part3

III. PLANNING THE EDUCATION COMPONENT

THE EDUCATION COMPONENT PLAN
The Planning Process
The Eight Step Process-A Summary
STEP ONE: ORGANIZE A PLANNING GROUP OF STAFF, PARENTS, AND
COMMUNITY REPRESENTATIVES
STEP TWO: REVIEW THE COMMUNITY NEEDS ASSESSMENT
How The Community Needs Assessment is Conducted
Using the Community Needs Assessment to Develop the Education Plan
Recommending/Validating Program Options
STEP THREE: REVIEW THE PERFORMANCE STANDARDS AND DEVELOP FORMAT FOR THE PLAN
The Plan Format
STEP FOUR: DEFINE THE PROGRAM PHILOSOPHY
Defining a Developmental Program
How Children Learn
STEP FIVE: AGREE ON GOALS AND OBJECTIVES
Goal Statements
Developing Objectives
STEP SIX: ESTABLISH THE CURRICULUM
A Definition of Curriculum
How Programs Establish a Curriculum
A Process for Developing Strategies and Learning Activities
STEP SEVEN: IDENTIFY RESPONSIBILITIES,
TIME LINES, DOCUMENTATION
Time Lines
Staff Responsibilities
Documentation To Be Maintained
STEP EIGHT: FINAL REVIEW PROCESS
Reviewing the Education Component Plan
Using the Education Component Plan
BUDGETING FOR THE EDUCATION COMPONENT
Items Included in the Budget
Creative Budgeting
Monitoring the Education Budget
STAFFING THE EDUCATION COMPONENT
Determining Staffing Needs and Patterns Involving Parents in the Staff Selection process
Developing Job Descriptions
Recruiting
Developing Job Applications
Screening Applicants
Interviewing, Observing, and Checking References
Final Selection and Hiring
STRATEGIES FOR SUCCESSFUL PLANNING
RESOURCES

THE RESPONSIBILITIES OF THE EDUCATION COORDINATOR FOR PLANNING

Overseeing the annual review and, if necessary, revising and updating the Education Component Plan.

Analyzing the Community Needs Assessment (CNA) as it relates to the Education Component Plan.

Facilitating parent, staff, and community participation in the planning process.

Addressing self-assessment results in the Education Component Plan.

Coordinating with other components throughout the planning process.

Implementing a process to select and adapt a curriculum that is consistent with the Head Start Performance Standards and early childhood development theory.

Presenting the final draft of the plan to the Director.

Assisting the Director and parents in preparing and monitoring the Education Component budget.

Promoting efficient use of budget funds through cost effective use of materials and careful purchasing of supplies.

Assisting the Director and parents in staffing the Education Component.

BEFORE READING THIS CHAPTER

Complete the self-assessment for this chapter.

Read the current Education Component Plan.

Discuss with the Director the process used by the program to develop/update component plans.

Review the budget for the Education Component.

SELF-ASSESSMENT: PLANNING TIlE EDUCATION COMPONENT

SELF-ASSESSMENT:THE EDUCATION COMPONENT PLAN Yes Needs My Attention

1. I provide training or other support to facilitate parent and staff participation.
2. I know the Program Year End date (PYE) for the program.

3. I address self-assessment results in the annual update of the Plan.
4. I confer with other component coordinators to complete the Plan.
5. The Plan includes the program's curriculum.

THE EIGHT-STEP PLANNING PROCESS

6. The Planning Process includes the following:
a. Analysis of Community Needs Assessment (CNA) data.
b. Review of the Performance Standards.
c. Use of a planning format that tells who does what, how, and when.
d. Defining program philosophy with staff and parents.
e. Developing goals and objectives.
f. Establishing the curriculum.
g. Developing/adapting strategies for all options.
h. Identifying responsibilities, time lines, and documentation.
i. Final review by staff, parents, PC, Director and Executive Director
7. I distribute copies of the Education Component Plan to every center

BUDGETING

8. The budget includes home-based and classroom equipment, materials, and supplies.
9. k-kind contributions are recorded regularly.
10. Center staff do a periodic inventory of equipment and materials.

STAFFING THE EDUCATION COMPONENT

11. There are written job descriptions for each job category.
12. There is a written procedure for recruiting, screening, and hiring staff.
13. Staff and parents involved in hiring receive training.
14. Reference checks are carried out.
15. Classroom observation are part of the interview process for teachers.
16. Opportunities to observe adult interactions are part of the interview process for home visitors.

Review your responses, especially those you marked "Needs My Attention," and circle, those topics you want to work on. List them below in order of their importance to you.

THE EDUCATION COMPONENT PLAN

The Education Component Plan is the blueprint for implementing the activities of the component. It describes how the component will implement the Head Start Performance Standards for Education Services and provides clear goals and objectives. The Education Component Plan, which is developed by the Director, staff, parents, and community representatives of each Head Start program, lets everyone involved know what approaches and strategies will be used to ensure that program goals and objectives are accomplished. The format is detailed enough to specify who will do what, how they will do it, and when it will be done. The Performance Standards require that the Education Component be reviewed annually and updated or revised when necessary. It is good practice to update the plan as a part of the annual review process.
Most Education Coordinators assume their positions in programs that have an Education Component Plan. Their task, then, is to work with staff, parents, and the community to review the plan and update or revise it as needed. There are times, however, when it is necessary to develop a completely new plan (e.g., in a newly-funded program, in a program whose needs have changed, or in an effort to improve services to children and families). Many of the steps involved in developing new component plans are similar to those involved in reviewing or up dating established plans. Unless otherwise noted, the steps outlined in this chapter apply to both developing a new plan and updating an existing one.
THE PLANNING PROCESS
As in other organizations, the Head Start planning process involves defining specific objectives and designing activities that will accomplish them. However, there are several unique features of the Head Start, planning process that affect planning activities:

Participatory management

The annual self-assessment

Cross-component coordination

PARTICIPATORY MANAGEMENT
Participatory management requires that staff and parents work together to develop and operate the program. Parent participation is facilitated by the staff through parent training sessions and thoughtful consideration of parents needs. For example, when working with non- English-speaking parents, special care must be taken to encourage their participation. This may include using interpreters, translating newsletters or other communications, allowing more time for meetings, and using visual aids.
As a result of meaningful participation in the management of the program, staff and parents share in the decision-making process and have a greater commitment to achieving the program's goals and objectives. In addition, the quality of the services is enhanced because families have opportunities to make decisions about the services they receive.
In planning the Education Component, participatory management is used to involve persons from a variety of populations. The Education Coordinator takes the lead in this activity, assisted by education staff, other component coordinators and supervisors, parents of children enrolled in the program, community representatives, specialists from various disciplines (e.g., speech therapists, psychologists), local education agency personnel, and others in the community.
THE ANNUAL SELF-ASSESSMENT
The required annual self-assessment is an integral part of each program's management system. As stated in 70.2 (Appendix B of the Head Start Policy Manual: The Parents), "Head Start parents have operating responsibility for conducting the self-assessment." The self-assessment is a process for examining how well the program has maintained compliance with the Performance Standards. (A more detailed discussion of the self-assessment process appears in Chapter VIII).
The schedule for developing the Education Component Plan takes into account when the self-assessment will occur. Infonnation provided by the self-assessment is used to bring the program into compliance, to plan im provements, and to update the plan. For example, if a lack of compliance with Performance Standard 1304.2- 2(b)(3)-Promotion of physical growth-was noted on the program's self-assessment report, strategies for complying with this objective would be developed. These might include staff training and emphasis on the physical growth and development section of the curriculum. The self-assessment team also may have identified a lack of indoor and outdoor equipment for large muscle development. Information about the purchase of this equipment would then be included as part of the program budget.
CROSS-COMPONENT COORDINATION
Because Head Start is an interdisciplinary program, each section of the Performance Standards is cross- referenced with other sections. One component cannot be planned without those responsible for the planning communicating with others. For example, if the Education Component Plan calls for parents to accompany classes on field trips, this is discussed with the Parent Involvement Coordinator, and the Parent Involvement Component Plan notes this activity as well. If the Health Coordinator wants a specific health education program incorporated into the classroom curriculum, this can be discussed with those planning the Education Component, and noted in both the education and health component plans. When one activity is noted in two component plans, the information can be given in detail in one and briefly cross-referenced in the other.
THE EIGHT-STEP PROCESS
A SUMMARY
This chapter describes an eight-step process used to develop, review, update, or revise the Education Component Plan:

Step one-organize a planning group composed of staff, parents, and community representatives;

Step two-review the community needs assessment;

Step three-review the Performance Standards and develop the plan format;

Step fourdefine the program philosophy;

Step five-agree on the goals and objectives of the education program;

Step six-establish a curriculum based on the Performance Standards and the needs of the community;

Step seven-identify responsibilities, determine time lines and documentation on procedures; and

Step eight-complete a final review process.

STEP ONE: ORGANIZE A PLANNING GROUP OF STAFF, PARENTS, AND COMMUNITY REPRESENTATIVES

The Performance Standards require that parents and staff participate in planning the education program. One of the most effective ways to meet this requirement is to establish an education advisory committee. This committee, which might be a sub-group of the Policy Council/Committee, is composed of parents, staff, and community representatives who are interested in and/or have expertise in early childhood development. Although this committee is not a Head Start program requirement, it can provide helpful support and input for a variety of tasks, including planning, monitoring, evaluation, technical assistance, and training.
An education advisory committee can participate in all stages of the planning process outlined in this chapter. The committee's recommendations are ultimately taken to the Director and then to the Policy Council/Committee for final approval.
Because of the importance of its work, committee members should be selected with care and should reflect the cultural diversity of the community. A list of candidates might include Policy Council/Committee members with an expressed interest, in the classroom and/or parent education activities, Head Start parents who have participated in Education Component activities but are not necessarily members of the Policy Council/Committee, and education staff. Staff from each of the other components may, participate if their responsibilities are related to the work of the Education Component.
Community members may include local education agency administrators and faculty, staff from other day care or preschool programs, public school administrators, early childhood education faculty from a local college or university, community action agency representatives, child care advocates, and other interested people. Most community representatives will need a comprehensive orientation, covering both the organization and goals of Head Start, and giving specifics about the local program.
If carefully selected, these individuals can be a real asset to the Education Component. For example, a faculty member from the early childhood department of a local college or university who is willing to donate time to Head Start by serving on the education advisory committee could provide training, become a sounding board and a resource for new ideas, and be an advocate for Head Start in the community.
The following guidelines may be helpful when selecting committee members:

Limit the size of the committee. Because the education advisory committee is a working committee, it should be a manageable size. Seven to ten members is large enough to provide diversity, yet small enough to allow interaction.

Avoid having so many experts on the committee that the other members become reluctant participants.

Select committee members who will work well together:

Select committee members who will give useful and constructive feedback and assistance.

Select committee members with complementary experiences and skills.

STEP TWO: REVIEW THE COMMUNITY NEEDS ASSESSMENT

A Community Needs Assessment (CNA) is a thorough survey of a geographical area in which a Head Start program proposes to operate. It is a survey of the needs of the people living there, the services that already exist to assist them, and the community and educational establishments that can serve as resources.
The CNA is used to
identify all eligible children in its target areas, serve those families in greatest need and in the proper progam             option, and make full use of the services and expertise which the community offers. (From ACYF, Head Start Administrative Regulations Guide, September 1982).
HOW THE COMMUNITY NEEDS
ASSESSMENT IS CONDUCTED
According to 70.2
the Grantee/Delegate Executive Director is granted the operating responsibility to see that the CNA is conducted. The Head Start Policy Council and the Head Start Director must be consulted in this process.
Therefore, the Head Start Director may ask the Edu cation Coordinator to provide relevant information to be used in the assessment. In addition, the CNA data are used as a basis for recommending program options for new or changing programs, or for validating the decision to continue the established program option. As this is one of the first tasks in the planning process, it is imperative that the information be available as the component plan is reviewed or updated.
The CNA is used in the program's planning process to:

develop the program proposal and grant applications;

select or validate program options; and

select and adapt the curriculum.

Commnunity agencies that regularly collect and maintain data that can be used in conducting the CNA include:

city and county planning departments;

state Census Bureau offices;

local housing and community development agencies;

child care resource and referral system offices;

grantee/delegate planning departments;

local departments of health, social services, human resources, etc.;

elementary schools;

local and state education agencies;

public health departments;

chambers of commerce;

state Employment Security Administrations;

medical and dental societies;

United Way agencies; and

public and private agencies providing other services to families and children.

The agencies listed above are normally contacted during a Head Start program's initial application for funding. Personal contacts are often used to acquire the information, although much of the data is available through published reports. This information is reviewed and up dated on a yearly basis.
USING THE COMMUNITY NEEDS
ASSESSMENT TO DEVELOP THE
EDUCATION PLAN
The Education Coordinator presents the data concerning the local community's problems, concerns, and available resources to the planning group. Data that may be needed to review or update an Education Component plan may include:

areas where families with incomes at or below the poverty level live;

number of children between the ages of three and five in these families;

specific health/nutritional problems in the community;

types and number of handicapping conditions found among all children in the community;

primary languages and ethnic origin/race of families in the community; and

providers of social, medical, dental, nutrition, and mental health services, and other types of human services in the community.

RECOMMENDING/VALIDATING
PROGRAM OPTIONS
Each program uses the CNA to determine the best match between the community's needs and resources and the program option to be implemented. (A complete description of the Head Start program options appears in Appendix A of the Performance Standards).
Head Start programs may implement either a double session or a full-day-center-based program. Implementing a double session results in more children being served; however, the program must comply with the requirements for breaks and planning time for staff. (Refer to Appendix A of the Performance Standards for these requirements). Full-day sessions are implemented in communities where many parents work or are in job training programs. Head Start policy on full-day sessions states that they should last no more than six hours per day. Full-day care can only be provided when "there is no suitable care giver in the home due to employment, illness, or other reasons." (Transmittal Notice N-30-336-l, 8-21-72).
The CNA also is used to verify or change features of the program design, e.g., the ages of the children served or the location of a center. When the CNA indicates that a Head Start grantee needs to provide services to individual children for more than one year, the program must ensure that the curriculum used for the second year is developmentally appropriate and does not repeat the ac tivities from the year before.
The CNA may indicate that the home-based option is the preferred primary vehicle for Head Start services, or should be used in addition to a center-based program. The home-based option offers the following benefits.

The family's competence in supporting and sustaining a child's development is strengthened.

Overall parent involvement in the child's education and development is increased.

Head Start services may be delivered to families that otherwise would not receive them.

Services to families are more individualized.

Questions that might facilitate the process of recomending or validating a program option include the following.

Will parent and community needs be met through home based, center-based, or variations in the center attendance option?

What are the distances children will have to travel?

Which option will serve the most children and families?

Is the population transient? Stable?

Will the seasons of the year affect the families to be served (e.g., migratory communities)?

Are there local customs that will make it difficult for a home visitor to be accepted? How will the families feel about strangers coming into their homes initially?

What strategies need to be developed to orient the community to option differences?

STEP THREE: REVIEW THE PERFORMANCE STANDARDS AND DEVELOP FORMAT FOR THE PLAN

The next step is to review the Head Start Performance Standards for the Education Component. This is done each year, whether the component is developing a new Education Plan or is updating a previously developed plan. As the basis for program operations, the Perform ance Standards identify what must be provided for all children and families, regardless of program option, education program philosophy, or curriculum selected. They list the requirements for each component. A review of the Performance Standards for all components, and particularly those for the Education Component, is a good way to prepare for a discussion of program philosophy, goals, and objectives. Present the Performance Standards in away that is clear and understandable so that the staff, parents; and community representatives can provide input on how the program can meet the requirements. The outline in Table 2 may be helpful.

TABLE 2

SUMMARY

EDUCATION COMPONENT PERFORMANCE STANDARDS

1304.2-1 Education services objectives. This section includes five broad-based objectives for the Head Start Education Component. Every Head Start program must design its educational services to meet these objectives. Programs use these objectives as a starting point, usually breaking them down into more specific, locally determined goals and objectives. These objectives were presented in the Introduction to this guide.

1304.2-2 Education services plan content: operations. This section specifies that each program must include in its plan the following elements with regard to the services provided by their Education Component:

(a) Component strategies for achieving the education objectives, including:

· an organized series of experiences designed to meet .the individual needs and differences' of children; -

· strategies used to avoid sex-role stereotyping; and

· methods of assisting parents.

(b) Provisions for:

· a supportive social and emotional climate;

· activities for intellectual development; and

· the promotion of physical growth.

(c) Plans for how the program will provide individualization, to include:

· the establishment of an individualized program through the selection of an appropriate curriculum and staff, and the inclusion of parents as resource persons.

(d) A plan for how each child's progress will be assessed, including:

· the procedures for the assessment of growth and development; and

the integration of the educational aspects of other Head Start components with the Education Component activities.

(e) This section includes standards related to staff and parent training. The knowledge and understanding of staff and parents shall be enhanced by:

· encouraging parents to participate in program planning and in center, classroom, and home activities;

· providing parent education activities; and

· providing a staff training program.

1304.2-3 Education services plan content: facilities.

(a) This section includes minimum standards for the physical environment used by the Education Component. It states that the plan must discuss how the program will provide facilities that are consistent with the health, safety, and developmental needs of the children.

(b) In addition, standards are included for the classroom materials. As specified in the standards, the plan must provide for appropriate and sufficient furniture, equipment, and materials.

THE PLAN FORMAT
The Head Start National Office does not require a standard format for component plans.. Whatever format is selected, it will be most useful if it:

includes sections that identify:

what is going to happen (the goals and objectives),

how it is to be done (the strategies or learning activities),

when it will happen (when each action will begin and end, when appropriate),

who is responsible (staff person with the operating responsibility for implementation),

project outcomes for each strategy (what the pro gram hopes to accomplish),

monitoring progress toward meeting goals and objectives (how the component will track progress), and

modifications or additions to the plan (added during the program year);

results in a document that is easy to read, clear, concise, and flexible enough to allow for updating as program needs and objectives change; and

includes references to the Performance Standards for each objective (to demonstrate that all standards have been addressed).

A narrative format is used by some programs, but is difficult to amend. Chart outlines may be unfamiliar to parents, but they are easier to change. Perhaps the most popular format is one in which the goal is written across the top of the page, and there are columns for Performance Standards references, objectives, strategies, person responsible, and time frames. An example of this format appears in the Resource Papers for this chapter (III-I). A sample plan outline appears in Table 3.

TABLE 3

EDUCATION PLAN OUTLINE

I. Background Information

A. Summary of community needs and characteristics B. Summary of last year's program-strengths and weaknesses

II. Program Option
A. Option selected
B. Rationale for selection

III. Program Philosophy (Belief Statements)

IV. Educational Goals and Objectives

V. Curriculum
A. Materials and environment
B. Developmental indoor and outdoor activities that meet Performance Standards requirements
C. System for assessing and tracking children's development
D. Management system for curriculum implementation
E. Curriculum training for staff and parents

VI. Time Lines and Staff Assignments

VII. Documentation to be Maintained

STEP FOUR: DEFINE THE PROGRAM PHILOSOPHY

The program philosophy defines the guiding principles that underlie the educational approach. It is the basis for determining program goals and objectives and developing or adapting implementation strategies.
The core of the Head Start program's philosophy is found in the Performance Standards. They define goals and objectives for the education program that are grounded in early childhood development theory. The guidance offered in the Performance Standards as suggestions for achieving the goals and objectives of the education program are examples of developmentally appropriate practices. Thus, Education Coordinators have a place to start in defining and explaining the program's philosophy.
DEFINING A DEVELOPMENTAL
PROGRAM
A developmentally appropriate program means that the experiences offered to children will be age-appropriate as well as individually appropriate for each child.
Child development research demonstrates that children grow and develop in predictable stages. All children pass through the same stages in all areas of development- physical, emotional, social, and cognitive. For example, children participate in parallel play activities before they can successfully play cooperatively with other children. Children, scribble before they draw recognizable shapes and representational pictures. Jumping in place precedes hopping on one foot. Children can identify concrete objects before they can understand abstract concepts.
A developmentally, appropriate program also recognizes that children are individuals who grow and develop at their own rate. No two children are likely to beat the same stage in all areas of development at a given time. The ability to recognize where each child is in his/her development and a knowledge of how to promote growth to the next stage is basic to the Head Start philosophy. Presenting information or tasks to children before they are ready will not produce early learning. Actually, children may become so frustrated by this process that their attitudes toward learning will be affected.
To explain a developmental program to staff and parents, the Education Coordinator may need to provide examples of what children are physically and mentally capable of knowing and doing during the early years of life. The Education Coordinator may choose to develop and conduct a workshop using audiovisual aids and examples of children's work. The information presented can be organized by skill categories or by the child's age so that parents can offer suggestions on what and how children can learn.
Because parents are their children's first and foremost teachers, they have, valuable information to share about their children's learning processes. Many parents today are concerned about school readiness, and particularly about the skills involved in reading, writing, and arithmetic. They may wish to see a program that stresses reading from books, printing drills, rote memorization of number activities, etc. If so, it is the Education Coordinator's task to translate these suggestions into developmentally sequenced activities. This addresses the concern that the children learn to read and demonstrates that the child's Head Start experiences are leading toward that long-range goal. The Education Coordinator is in the best position to explain to parents thatthe most effective way to accomplish their goal is to provide developmentally appropriate activities. These activities encompass the prerequisite skills achieved prior to reading, writing, and arithmetic activities. With a firm foundation of appropriate, developmentally sequenced activities each child will have a better chance to succeed in school.
HOW CHILDREN LEARN
The next step in explaining program philosophy is to review the principles of pedagogy-the art and science of how children learn. A hands-on workshop designed to help staff and parents experience how children learn is one way to convey this information. Include the following principles of how children learn.

Socioemotional development is closely related to cognitive development. Children must feel secure in the environment and good about themselves and their families.

Children learn actively through their interactions with people and objects in the environment. They explore, try out ideas, see what happens, and attempt to make sense of the results based on knowledge they already have.

New experiences, skills, and information should be closely related to what children already know and what they can do.

Learning experiences should begin with the simple and move to the more complex, from the concrete to the more abstract.

Children learn about the world and gain a better understanding of themselves if they have opportunities to engage in a variety of experiences.

Children use their whole bodies and all their senses in learning about the world.

STEP FIVE: AGREE ON GOALS AND OBJECTIVES

According to the Performance Standards, "The overall goal of the Head Start program is to bring about a greater degree of social competence in children of low income families." (1304.1-3). This statement provides the Head Start community of staff, parents, advocates, and other interested persons with a broad sense of direction.
In addition to this general goal, the group developing the Education Component Plan may identify additional goals for the Education Component based on the specific community being served. These will enable everyone who provides services in the component to work toward a common end. They will allow the component to maintain its focus as activities, are planned and implemented, and they will exist in conjunction with the goals noted in other component plans.
GOAL STATEMENTS
The goals for the Education Component are statements about the services the staff will provide children and their families. Unlike the curriculum goals, which address what the children will do, these goal statements include in formation about what the program will be providing and for whom. They are determined by:

the areas delineated in the education section of the Performance Standards (see Step Three);

the program philosophy;

the analysis of the CNA data; and

the competency areas defined by the Child Development Associate National Credentialing Program.

Sample goal statements appear in the Resource Paper (111-2).
DEVELOPING OBJECTIVES
Once the component's focus has been established by goals statements, objectives for reaching these goals are identified. Objectives are statements of outcomes to be accomplished by the component, and usually consist of three parts.

They begin with word "to"' followed by an action verb (to conduct).

They include a statement of the object of the action verb (to conduct meetings of staff and parents).

They end with, information about who or what will result from the action (to conduct meetings of staff and parents to discuss developmental needs of children).

The objectives that appear in the Performance Standards can be used verbatim or expanded to better address local program needs. In order to be useful and realistic, objectives should be written after a careful assessment of available resources and constraints. When writing objectives:

make them measurable (refer to time frames);

collaborate with other components to integrate activ ities and efforts;

be innovative;

use the Performance Standards and the self-assessment results as guides; and

evaluate actual resources for accomplishing objectives (trained staff, supplies, equipment, facilities, time, and money).

STEP SIX: ESTABLISH THE CURRICULUM

The program's curriculum reflects the Head Start philosophy, goals, and objectives. While some curricula address academic areas only, a Head Start curriculum is comprehensive, considers all facets of a child's development, and includes the educational aspects of all program components.
Head Start does not require that all programs use a specific curriculum model. On the contrary, the individualization and participatory management stressed by Head Start support the development or adaptation of a curriculum to match the philosophy, goals, and objectives of the local program. The curriculum used must conform to the Head Start Performance Standards, but there is room for local decision making regarding how the program will comply with these requirements. The most effective programs are those based on a welldefined curriculum selected, developed or adapted, and regularly evaluated by the staff and parents.

A DEFINITION OF CURRICULUM
What is curriculum? Is it a set of activities that teachers use with children? Is it the program's philosophy regarding early childhood education? Is it the goals and objectives we hope children will achieve? Or is it the way education staff interact with the children in the class room? The Head Start curriculum encompasses all the above and more.
A Head Start curriculum should reflect the Performance Standards and be based on:

sound educational theory and child development principles; and

a clear educational approach.

It should include:

specific goals and objectives;

developmentally appropriate indoor and outdoor a tivities for acquiring basic cognitive, social, emotional, psychomotor, and language development skills; and

a system for documenting the children's progress in all areas of development.

To support implementation of the curriculum, there should be:

a management system for implementing the curriculum;

procedures for training staff and parents on the implementation of the curriculum; and

a method for determining the effectiveness of the curriculum.

Some people say that curriculum is a structured framework; others maintain that it is an ongoing creative process that develops as staff interacts with children and reflects the changing interests and needs .of the community. Actually, it is both. It is structured in that the guiding principles and child development theories on which itis based remain unchanged. This structure or framework comes from the Performance Standards and child development theory. It specifies that the daily activities will be designed to:

be comprehensive and developmental;

reflect the community and cultures represented in the group;

recognize and promote the role of parents;

be child focused;

build on the children's skills and knowledge; and

promote the children's self-awareness and positive self concept.

Developing the curriculum is also a creative process. It is important that in designing, selecting, and adapting strategies, staff and parents understand the framework of the curriculum so that they are able to make consistent decisions. Individual teachers or home visitors may select different activities as they learn more about the developmental levels of the children, individual learning styles, and individual needs and interests. What remains consistent is that the activities fit into the overall framework of the curriculum, as the following examples illustrate.

In a rural community, the teachers may help children learn to classify by collecting and sorting seeds.

In an inner city program, the same goal may be achieved by giving children assorted keys or bottle caps to group.

In a child's home, the home visitor may demonstrate how to play classification games using kitchen utensils or clean laundry.

In each setting, the goals are the same and the philosophy of using real objects and having children develop their own categories is also the same, but the activities designed by the staff are based on their knowledge of the children and the community.

HOW PROGRAMS ESTABLISH A
CURRICULUM
Once there is a clear understanding of the philosophy and objectives for the program's curriculum, staff and parents can review existing curriculum models and resources to determine if there is one that is consistent with their needs. Education Coordinators play an important role as a resource in this selection process.
The curriculum review process is undertaken with a number of questions in mind, including the following.

What are the underlying basic assumptions of the curriculum?

How do these assumptions relate to the Performance Standards and what is known about how children learn?

Is the curriculum based on developmental theory and practice?

Is it flexible enough to be adaptable?

Does the curriculum give staff the opportunity to make judgments and choices?

How do these assumptions relate to the program goals and objectives developed by the staff and parents?

Was the curriculum developed for a preschool population?

For which age levels is the curriculum appropriate? Is the curriculum continuous for children from ages three through five or are the activities for only three-year olds or four-year-olds?

Does the education staff have the skills and abilities needed to implement the curriculum?

Is extra training needed?

Does the curriculum provide a management system?

Is there a procedures manual for training the staff on the curriculum?

Does the curriculum provide procedures for documenting children's progress and parents' knowledge and skills?

Are there data available to document its implemen tation and findings?

Are specific learning materials needed? If so, would the purchase/development prohibit use of this curriculum? Could leaming materials be adapted?

Does the program have access to resources or materials needed to implement the curriculum?

Does the curriculum reflect sensitivity to different cultural backgrounds?

Can the curriculum be adapted for children whose primary language is not English?

Is there a nearby program that is using the curriculum in a classroom where the Education Coordinator and staff can observe its implementation?

Are there elements of the curriculum that can be carried out by parents at home?

If necessary, can training be provided by outside experts?

As the parents and staff review curriculum options, they may find that few seem to fit exactly the goals and objectives developed for the program. In that case, they will need to adapt a published curriculum. Therefore, it is important to choose a curriculum that is flexible enough to be adapted, although care must be taken to maintain the integrity of the curriculum or the objectives may not he achieved. It often is best to implement the curriculum model as it is described, while allowing for local program needs as indicated by the component goals and objectives. After trying the model for a year or more, further ad aptations can be made to improve and expand on the curriculum.

A PROCESS FOR DEVELOPING STRATEGIES AND LEARNING ACTIVITIES

It may not be possible to find a curriculum model that meets all local program needs. Staff and parents may need to develop their own strategies and activities. A number of curriculum resources are available and provide a rich source of ideas.
There are several ways in which the activities can be organized in developing or adapting a curriculum:

by developmental goals;

by pre-academic areas;

by learning areas of -the classroom; and/or

by themes.

A curriculum organized by developmental goals focuses on the process of leaming, The goals provide, a framework for supporting child development. This type of curriculum makes teachers aware of the basic processes and opportunities in the classroom to enrich and extend developmental skills. Developmental experiences might be organized according to the following categories.

Active leaming

Language development

Representing experiences and ideas

Logical reasoning

Understanding time and space

Child- and teacher- or parent-initiated activities are used to enhance children's skills and extend their knowledge.
    A curriculum organized by pre-academic areas is similar to an elementary school curriculum. Areas might include:

Language arts

Art

Numbers/early math

Physical education

Science

Music

A careful review of this kind of curriculum is needed to ensure that the activities are developmentally appropriate for preschool children.
    In curricula organized by areas of the classroom, objectives and activities might be grouped in the following ways:

House corner

Block building

Art

Manipulatives

Books

Nature/science

Music/movement

Such a curriculum might describe how to set up activity areas and what children can learn in each one. The teacher's role in extending and enhancing learning areas frequently found in Head Start and other early childhood programs might also be discussed.
Finally, a curriculum organized according to themes or units emphasizes content. Units of study are identified for the year including when they will be introduced, what materials will be needed, what trips or special activities will be planned, and what concepts and skills will be taught. Units might include:

The school environment

The street I live on.

People in my neighborhood

Rivers and bridges

The supermarket

Cultural diversity can be integrated into any of these organizational frameworks. Head Start sponsored the development of four bilingual/multicultural preschool curricula that teach skills using these frameworks while reinforcing the language and culture of all the children being served. The four models allow for the diversity of the cultural and linguistic groups in different parts of the United States, as well as for the preferences of Head Start program providers. A list of these and other curricula are included in the resources at the end of this chapter.
As with other steps in the planning process, developing strategies and learning activities is best undertaken by the Education Coordinator with the assistance of staff and parents. Together they can proceed, using the following steps.

Record the component goals and the objectives for meeting those goals on separate pieces of paper; leave enough space on each page for curriculum references and several strategies.

Review each objective separately.

Identify materials, in the curriculum that address the objective; list strategies in the curriculum being adapted or in other Resources; discuss how the activities noted relate to the objective.

Discuss how the activities noted could be implemented in the program. Are additional steps needed?

Record the steps discussed above in the order in which they will occur.

For objectives where there is no reference in the curriculum or resource, discuss what tasks must be undertaken to achieve the objective. Record them in sequential order.

STEP SEVEN: IDENTIFY RESPONSIBILITIES, TIME LINES, DOCUMENTATION

The Education Plan should present a clear picture of the activities that will be conducted by the component. The "what" and "how" questions have been answered. To complete the planning process, the "when" and "who" questions must also be answered. This is accomplished by identifying time lines for the objectives and strategies and noting which staff members are responsible for completing specific tasks. (A sample from a completed Education Component Plan appears in the Resource Papers, III-3-4).
It also is important to identify and describe the documentation to be maintained by the component. This documentation is evidence that the strategies have been completed and the objectives attained. It is used for self-assessment, evaluation, and tracking.

TIME LINES
To establish the time line, begin with the first objective. Review the strategies and note when in the year activities
should take place:

before the program starts;

at the beginning of the year;

at a specific point' in the year; and/or

ongoing.

Record realistic dates for each activity. No strategy can. have a time line of "ongoing" only; each activity must have a beginning date. When activities have both beginning and ending dates (such as screening), both dates should be indicated.
Next, note which activities will be conducted simultaneously so that strategies can be coordinated. For example, the program could conduct a parent training needs assessment at about the same time as requesting suggestions for field trips (two strategies from two different objectives). Although different information is requested, one form can include both types of questions. This method is expedient as well as thrifty-one sheet of paper used, one mailing prepared, etc.
Likewise, coordination among components is important during this step. As time lines are being developed, inform, other coordinators of the tasks to be undertaken by the Education Component and when these are to be completed. Potential conflicts will be identified and plans altered. This will not be as easy once the plan has been approved by the Policy Council/Committee and submitted for funding. Some Directors facilitate planning coordination by gathering all the coordinators together to develop an annual calendar of program activities.

STAFF RESPONSIBILITIES
As time lines are being developed for the strategies and objectives, it is also necessary to determine who has operating responsibility for each activity-who will complete the task or activity. In most instances, the Education Coordinator will have the operating responsibility for the strategies concerning:

plan development;

curriculum adaptation or development;

staff selection;

staff and parent training; and

establishing a safe and healthy learning environment.

Although the Education Coordinator has ultimate responsibility for every activity in the Education Component, the classroom staff and home visitors have operating responsibility for tasks such as:

observing and recording children's growth and development,

conducting home visits;

maintaining or promoting a safe and healthy environment; and

preparing weekly plans.

DOCUMENTATION TO BE
MAINTAINED
Identify the documentation to be maintained within the Education Component, and indicate how it will be used within the strategy statements.
    Written records include:

minutes from parent and staff meetings;

lesson plans and daily schedules;

written curriculum;

records of parent participation;

individual plans, including data gathered as a result of ongoing observation, recording, and evaluating each individual child's growth and, development;

Individualized Education Plans (LEPs) for children with diagnosed handicapping conditions;

staff and parent training plans; and

records of parent meetings.

Documentation is also discussed in Chapter V, "Ad-. ministering The Education Component."
STEP EIGHT: FINAL REVIEW PROCESS

A final review is necessary. This review includes checking to make sure all the Performance Standards have been addressed.

REVIEWING THE EDUCATION
COMPONENT PLAN
Presenting the draft plan to the entire education staff will allow them to see what their responsibilities will entail for the upcoming program year. Staff may then point out what they feel can realistically be accomplished, what obstacles they see to completing some action steps, and how these obstacles could be overcome. They may also suggest changes or additions to the plan.
Next, present the plan to the Head Start Director for approval. A final review by other component coordinators also is invaluable. The staff meets to discuss the activities that will take place during the next program year.
The final step in the Grantee or Delegate Agency review process is approval by the Executive Director and the Policy Council/Committee. The agency will have a system for accomplishing this. In many programs component coordinators present their plans to the Executive Director and the Policy Council/Committee group agencies. A presentation by the Education Coordinator might address the, following points:

how the planning group was established and how it operated;

what information from the Community Needs Assessment was used in preparing and updating the plan;

whether the plan was reviewed, revised, updated, or completely rewritten;

what information was used to recommend or validate program options;

the underlying philosophy that guides the Education Component;

how the goals and objectives were developed for the plan;

how the curriculum was selected and adapted;

what strategies and learning activities were developed to meet the goals and objectives; and

who is responsible for completing each task and when the action steps will be implemented.

USING THE EDUCATION COMPONENT
PLAN
Every center needs to have a copy of the plan to refer to regularly. Putting the plan in a three ring binder with tabs will make it easier to read and use. It can be used as a working document to meet a number of needs, including:

developing systems and formats for the Education Component

daily schedules,

long-term plans,

weekly planning forms,

a system for observing, recording, and evaluating children's behavior, and

a system for ordering classroom supplies;

guiding the ongoing planning and implementation of daily activities;

developing other program documents;

developing the training plan;

providing orientation for new staff; and

focusing discussion at staff meetings.

Two final uses for the Education Component Plan are discussed in the following sections of this chapter-developing the budget and staffing the component.

BUDGETING FOR THE EDUCATION COMPONENT

The extent of involvement by the Education Coordinator in budgeting for the component varies from program to program. In some programs, the Education Coordinator provides information for the budget, while in others the Education Coordinator assists the Director in preparing and overseeing the component budget. Whatever their level of involvement, component coordinators need to know how much money has been allocated for the services they provide.
When the annual budget for the program is prepared, the Director will outline the items included in the education portion. In the majority of programs, this will include:

staff salaries;

equipment, materials, and supplies for all program options;

office supplies for education staff (if applicable);

a staff development budget; and

a tracking system for in-kind contributions.

In some programs, items like center rent, utilities, and maintenance also are included. If not, the Education Coordinator may recommend when maintenance is needed, e.g., painting a center or repairing a bathroom. In programs with a home-based option, staff travel is included in the budget. In other programs, there may be a line item for staff travel for home visits or to professional conferences. Some programs maybe able to pay for such conferences; others may not.

ITEMS INCLUDED IN THE BUDGET
STAFF SALARIES
This is usually the largest budget item and includes salary and fringe benefits (social security, workmen's compensation, health and accident insurance, and retirement program).
CLASSROOM EQUIPMENT, MATERIALS, AND SUPPLIES
This is usually the second largest budget category. The materials reflect the program's educational philosophy and priorities and need to be selected carefully.
Staff appreciate being asked to provide input on what supplies and equipment they need. Their projections are based on an assessment of the condition of classroom and outdoor equipment and the consumable supplies used during the past year.
When determining what is needed for the Education Component, it is helpful to distinguish among these items:

Equipment-tables, chairs, easels, cots, shelves, stor age cabinets, water and sand tables, furniture for the housekeeping areas, large motor toys, sandboxes, climbing structures, tricycles, large wooden blocks, etc. These standard items are durable and not frequently replaced. They should be of good quality and designed for use with preschool children.

Materials-usually includes toys, games, table blocks, table toys, puzzles, props for the housekeeping area, books, records, and science materials, such as magnifying glasses, etc. These are items that are replaced periodically-once or twice a year-but are not considered to be consumable items. -

Supplies-these are consumable items such as art supplies, tape, chalk, soap, paper products, etc. These need to be replaced regularly. Some programs include only items used directly by the children in the Education Component budget; other programs include teacher supplies, such as pens, notebooks, and index cards.

For the home-based option, the home visitor provides the special toys and materials needed to implement the child's plan. However, the home visitor is trying to demonstrate to the parent that children can learn from materials readily available in the home. Such things as buttons, beans, bottle tops, empty cartons, clothes pins, plastic bottles, etc. can be used to teach children to classify, seriate, and create.

CREATIVE BUDGETING
No program ever has all the funds it needs or wants for materials and classroom supplies. Many programs actively solicit contributions from the community. Here are some practical suggestions for supplementing the budget.

Determine which items of equipment can be easily shared within the center or within the program, e.g., a record player can easily serve two classrooms or even three, with good planning; a water/sand table or a full set of large wooden blocks can do the same.

Rotate certain materials throughout'the classrooms on a routine basis instead of purchasing new ones; puzzles and table toys are ideal for this.

Purchase art materials carefully; order the basics like crayons, paint, scissors, and glue; try to get local companies to donate computer paper for drawing, and ask parents to save "beautiful junk."

Try to order all materials, equipment, and supplies in bulk so that discounts can be requested. This involves planning and coordination among classroom staff.

Look for toy recycling centers that take donated used toys, refurbish them, and sell them at a very low price.

Include classroom materials in fund-raising efforts. Request contributions from local stores on a rotating basis so that no store is constantly-asked-for donations.

Encourage staff to use public libraries whenever possible to save the cost of purchasing books and records.

MONITORING THE EDUCATION
BUDGET
Once the budget for the Education Component is prepared, the Education Coordinator monitors the expenditures, overseas fixed assets, keeps an inventory of supplies, and monitors non consumables, such as tables and chairs) This ensures that all costs incurred are within budget and helps determine if additional line items are needed.
It also helps to keep track of where money is being spent and whether staff members are conscious of saving money Whenever possible. The staff needs to know details about the budget for their activities. In monitoring the budget it is helpful to keep these gnidelines in mind.

Require education staff to conduct periodic inventories. These will note what equipment, materials, and supplies are needed and which are being used more rapidly than the budget allows. (See the Resource Papers, III-5-8).

Develop a simple form for the staff to-use when com pleting the inventory.

Develop a system that records what each center is spending, when, and on what.

Compare budget items with what is actually being spent to identify where over or underspending is occurring before this becomes a problem.

Monitoring the budget can include encouraging staff to seek donated materials and in-kind contributions. Staff who are successful in soliciting donations can be asked to share their ideas and successes with others.

SELF-ASSESSMENT:THE EDUCATION COMPONENT PLAN	Yes	Needs My Attention
1. I provide training or other support to facilitate parent and staff participation. 2. I know the Program Year End date (PYE) for the program.
3. I address self-assessment results in the annual update of the Plan. 4. I confer with other component coordinators to complete the Plan. 5. The Plan includes the program's curriculum.
THE EIGHT-STEP PLANNING PROCESS
6. The Planning Process includes the following: a. Analysis of Community Needs Assessment (CNA) data. b. Review of the Performance Standards. c. Use of a planning format that tells who does what, how, and when. d. Defining program philosophy with staff and parents. e. Developing goals and objectives. f. Establishing the curriculum. g. Developing/adapting strategies for all options. h. Identifying responsibilities, time lines, and documentation. i. Final review by staff, parents, PC, Director and Executive Director 7. I distribute copies of the Education Component Plan to every center
BUDGETING
8. The budget includes home-based and classroom equipment, materials, and supplies. 9. k-kind contributions are recorded regularly. 10. Center staff do a periodic inventory of equipment and materials.
STAFFING THE EDUCATION COMPONENT
11. There are written job descriptions for each job category. 12. There is a written procedure for recruiting, screening, and hiring staff. 13. Staff and parents involved in hiring receive training. 14. Reference checks are carried out. 15. Classroom observation are part of the interview process for teachers. 16. Opportunities to observe adult interactions are part of the interview process for home visitors.

	TABLE 3
	EDUCATION PLAN OUTLINE
I.	Background Information
	A. Summary of community needs and characteristics B. Summary of last year's program-strengths and weaknesses
II.	Program Option A. Option selected B. Rationale for selection
III.	Program Philosophy (Belief Statements)
IV.	Educational Goals and Objectives
V.	Curriculum A. Materials and environment B. Developmental indoor and outdoor activities that meet Performance Standards requirements C. System for assessing and tracking children's development D. Management system for curriculum implementation E. Curriculum training for staff and parents
VI.	Time Lines and Staff Assignments
VII. Documentation to be Maintained