduled for Full Start conversion in the fall of 1995, the existing Full Start centers 

had higher ratings of global quality than the-yet-to-be converted center. This finding 

suggested that Full Start provides a higher quality of education and care that many child care 

centers in low-income neighborhoods.

The Full Start evaluation also used the Early Childhood Environment Rating Scale (ECERS) 

to measure some specific indicators of overall classroom and center quality. ECERS found 

that during the first nine months of program implementation, the quality of the third center 

increased significantly. This suggested that the Full Start approach can improve the quality of 

a substandard center quickly.

Finally, when average quality ratings of the three Full Start centers in the spring of 1996 were 

compared to ratings of a local full-day, full-year Head Start center, no statistically significant 

differences were found. This leads to the conclusion that the Full Start seamless child care 

system can help existing low-quality, neighborhood child care centers to achieve the high 

quality of a comprehensive child development program, such as Head Start.

For more information, contact: 

KCMC Child Development Corporation, 

2104 East 18th Street, 

Kansas City, MO 64127. 

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T: 816/474-3751, F: 816/474-1818

Head Start Bulletin Issue No. 62 Contents "Evaluation of Head Start Family Child Care"

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June/July 1997 Issue No. 62

Evaluation of Head Start Family Child Care

By Louisa Tarullo 

Social Science Research Analyst, Research, Demonstration & Evaluation Branch, ACYF

In the fall of 1992, ACYF funded 18 Head Start family child care demonstration projects for 

a three-year period. After an initial planning and start-up year, a study was undertaken to 

determine whether services provided in the Family Child Care (FCC) homes met Head Start 

Program Performance Standards, and to compare the impact on children and families in 

family child care with those participating in center-based classroom programs. Participating 

families were required to be working, in job training or in school, and to have a four-year-old 

child in the year prior to kindergarten entry.

Children were assigned randomly to family child care or center-based programs. Data was 

collected in the fall of the Head Start year, in the spring of the Head Start year, and in 

kindergarten. Data collection staff: (1) interviewed parents to obtain information on child and 

family background characteristics and perceptions about the services received; (2) observed 

family child care and center classrooms with comparison group children to evaluate the 

comprehensiveness and quality of services in both settings; (3) interviewed agency staff and 

individual caregivers in both settings (as well as reviewing agency records) to learn more 

about the process of implementing Head Start family child care, to gather information about 

caregiver background, and to determine compliance with Head Start Program Performance 

Standards; and (4) conducted individual assessments with participating children to measure 

cognitive, socio-emotional, and physical growth.

Among other results, the study found that: (1) there were no significant differences between 

family child care and center classrooms on total number of items passed using the Head Start 

monitoring instrument (OSPRI), although center classrooms passed significantly more parent 

involvement items than family child care; (2) children assigned to family child care 

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performed at least as well as those in centers on cognitive, socio-emotional, and physical 

development measures, both at the end of the Head Start year and in kindergarten; and (3) 

higher program quality was related to positive child outcomes across all domains.

Based on the data collected in this study, the family child care setting appears to be a viable 

option for providing Head Start services. The findings demonstrated that family child care 

can meet Head Start standards of quality and can produce similar outcomes for children and 

families.

If You're Thinking About Family Child Care..

The following are some things to be considered by Head Start agencies interested in child 

care, based on experience of various Head communities over the years.

● Assess carefully the availability of family child care in your community, giving 

consideration to other child care options for low income families.

● Designate staff for family child care, knowledgeable in all the Head Start service areas, 

who can make regular visits to family child care homes to provide guidance and support 

to providers.

● Allow family child care providers release time for inservice training, record keeping, 

and home visits.

● Allocate adequate resource to implement successful family child care--including the 

professional development of staff.

● Think creatively about multiple strategies to achieve meaningful parent involvement 

when children are enrolled family child care.

Head Start Bulletin Issue No. 62 Contents On to "Child Care: What Do We Know?"

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June/July 1997 Issue No. 62

Child Care: What Do We Know?

By Helen Raikes 

Executive Policy Fellow, Research, Demonstration & Evaluation Branch, ACYF

Head Start programs thinking about increased collaborations with child care in their 

communities may find a large body of child care research literature helpful. Over the past 

decade, a large number of studies have converged in providing some basic understanding 

about child care and preferred child care arrangements. Highlights of that research base are as 

follows:

● Quality child care has been identified as that having features that are associated with 

positive development in young children. Studies have linked regulatable features, such 

as low child-to-teacher ratios, small group sizes, teacher training, and staff ages, to better 

child outcomes. Studies also show that warm and responsive teacher interactions are 

associated with positive child outcomes. Child outcomes associated with quality child 

care include language, cognitive, and social development.

● Infants also benefit from quality. Studies of infant care show that babies in child care 

who have more involved caregivers who form secure attachments with them and who 

provide rich language environments are developing better than babies who don't have 

these forms of quality care. Features that increase infant-caregiver attachment include 

similarity of language between the caregiver and the child, and the opportunity for 

children and teachers to stay together over time.

● Quality care can be found in either center or home settings. Studies of centers show that 

about 25 percent of the care that preschoolers receive is of high quality, but only about 

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10 percent of infant/toddler care has been rated as high quality. Studies in homes show 

that about 10 percent of the care is of the type that is highly supportive to the 

development of young children.

● Studies show that poor quality care has a particularly negative effect on the development 

of low-income children. Low-income children have less access to center-based care than 

middle-income children, unless they have a subsidy. Working poor children receive the 

lowest quality care in this country, probably because high quality care can cost more 

than low quality care, and working poor families may not have access to subsidized care. 

Head Start staff should be aware that many families are forced into poor quality care 

when they lose their subsidy payments; their income has increased, but not enough to 

offset the cost of quality child care.

Research at the Head Start Child Care Intersection

A very new literature is emerging that focuses on Head Start and child care combinations. 

Although this research is very new, there are already some early findings. Head Start staff 

will be happy to learn that Head Start-child care combinations can be high quality liaisons 

that benefit both Head Start and child care. Most importantly, these partnerships meet 

families' child care needs while providing high quality Head Start services in accordance with 

the Program Performance Standards. We know

● When Head Start is delivered in quality family child care settings, the children 

experience the benefits of positive development, as they do in a center-based Head Start 

setting. (See related article on p.14.)

● When Head Start services and funds were added to child care, the quality of the overall 

program rose.

● Several communities have demonstrated that they can successfully link Head Start to 

existing child care services in large scale programs. Successful programs have been 

implemented in Kansas City and New York, among others. 

Head Start Bulletin Issue No. 62 Contents "Recommended Child Care Research Reading"

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June/July 1997 Issue No. 62

The following sources are recommended child care research 

reading:

Galinsky, E., C. Howes, S. Kontos and M. Shinn (1994). The study of children in family 

child care: Highlights of findings. New York. Families and Work Institute. 

Helburn, S., Culkin, M., Morris, J., Mocan, N., Howes, C., Phillipsen, L., Bryant, D., 

Clifford, R., Cryer, D., Peisner-Feinberg, E., Burchinal, M., and Kagan, S. (1995). Cost, 

quality, and child outcomes in child care centers: Executive summary. Denver, CO: 

University of Colorado at Denver. 

Howes, C. and C.E. Hamilton (1992). Children's relationships with caregivers: Mothers and 

child care teachers. Child Development, 63, 859-66.

NICHD Early Child Care Research Network (1996). Characteristics of infant child care: 

Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11, 269-306.

NICHD Early Child Care Research Network (1997). Poverty and patterns of child care. In J. 

Brookes Gunn and G. Duncan (Eds.), Consequences of Growing Up Poor. New York: Russell 

Sage.

Love, J.M., P.Z. Schochet and L.L. Mechstroth (1996). Are they in any real danger: What 

research does--and doesn't--tell us about child care quality and children's well-being. Child 

Care Research and Policy Papers Series, Lessons from Child Care Research, Funded by the 

Rockefeller Foundation. Princeton, NJ: Mathematica Policy Research.

Phillips, D.A. (ed.) (1995). Child care for low-income families: Summary of two workshops. 

Washington, DC: National Academy Press.

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The following sources are recommended reading to learn more about Head 

Start-child care partnerships: 

Implementing Full Start: A Head Start Expansion Initiative of KCMC Child Development 

Corporation, Kansas City, Missouri. A Research and Evaluation Monograph. Kansas City, 

KS. The Ewing Marion Kauffman Foundation.

Kraus, A. and A. Chaudry, The Settlement House Initiative: Merging Head Start and Daycare 

in New York. Public Welfare, Fall 1995.

One Million Child Safety Guides Donated to Head Start

"Dots for Tots" Teaches Children What to Do in Emergencies

Head Start thanks Millennium Chemicals, Inc. of New Jersey for its generous contribution of 

the "Dots for Tots" 9-1-1 emergency training guides. "Dots for Tots" contains red dot stickers 

for practicing how and when to dial 9-1-1 in the case of a fire, choking, unconsciousness, or 

an intruder. The training guides were distributed to Head Start programs at the end of last 

year.

Just a reminder

Check out the "I Am Your Child" early childhood awareness campaign! The campaign hopes 

to raise public awareness about the importance of the first three years of life; improve 

national, state, and local policies affecting young children and their families; and connect 

families with young children to the information, resources, and services they need.

For more information, as well as resources that you can use in your community, contact:

Families and Work Institute, 

330 Seventh Avenue, 14th Floor, 

New York, NY 10001. 

T: 212/465-2044, F: 212/465-8637.

Head Start Bulletin Issue No. 62 Contents "Community Partnerships for Children: Worcester Public Schools"

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June/July 1997 Issue No. 62

Community Partnerships for Children: Worcester Public Schools

By Allen Chates 

Transition Project Coordinator

The goal of education reform pertaining to early childhood is to increase the availability and 

enhance the standards of affordable, high quality, early care and education to all three- and 

four-year-old children. The legislature and Governor, in allocating additional funds for the 

Community Partnerships for Children (CPC) program, targeted those funds to support early 

care and education for the young children of working parents.

The implementation plan has built upon the neighborhood concept of family services and 

child care, and the Elm Park Community Elementary School, the Fanning Building, and 

Worcester Arts Magnet School are providing a comprehensive system of preschool child care 

and education, including full-day, full-year programs for 60 children of working families. The 

program links a comprehensive system of health and nutrition services, family and parenting 

support, and a planned program of transition activities from Head Start, child care centers, 

and preschools, to the public schools.

Over 30 programs and agencies collaborated on this CPC initiative to develop a plan which 

will meet the challenge of providing a collaborative, high-quality system of services that is 

culturally sensitive, welcoming, and accessible to working families with preschool children. 

The local plan increases program comprehensiveness by expanding Head Start's Adult 

Literacy Program; by expanding HIPPY (Home Instruction Program for Preschool Youth) to 

families participating in the neighborhood-based community school; by assigning family 

service advocates to work with public schools, Head Start, and child care programs to 

develop plans for children transitioning into kindergarten; by having health educators work 

with families on nutrition and health issues; and by making a consulting psychologist and 

physical, speech, and language therapists available to children with disabilities who are 

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participating in the program.

For more information, contact:

Worcester Public Schools Transition Program, 

20 Irving Street, 

Worcester, MA 01609. 

T: 508/799-3666, F: 508/799-3206.

Arkansas Head Start Transition: The Collaborative Process

By Donna Alliston 

Project Director, 1st STEPS

Parent Centers, established in 1993 through the Head Start Public Schools Early Childhood 

Transition Demonstration Projects (known in Walnut Ridge as 1st STEPS), and the revision 

of the Title I program in July 1995, lay the foundation for collaborative opportunities in the 

area of parent involvement for this Arkansas Head Start Transition Project. Because of 1st 

STEPS, parent involvement with the schools has expanded and meshed. Title I and 1st 

STEPS parents have opportunities to schedule and plan parent meetings and make decisions 

about the Parent Center's purchases. Informal family support groups and GED/literacy 

programs are offered and attended. Orientations for school volunteers are conducted. 

Computers have been added to the Parent Centers.

Some Head Start centers refer their parents to the Parent Centers at the public schools, which 

is a wonderful example of transition from Head Start to public school. Head Start parents 

visit with the public school before their children enroll, providing a family-friendly setting 

and a feeling of identity with the future school of their child.

One Parent Center is now sharing their space, equipment, and materials with "Parents as 

Teachers," a program that provides home visits to children from birth to three years old. 

"Parents as Teachers" parent meetings are also coordinated with Title 1 and 1st STEPS parent 

meetings. 

For more information, contact:

1st STEPS, 

P.0. Box 685, 

Walnut Ridge, AR 72476. 

T: 501/886-9030, F: 501/886-3955, 

E-mail: arktran@cswnet.com.

Head Start Bulletin Issue No. 62 Contents On to "Tips to Parents from Your Pre-Schooler"

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June/July 1997 Issue No. 62

Tips to Parents from Your Pre-Schooler

● Be positive! Don't tell me that I'll have a great time at child care and then tell grandma 

that you feel guilty about enrolling me. I pick up on your feelings very easily! If you feel 

great about leaving ... I'll feel great about staying.

● Don't mind me if the first day I love it and the second day I hate it! It's a new place, new 

kids, new adults, and new schedule. Keep my schedule consistent and I'll be fine.

● When you drop me off in the morning, give me a kiss and a hug and tell me you'll see 

me later. When you do, I feel secure and know when you'll be coming back. If I'm 

crying, my teachers will hold me. They love me, too, and want the best for me.

● Please take time to look at my art work. I work long and hard at it all day while you are 

at work. If you do not care, I will not be enthusiastic about creating it. And if I see it 

laying around in the trash at home, I will lose my creativity!

● Spend time with me after we get home at night. I know that you're tired and I'm full of 

energy, because I took a nap! Let's go for a walk after dinner. I need time with my mom 

and dad, too.

● Sometimes I would like it if you would talk to me and explain to me what is going to 

happen to me, before it happens. Tell me what day I am going to start child care, and 

what I am going to do there all day long. It would help to lessen my fears. Point out the 

center to me as we ride by, so I can be excited about it.

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● Give me the choice to do things by myself. I'm littler and slower than you are, but I can 

do things all by myself. I can get dressed by myself, and I can pick what breakfast cereal 

I want to eat. Making decisions can make me feel very important.

● Sometimes I don't want to go to child care. Sometimes you don't want to go to world but 

after we both get there, we're fine.

● Don't be mad at me if, after I pass that "adjustment period," I don't want to go home with 

you when you come to pick me up. Be glad that my caregivers are wonderful people 

who make me want to stay.

● Please don't feel guilty about leaving me! I know that you love me and that you would 

not do anything bad for me! I also know that when I start kindergarten I will be well 

adjusted socially, and mentally I will be asking questions way ahead of the other 

children. Why? Because you had the insight to put me with other children at a young age 

when I learned new things and met new friends.

Thanks!

Your child

Excerpted with permission from Child Care Information Exchange, P 0. Box 2890, Redmond, 

WA 98073. 

T: 800/221-2864 

Head Start Bulletin Issue No. 62 Contents "Increasing Our Knowledge of the Head Start Program Performance Standards"

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June/July 1997 Issue No. 62

Increasing Our Knowledge of the Head Start Program 

Performance Standards

By E. Dollie Wolverton 

Chief, Education Services Branch,Head Start Bureau

The Head Start Program Performance Standards, originally developed in the 1970s, were 

recently revised to include standards for services to families with children ages birth to 3, 

pregnant women, family literacy, and transition. On November 5, 1996, the revised document 

was published as a Final Rule in the Federal Register. The effective date of these standards is 

January 1, 1998, although some agencies are already beginning to implement them.

During the time between the Final Rule and implementation of the standards, Federal and 

local program staff, parents, and other community members are taking the opportunity to 

review and discuss the revised standards; determine how current services, program practices, 

and procedures compare with the revised standards; and plan program changes that will help 

to assure quality services for children and families, including how to direct quality 

improvement funds to achieve these changes.

To help those in the Head Start community gain a better understanding of the revised 

Program Performance Standards, a number of materials will be available this summer. These 

include:

● Guidance for CFR Part 1304 (Program Performance Standards) and 1308 (Program 

Performance Standards for Children with Disabilities), as well as the regulations for 

CFR Part 1301 (Grants and Administration Manual), 1302 (Policies and Procedures), 

1303 (Appeal Procedures), 1305 (Eligibility, Recruitment Selection, and Enrollment), 

and 1306 (Staff Requirements and Program Options). The guidance and regulations will 

be packaged into one set, including a comprehensive index that will be in both English 

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and Spanish.

● Multimedia training materials, including a brochure, wall chart, video tape, 

transparencies, a user's guide for these materials, and a home page on the World Wide 

Web. All of these materials will be in English and Spanish. 

● Other materials. All of these tools are part of a larger array of materials which support 

the implementation of the standards, including the publications: Revisit and Renew: 

Supporting Implementation of the Revised Head Start Program Performance Standards; 

the Training Guides for the Head Start Learning Community, and the newly developed 

Linking our Voices, a video-based training package for program governance.

These materials will be unveiled at the National Head Start Association's 24th Annual 

Training Conference in Boston at the end of May. In addition, a process is being established 

to provide policy clarification on questions raised regarding the Head Start Program 

Performance Standards, in order to ensure a uniform understanding of the revised standards.

Helen H. Taylor, Associate Commissioner, Head Start Bureau, meets with a group of Head 

Start and Early Head Start staff, parents, T/TA providers, and other experts to discuss 

development of the multimedia training materials. 

Head Start Bulletin Issue No. 62 Contents "Events that Launched the Head Start Revised Performance Standards"

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June/July 1997 Issue No. 62

BEGINNING IN JANUARY 1997, A SERIES OF EVENTS WERE HELD NATIONWIDE 

TO LAUNCH THE REVISED HEAD START PROGRAM PERFORMANCE 

STANDARDS. IN EACH REGION, AND AT THE STATE AND LOCAL LEVELS, 

MEETINGS AND CELEBRATIONS WERE HELD TO REFLECT ON THE REVISED 

STANDARDS AND THEIR IMPLICATIONS FOR THE HEAD START/EARLY 

CHILDHOOD COMMUNITY. AT THE NATIONAL AND REGIONAL LEVELS, STAFF 

THROUGHOUT THE ADMINISTRATION FOR CHILDREN AND FAMILIES HAS 

BEEN INVOLVED IN THE INITIATIVE, EMPHASIZING THE INCLUSIVE AND 

COLLABORATIVE NATURE OF THIS EFFORT. IMPLEMENTING THE REVISED 

PROGRAM PERFORMANCE STANDARDS WILL BE AN ONGOING PROCESS AND 

A TOPIC IN THE HEAD START BULLETIN FOR MONTHS TO COME. THE 

FOLLOWING ARE HIGHLIGHTS OF SOME OF THE ACTIVITIES AND EVENTS 

THAT HAVE TAKEN PLACE TO DATE, AS REPORTED BY VARIOUS REGIONAL 

OFFICES AND LOCAL PROGRAMS. 

Region II 

Head Start, TANF, and Child Support staff at the Regional Office partnered in a day-long 

conference for 250 parents at a Head Start program in Brooklyn. The conference included 

sessions on linkage, child support, TANF, and employment, as well as opportunities for 

parents to talk with New York City Child Support staff one-on-one. This ACF collaboration 

brought discussions of welfare reform to the people likely to be directly affected by such 

initiatives. Contact Joyce Rockwood at 212/649-2974. 

Region III 

The revised Program Performance Standards were reviewed and discussed at the Region Ill 

Directors Meeting. Contact Nancy Elmore at 215/596-0380. 

Region V 

Regional Office staff held an in-house "cooperative learning experience," to become more 

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familiar and comfortable with the revised standards. The term "training" was avoided to 

highlight the exploratory nature of the session-people working together to understand the 

revised standards and to consider different ways to apply them in support of local program 

needs. All agreed that understanding and implementing the standards was a continual learning 

process for everyone involved. Contact Bill Sullivan at 312/886-49 17, or Kent Wilcox at 

312/353-8322. 

Region 5b TASC held a "kick-off" of the Program Performance Standards at the State Head 

Start Association meeting; similar events are planned for other states in the region. The fullday session provided an overview of the revised standards for the 130 Directors, Executive 

Directors, Policy Council Chairs, and Assistant Directors present. The subsections of the 

Standards were first explored in small-group sessions, using "What knowledge? What 

clarification? and What changes?" as a discussion guide. A case study was utilized to add 

context to the discussion. Contact Dennis Sykes at 614/447-0844. 

Region VIII 

Organized a satellite broadcast to help programs think through what steps need to be taken to 

implement the revised Program Performance Standards. The broadcast featured an overview 

of the revised Program Performance Standards by Federal staff; a video on change done by 

Larry Edelman of the Rocky Mountain Resource and Training Institute; and a panel 

discussion by representatives of four programs on what each will need to implement the 

revised Program Performance Standards successfully. Satellite participants were urged to call 

or fax in their questions and observations, to be shared with the broadcast audience. Contact 

Susan Smith, Region VIII RAP, at 303/893-0330. 

Region IX 

Rick Spears, Acting Manager of the Head Start Program, made a presentation to some 400 

members of the Head Start community at the regional Head Start Association meeting in San 

Diego. He provided an overview of the revised Program Performance Standards, which was 

followed by a panel discussion on issues in training, implementation, and welfare reform. 

Contact Rick Spears at 415/437-8447. 

American Indian Programs Branch 

The American Indian Programs Branch (AIPB) held its Regional Conference on February 10-

13, 1997, in Denver. The conference, "Catching the Dream of the New Head Start," provided 

an opportunity to review and discuss the revised Program Performance Standards, along with 

new initiatives in child development, family and community development, and other relevant 

areas. AIPB also hosted a regional conference in Portland, OR, on April 28-May 1, 1997. 

Contact Helen Scheirbeck at 202/205-8437. 

Migrant Head Start Branch 

The National Migrant Head Start Conference was held January 27-30,1997, in Washington, D.

C. Congresswoman Loretta Sanchez, a former Head Start child, was a keynote speaker at the 

conference. A special two-day OSPRI reviewers training meeting was held after the 

conference, which included a review of the revised Program Performance Standards. Contact 

Maria Candamil at 202/205-8455. 

Central Office 

Held a two-day orientation on the revised Program Performance Standards, exploring the 

underlying philosophies of each of the II subsections of the revised standards and 

participating in large and small group activities. Contact JoAn Knight Herren at 202/205-

8566. 

In launching the revised Program Performance Standards across the country, team meetings 

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were held in each of the Regional Offices and included representatives from the Head Start 

Bureau, Child Care Bureau, Child Support Enforcement Bureau, Public Health Service, 

Department of Education, and the Office of General Counsel. The schedule of regional 

meetings was as follows:

January 27-30 

Migrant 

Programs in 

Washington, 

D.C. 

February, 10-

13 

American 

Indian 

Programs in 

Denver, CO 

March 5-6 

Region IX in 

San Francisco, 

CA 

March 19-20 

Region II in 

New York, 

NY 

March 25-26 

Region V in 

Chicago, IL 

April 3-4 

Region IV in 

Atlanta, GA 

April 7-8 

Region VI in 

Dallas, TX 

April 9-10 

Region VIII in 

Denver, CO 

April 15-16 

Region VII in 

Kansas City, 

MO 

April 28-May 

1 

American 

Indian 

Programs in 

Portland, OR 

April 30-May 

1 

Region X in 

Seattle, WA 

May 5-6 

Region III in 

Philadelphia, 

PA 

May 27-28 

Region I in 

Boston, MA 

Head Start Bulletin Issue No. 62 Contents ""Laying to Rest" the Old Program Performance Standards"

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June/July 1997 Issue No. 62

"Laying to Rest" the Old Program Performance Standards

With a "tongue-in-cheek" burial ceremony, St. Martinville Head Start assembled staff, 

community leaders, parents, grandparents, and friends to honor the passing of the old 

Program Performance Standards and to welcome the new. The celebration, held on January 

10, included banners, cheers, artwork, and the enthusiastic participation of children from 

SMILE Head Start, in St. Martinville. The formal ceremony included an invocation, a 

welcome, remarks by center staff, an introduction of the revised standards and the goals 

associated with them, and a solemn "passing of the guard."

Parents also presented testimonials of enriching past experiences, and spoke in support of the 

benefits and opportunities Head Start has afforded their families.

Let Us Hear From You!

Your feedback and input into revised Head Start Performance Standards and their 

implementation is a critical part of the process. The Head Start Bulletin will continue to 

feature articles and initiatives related to the revised standards, and we welcome your 

contribution.

Please send your questions, comments, and contributions to: 

Head Start Program Performance Standards (or HSPPS) 

P.O. Box 1182 

Washington, DC 20013

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Day of Celebration and Reflection

On January 10, in honor of the revised Head Start Program Performance Standards, Yazoo 

Community Action Head Start held special events involving parents, staff, and children. 

Copies of the revised standards were passed out to staff of the six centers; balloons were 

launched in observance of the day of celebration and reflection; photos and news clippings 

from 1970, when the first standards were developed, were on display; and parents' responses 

to "I Like Head Start Because..." were included in the overall exhibit. 

Head Start Bulletin Issue No. 62 Contents "Resources"

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June/July 1997 Issue No. 62

Resources

Safe Active Play Video

This training video distributed by the National Association for the Education of Young 

Children, is designed to teach caregivers and child care programs how to create safe play 

environments.

Active play for children naturally involves some risk, but when play results in many minor 

injuries or could produce serious or life threatening injuries, the play may be taking place in a 

hazardous setting. This video will help programs and remove play area hazards and develop 

healthy alternatives.

Based on the National Playground Safety Institute's "Dirty Dozen" list of the 12 most serious 

hazards commonly found on playgrounds, the video provides detailed, specific information 

about how to: use appropriate protective surfacing under equipment, both indoors and 

outdoors; identify protrusion and entanglement hazards; use age-appropriate equipment; 

identify pinch, shear, and crush points; follow a regular inspection and maintenance schedule; 

and much more.

The video, developed by Video Active Productions, was reviewed by the Head Start Bureau, 

NAEYC, American Academy of Pediatrics, American Society of Testing and Materials, and 

SafeKids. 

Available from: NAEYC, 

1509 16th Street, NW, 

Washington, DC 20036-1426. 

T: 800/424-2460 or 202/232-8777, F: 202/328-1846 

Web: http://www.naeyc.org/

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From the Children's Defense Fund

Working Together for Children: Head Start and Child Care Partnerships. How Head Start and 

child care programs can work together to improve care for children. 56 pp. 1996. 

Head Start Now! Video. How the Head Start program benefits children, and the case for full 

investment. 11 minutes. 

Child Care Briefing Book 1996. Basic facts about child care, including supply, the unmet 

need for child care assistance, and child care policy. A CDF Research Paper. 52 pp. 1996. 

The Welfare Reform Debate: Implications for Child Care. How welfare reform proposals 

would affect child care. A CDF Research Paper. 52 pp. 1996.

Promoting Access to Quality Child Care: Critical Steps in Conducting Market Rate Surveys 

and Establishing Rate Policies. This report provides useful technical information for policy 

makers, child care providers, and advocates who are working to establish rate policies in their 

states. 91 pp. 1994. A CDF Research Paper.

Protecting Our Children: State and Federal Policies for Exempt Child Care Settings. Report 

on a survey of all states and the District of Columbia on how states are protecting the health 

and Safety of children in informal child care settings receiving Federal funds. A CDF 

Research Paper. 92 pp. 1994. 

Available from: 

Children's Defense Fund, 

25 E Street, NW, 

Washington, DC 20001. 

T: 202/662-3652, F: 202/628-8333 

E-mail. CDF@TMN.com

Head Start Bulletin Issue No. 62 Contents more Resources

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June/July 1997 Issue No. 62

Tips for Making Your Playground Safe

Supervision: Adults should be present and actively observing children on the playground. 

This includes making sure children's shoes and clothing offer protection and do not have 

loose strings. Be prepared for an emergency.

Age-Appropriate: Equipment and play areas should be age appropriate and in good repair. 

Playgrounds must be designed to include physically and visually challenged children.

Falls: Shock-absorbing surfacing under and around equipment is extremely important. Hard 

surfaces such as asphalt, concrete, dirt, and grass are unacceptable. Alternatives include wood 

products, pea gravel, sand, or rubber products.

For more information, contact the 

National Program for Playground 

Safety, University of Northern Iowa, 

Cedar Falls, IA 50614-0618. 

T: 800/554-PLAY

Financing Child Care

Financing drives the delivery of services for children and families. The financing of child 

care and early education services, along with proposals for financing reform, are the topics of 

The Future of Children: Financing Child Care, a publication of the David and Lucile Packard 

Foundation. The journal, which was published in the fall of 1996, begins with an article that 

contains the analysis and recommendations of the editorial staff of The Future of Children. 

Also included are four articles that describe and analyze child care services and financing in 

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the United States, two articles that propose new policy alternatives, and commentaries 

evaluating the proposals. Journal appendices describe statewide financing initiatives and 

provide additional information on ways to finance child care resource and referral agencies 

and early childhood facilities. Free copies of The Future of Children: Financing Child Care

are available upon written request to: 

Circulation Department, 

Center for the Future of Children, 

David and Lucile Packard Foundation, 

300 Second Street, Suite 102, 

Las Altos, CA 94022. 

F: 415/948-6498 

E: CIRCULATION@futureofchildren.org.

Head Start Bulletin Issue No. 62 Contents "Calendar"

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June/July 1997 Issue No. 62

Calendar of Events

June 1-30 

National Safety Month. Contact: Char Haguewood, American Society of Safety Engineers, 

1800 East Oakton, Des Plaines, IL 60018-2187; T: 847/699-2929 ext. 218, F: 847/296-3769 

June 16-18 

Head Start-State Collaboration Network Meeting, Washington, DC. Contact: Susan 

Rohrbough, Head Start Fellow, Head Start Bureau. E-mail: SRohrbough@ACF.DHHS.gov. 

June 22-28 

Helen Keller Deaf-Blind Awareness Week. Contact: Barbara Hausman, Director of Public 

Relations, Helen Keller National Center, 111 Middle Neck Road, Sands Point, NY 11050; T: 

516/944-8900 ext. 325; TTY: 516/944-8637, F: 516/944-7302 

July 3-6 

La Leche League International Conference: Celebrating 40 Years of Mother-to-Mother 

Support, Washington Hilton and Towers, Washington, DC. Contact: Carol Kolar, 1400 North 

Meacham, Schaumburg, IL 60173-4840; T: 847/519-7730 ext. 223, F: 847/519-0035, Web 

site: http://www.lalecheleague.org/

July 7- 10 

Young Children and Computers: Integrating Technology in Early Learning Environments, 

Ypsilanti, MI. Contact: High/Scope, 600 North River Street, Ypsilanti, MI 48198-2898; T: 

313/485-2000 ext. 218 or 228 

July 7-11 

CICC's Los Ninos Bien Educados: Parenting Instructor Training Workshop, San Diego, CA. 

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Contact: Hank Spala, Center for the Improvement of Child Caring, 11331 Ventura Boulevard, 

Suite 103, Studio City, CA 91604-3147; T: 800/325-CICC, 818/980-0903, F: 818/753-1054 

July 14-15 

Annual Meeting of State Child Care Administrators, Washington, DC. Contact: Sally Hardy, 

T: 202/6394465, e-mail: shardy@ad.dhhs.gov. 

July 14-18 

CICC's Effective Black Parenting: Parenting Instructor Training Workshop, Chicago, IL. 

Contact: Hank Spala, Center for the Improvement of Child Caring, 11331 Ventura Boulevard, 

Suite 103, Studio City, CA 91604-3147; T: 800/325-CICC, 818/980-0903, F: 818/753-1054 

July 21-25 

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

Center for Family Literacy, Waterfront Plaza, Suite 200, 325 West Main Street, Louisville, 

KY 40202-4251; T: 502/584-1133, F: 502/584-0172 

July 21-25 

Preschool Implementation Series Institute, Ypsilanti, MI. Contact: High/Scope, 600 North 

River Street, Ypsilanti, MI 48198-2898; T: 313/485-2000 ext. 218 or 228 

July 28-30 

4th National Conference on Gifted and Talented Education for Native People, Seattle, WA. 

Contact: (Conference No. 532 0062 801), American Indian Institute, College of Continuing 

Education, University of Oklahoma, 555 Constitution Street, Suite 237, Norman, OK 73072-

7820; T: 405/325-4127, F: 405/325-7757 

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

(BBS) at (703) 807-2312 or (800) 477-8278 

Growing in an Intergenerational World

Generations Together is holding its Fifth Intergenerational Training Institute on June 16-18, 

1997, at the University of Pittsburgh. This dynamic, three-day training institute will 

emphasize the competencies needed for successful intergenerational programming. 

Workshops will focus on developing and sustaining effective and successful programs. They 

will include the latest information on program development and administration; effective 

training, recruitment and evaluation; resources; networking strategies; and opportunities to 

discuss research, computer technology, and public policy issues.

In addition to the traditional elements that have made Generations Together's annual institute 

a distinctive and valued working conference, a special track for a Continuing Education 

Certificate in Intergenerational Programming will be introduced. This certificate is the first 

competency-based, three-year continuing education program designed for professionals 

wishing to become certified as intergenerational specialist. 

For more information on the Fifth Intergenerational Training Institute, contact Ann G. 

Mitchell (or for information on the Continuing Education Certificate in Intergenerational 

Programming, contact James McCrae), 121 University Place, Suite 300, Pittsburgh, PA 

15260, T: (412) 648-7153, F: (412) 624-4810. 

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Head Start Bulletin Issue No. 62 Contents "Very Special Arts"

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June/July 1997 Issue No. 62

Very Special Arts

Very Special Arts introduces Start with the Arts, an educational program for children ages 

four through six, with and without disabilities. Start with the Arts is designed to engage 

young children in exploring and expressing their ideas through visual arts, creative 

movement, music, and creative drama. The program complements classroom curriculum and 

includes strategies for making the activities accessible to all children. 

Very Special Arts is holding several institutes around the country that provide parents, 

educators, and artists the opportunity to explore techniques for incorporating Start with the 

Arts into existing early childhood curricula, to learn strategies for promoting inclusion of 

children with disabilities, and to network with veteran Start with the Arts educators. 

The dates, locations, and contact people for the upcoming Start with the Arts regional 

institutes are as follows: 

June 23-24 

in Winston-Salem, NC 

Contact: Lee Beall, 

Coordinator, (910) 725-1230 

June 30-July 3 

in Omaha, NE 

Contact: Sandra Peterson, 

Coordinator, (402) 597-4934 

September 5-7 

in Albuquerque, NM 

Contact: Lisa Gorence, 

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Conference Coordinator, 

(505) 245-8545 

Wanted

Please send local experiences, items to share, children's artwork, and identified photographs 

with permission to reprint (they will be returned) for use in future issues to: 

Head Start Bulletin 

P.O. Box 1182 

Washington, DC 20013 

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. 62 Contents View other Head Start Bulletins

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