a1u
Allegheny Intermediate Unit
Educational Opportunities • Innovative Solutions • leadership Excellence
Head Start ClassrooDl
FaDiily Handbook
2015-2016
475 East Waterfront Drive Homestead, PA 15120-1144
Call to enroll: 1-866-214-KIDS (5437)
Website: www.aiu3.net
Early Childhood Education
TABLE OF CONTENTS
PROGRAM OVERVIEW
Welcome/Head Start Program Philosophy_ _ _ _ _ _ _ _ _ _ !
Confidentiality Information
2
Early Intervention
3-4
Education
5
Family Engagement
6
Family Resources
7-8
Health
9
Immunizations, Vaccine Explanations
10
Recommended Immunization Schedule
11-12
Reminders
13
Supervision
14
Transition
15
What to Bring and Not to Bring, Volunteering in the classroom
16
Volunteer Flyer
17-18
HEAD START POLICIES & PROCEDURES
CLASSROOM
~
~
Education Overview
19
---------------Average Daily Attendance
20
~
Classroom Closings due to Weather and Non-Weather
Emergencies _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.21
~
Classroom Pets
~
Code of Conduct and Professional Ethics
~
Community Parent Complaint Resolution/Levels of Support/
Complaint Form
22
23-25
26-28
~
Development of Family Goals and Assessments
~
~
Escorting Children
30
Family Code of Conduct _ _ _ _ _ _ _ _ _ _ _ _ _ .31-33
~
Fund-Raising
34
~
Late Arrival for Head Start/Pre-K Counts Classrooms
35
29
>-
Late Pick-Up for Children in Head Start/Pre-K Counts
Classrooms_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 36
>>-
Mandated Reporting of All Suspected Child Abuse
>>-
37-40
Safety During Drop-Off and Pick-Up of Head Start/Pre-K Counts
41
Children
Screening Requirements _ _ _ _ _ _ _ _ _ _ _ _ _ _42
Selection
43-45
HEALTH
>>>>>>>>>>>>>>>>>>>>>>>-
Health Overview
Bed Bugs in the Classroom
46
47-48
Behavior Changes and Medication
49
Child Dental Exam
50
Child Physical Exam
51
Classroom Health Observation
52-54
Cleaning and Sanitizing Classroom Toys
55
Communication of Life Threatening Health Concerns
56
Comprehensive Food Allergy Policy for Classrooms
57-58
Diapering/Soiled Clothing
59-60
Food Being Brought onto Head Start/Pre-K Counts Premises__ 61
Hand Washing
62
Head Lice Policy
63
Hot/ Cold Liquids in Early Childhood Settings
64
Health Inclusion
65
Immunization Status
66
Individualized Health Plans
67-68
Influenza Guidelines for Early Childhood Programs
69
Medical and Dental Emergencies in the Classroom
70-71
Medication Administration in the Classroom
72-75
Nutritious Meal for Children Arriving Late
76
Physical Health Referral
77
Tooth Brushing
78
EARLY INTERVENTION
Early Intervention Overview_ _ _ _ _ _ _ _ _ _ _ _ _ _79
>
>
Disabilities and Positive Behavior Support/
Mental Health Coordinated Services
>
>
>
>
Early Intervention Services
80
----------81-82
Inclusion of Children with Disabilities
83
IFSP/IEP/PBS Transition Assistance
84
Positive Behavior Support/ Mental Health Services
85-86
AIU POLICIES & PROCEDURES
> Bullying/Cyberbullying
> Emergency Preparedness
> Medications
> Nondiscrimination in Educational Program Services/
>
>
>
>
>
>
>
>
>
Report Form for Complaints of Discrimination
Nondiscrimination-Qualified Students with
Disabilities/Report Form for Complaints of
Discrimination
Possession/Use of Asthma Inhalers/Epinephrine
Auto-Injectors
Public Attendance at Intermediate Unit Events
Review of Instructional Materials by Parents/Guardians
and Students
Student Discipline
Suicide Awareness, Prevention and Response
Terroristic Threats
Unlawful Harassment/Report Form for
Complaints of Unlawful Harassment
Weapons
1-4
1-3
1-5
1-6
1-10
1-3
1-3
1-2
1-4
1-7
1-3
1-6
1-4
FOR YOUR INFORMATION
>
>
>
Allegheny County Early Childhood Education Enrollent Information
Contact Information
Verbal Request for Release of Child
SIGNATURE PAGES
> Family Code of Conduct Signature Page
> Code of Conduct and Professional Ethics Signature Page
> Family Handbook Signature Page
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PROGRAM OVERVIEW
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Welcome to the Allegheny Intermediate Unit
Head Start and Pre-K Counts Programs!
Dear Families,
We are delighted to have your family be part of our Head Start and Pre-K Counts programs!
We are looking forward to working with you to provide your child with the opportunity to learn,
grow and be well-prepared for kindergarten. Each day is a learning day as children practice
beginning reading, writing and math skills, problem-solving, and social-emotional skills. Children
also practice healthy habits as well good nutrition. Child assessments track progress for parents
and staff and are shared three times per year, at a minimum.
We also engage each child's family in activities that support and extend these growth and
development opportunities. You are your child's first and most important teacher! Becoming a
partner with your child's teacher(s) helps children to reach their fullest potential and build a
strong foundation for learning! In the weeks and months ahead, many activities and
experiences will be shared and developed with you to help reach this goal.
Our Mission Statement:
Allegheny Intermediate Unit {AIU3} Head Start and Pre-K Counts provides early childhood
education in nurturing environments and connects families to services that strengthen and
prepare them to achieve their fullest potential. At Head Start and Pre-K Counts, we partner with
families and young children to foster success for kindergarten.
We are excited to work with you and hope that you will find this enjoyable and rewarding!
Respectfully,
Chris Rodgick, Director
Summer 2015
1
Confidentiality
Our program takes great pride in protecting the confidentiality of your child's and family's
information collected by the program.
We will not share information with you about other children or families enrolled in the
program.
We will not share information about your child to outside agencies without a signed consent to
release the information.
If you move to another Head Start/PKC/Home-Based site during the year, we will transfer your
child's records.
If your child or family is currently or has in the past received services from an outside agency we
may ask for your permission to obtain this information for the benefit of your family.
Summer2015
2
Early Intervention
Screenings
The Education Staff work with parents to complete various screenings soon after your child is enrolled.
These screenings help to identify your child's strengths and any area where your child may need
support.
The following screenings are completed:
•
Developmental -determines how your child is developing in communication, physical
ability, social skills and problem solving.
•
Speech Articulation - determines how well your child makes speech sounds.
•
Hearing - determines if your child has a hearing concern.
•
Vision - determines if your child has any vision concerns.
•
Behavioral/Social Skills - determines how well your child interacts with friends and
adults.
If screenings indicate that your child is developing without concerns there is nothing more you will need
to do. If screening results suggest that additional evaluation is needed your child's team will work with
you to make the appropriate referrals for additional assessment.
Early Intervention Services
The Head Start/Pre-K Counts Program conducts developmental screenings for all children entering the
program. Screening results are shared with parents, and may help guide ELCs and teachers to plan
individualized learning activities. Screening results may also identify children who would benefit from
additional supports to learn and grow.
With parent permission, children who may need additional supports can be referred to the AIU DART
Program for further evaluation. If a child is eligible for Early Intervention based on results of the DART
evaluation, Head Start/Pre-K Counts and DART work together with parents to create a plan that is right
for each individual child.
Early Intervention Services are designed to enhance the development of all children identified as having
a developmental delay. The goal of the program is to ensure that children receive appropriate services
to help them participate to the best of their ability in their educational and community environments.
Positive Behavior Support Services
Preschool children learn to share, cooperate, take turns, and resolve conflicts. These social skills help
them to be successful in school. In Head Start/Pre-K Counts, teachers and ELCs focus on these skills
every day. With parent permission, children who may need additional supports to learn to get along
with others may be referred to the Positive Behavior Support team. The PBS team works together with
parents, ELCs, teachers and/or designees to create a plan that is right for each individual child.
If you or your child's ELC/teacher/designee have concerns about your child's behavior or social skills, a
referral to PBS may be recommended.
Summer2015
3
Wraparound Services
At times, in order to participate in Head Start/Pre-K Counts, a child may need more behavioral support
than can be provided by the Head Start/Pre-K Counts and DART programs. If a child is eligible for
support services provided by a community agency (e.g., BHRS or wraparound services) the agency may
recommend that these services be provided for the child in the classroom/family playgroup.
Formal guidelines are in place to help the community agency and Head Start work together to help the
child be successful in Head Start/Pre-K Counts. If a TSS, MT, or BSC is going to be coming into the Head
Start/Pre-K Counts classroom/family playgroup to work with your child, please keep in mind that we
must have a meeting (including the teaching team, parent(s), supervisors, wraparound agency staff, and
other Head Start/Pre-K Counts staff who may be involved) to discuss the plans, goals, Head Start/Pre-K
Counts guidelines, and how all of the adults will be working together to benefit the child. It is also
helpful for the teacher/designee to have a copy of the treatment plan.
If you have any questions about wraparound services or outside agencies providing support to children
in Head Start/Pre-K Counts, please call Karleen Preator, 412-394-3479.
Summer 2015
4
Education
•
We follow the same routine every day because consistency is very important in child
development. More information will be provided throughout the year.
•
Children learn by using their senses as they explore their environment.
•
Our program uses the Creative Curriculum which supports the Pennsylvania Early
Learning Standards, the Head Start Performance Standards, and the Head Start Child
Development and Early Learning Framework which guide our work in preparing children
for kindergarten.
•
On a daily basis, teachers observe children during their play (using Teaching Strategies
GOLD) to gain information about their growth and development.
•
This assessment information is collected, recorded and shared with parents three times
a year to develop goals for children.
•
You can see an overview of this assessment tool at www.teachingstrategies.com.
Sample Daily Routine
All components will be included in the daily routine; however times and sequence will be
different due to the needs of the children and facilities.
Arrival and/or Parent-child Activity
Breakfast
Tooth Brushing
Circle Time
Small Group Time
Planning Time
Work Time
Clean up Time
Recall Time
Outside/ Gross Motor
Large Group Time
Lunch Time
Quiet Time
Snack Time
Large Group Activity
Dismissal and/or Parent-child Activity
Summer 2015
5
Family Engagement
We encourage every parent/guardian to participate in the program. The AIU Head Start/Pre-K
Counts vision for family engagement is to create an environment where you are welcome to
participate in the program.
Opportunities for Family Engagement Include:
Classroom Volunteers: You are always welcome to visit and volunteer throughout the year.
You have great talents and interests. Sharing these in the classroom expands the child's world
and helps us to foster curiosity. You are encouraged to visit and volunteer any time in our
classrooms (see clearances below).
Clearances: All staff and visitors must adhere to the current PA law and applicable
program/agency policies.
Home Visits: Family Advocates/designee and teaching staff are required to conduct home visits
during the school year. Each visit should last approximately 1 to 1Y, hours. Parents will assess
their strengths and needs and develop a goal plan with staff support. The teaching staff will
share your child's progress and ask for your input. Individual needs of your child will be
discussed. Home visits are scheduled at a time that is convenient to both the family and the
staff.
Weekly Family/Child Activity Day: Parents are invited to participate in the weekly activity in
your child's classroom that relates to the weekly lesson plans.
Shared Decision Making:
Local Parent Group: All parents of enrolled children are automatically members of the local
Parent Group. Parents play a part in the development and implementation of local program
policies and services, participate in parent-child activities, and participate in the screening and
interviewing process of Head Start employees.
Policy Council: Each Local Parent Group elects a parent to serve on the AIU Head Start Policy
Council. Policy Council members, the AIU Governing Board members, and key administrative
staff work together to make major decisions about program design and management, long and
short-term goals, applications for funding and budget planning, and personnel policies and
employment of Head Start staff.
Each Local Parent Group shall elect voting Policy Council Representatives. Any parent or legal
guardian of currently enrolled Head Start children can be elected to serve on Policy Council.
Summer 2015
6
Family Resources
Alliance for Community Respite Care of CLASS or ACRC {1-888-954-2424 or 412-683-7100)
(1-888-954-2424 or 412-683-7100) the mission of ACRC is to provide support and relief through
access to respite care for caregivers and children and adults of all ages with special needs.
http://www.classcommunity.org/how-we-help/alliance-community-respite-care
CELL Center for Early Literacy Learning provides research based ideas and activities for everyday
home and community activities that encourage infants, toddlers, and preschool age children to
listen, talk, and learn the building blocks for early literacy.
http://www.earlyliteracylearning.org/pgparents.php
Child-Care Information Services {412-261-2273) provides parents with a listing of childcare
providers in their area who may be able to address any special needs, and helps parents make
informed childcare choices. Child care subsidy information is also available.
Childcare Provider Search provides written information about quality childcare in Pennsylvania.
https:Uwww.compass.state.pa.us/Compass.Web/ProviderSearch/pgm/PSWEl.aspx
Choose My Plate
http://www.choosemyplate.gov/preschoolers/physical-activity/outdoor.html
Family Resource Guide provides information on medical, developmental, therapeutic,
education, support and recreational services in SW PA for children with medical and
developmental needs. http://www.familyresourceguide.org
Head Start provides information on Head Start in PA and nationally. Pennsylvania Head Start
Association http:(/www.paheadstart.org; National Head Start Association
http://www.nhsa.org
Helpline {412-255-1155) offers information and referral to local support groups {autism, ADHD,
etc.) and resources available in our community. www.unitedwaypittsburgh.org
Highmark Caring Place {1-888-224-2673) is a safe place where grieving children and families
can come together and be with others who understand what they're going through.
www.highmarkcaringplace.com
Jeremiah's Place (412-924-0726) at Jeremiah's Place we provide a safe haven for children when
families are in crisis. http://www.jeremiahsplace.org/
Keystone Stars provides information about quality early childhood programming.
www.pakeys.org
Summer2015
7
National Association for the Education of Young Children promotes excellence in early
education at www.naeyc.org
PA 2-1-1 Southwest {dial 211) is a FREE resource and information hub that connects people
with community, health and disaster services in 11 counties through a free, 24/7 confidential
phone service and this website. http://oa211sw.org
Parent To Parent (1-888-727-2706) links families with children and adults with disabilities.
www.parenttoparent.org
Positive Behavior Support website gives the ABC's of child development at
www.pbs.org/wholechild/abc
re:solve Crisis Network (1-888-7-YOU CAN (1-888-796-8226) provides round-the-clock,
mental health crisis intervention and stabilization services for residents of Allegheny County in
Pennsylvania. www.upmc.com/services/behavoriai-health/pages/resolve-crisis-network.aspx
Special Kids Network (1-800-986-4550) is a statewide information and referral resource for
children with special needs. www.health.state.pa.us/skn
WARMLINE-Family Resources {412-641-4546) provides confidential telephone counseling,
referral and information services for parents and caregivers with non-medical parenting
questions and concerns.
PBS Kids www.pbskids.org
Get Ready to Read! is designed to support educators, parents, and young children in the
development of early literacy skills in the years before kindergarten.
http://www.getreadvtoread.org
Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help
young children learn how to read and read better.
http://www.readingrockets.org/audience/parents/
Center on the Social and Emotional Foundations for Early Learning {CSEFEL) is focused on
promoting the social emotional development and school readiness of young children birth to
age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care
Bureau for disseminating research and evidence-based practices to early childhood programs
across the country. http://csefel.vanderbilt.edu/
WIC (Women, Infants and Children) (412-350-5801) serves income-eligible and medically or
nutritionally at-risk pregnant women, breastfeeding and bottle-feeding mothers, infants and
children up to the age of five. http:Uwww.achd.net/wic/
Summer2015
8
Health
The Head Start Program believes that your child's health is just as important as their education.
•
Meal time
Head Start/Pre-Counts provides meals and snacks that are served family style with children and
staff eating together. Children serve themselves and help to clean up. Classrooms operating a
full day serve breakfast, lunch and a healthy snack.
•
Food in Classroom
Due to food allergies, food may not be brought into the classrooms (for more information, see
the Food Policy).
•
Dental Hygiene
All children brush their teeth once daily after a meal. Toothbrushes and toothpaste are
provided by the program.
•
Developmental Screenings
The purpose of these screenings is to find out your child's areas of strength and areas in need of
support and to plan appropriately for your child. Your child will be screened for vision, hearing,
speech and language, developmental and social skills. If there are any concerns you will be
notified. With your permission, additional support services are available for you and your child.
•
Heights and Weights
Your child's height and weight will be recorded twice a year. You will be notified of the results.
•
Physical and Dental Forms
The state law requires proof of up-to-date immunizations at enrollment. Pennsylvania's Early
and Periodic Screening, Diagnostic and Treatment (EPSDT) schedule requires all children to have
a yearly physical and dental exam. Physical exams should include Hemoglobin/Hematocrit and
lead values.
•
Behavior
If your child has behavior needs/concerns (such as shyness, sadness, difficulty making friends,
aggressiveness, etc.) at home or in the classroom, a behavior specialist is available to address
those needs.
•
Individual Health Plan {IHP)
If your child has a special health need I concern, a nurse is available to address the need(s) with
an individualized plan. Health Care Plans- Individualized health care plans are developed for
children to provide guidance to the staff when a child has an identified health challenge. It is
very important to let your child's teacher know about any health issues, including allergies to
food and medication, as well as asthma. The program Nurse Practitioner, Cindy Callaghan (412394-3616 or 412-310-0380) is available to determine the most appropriate way for medication
education to occur.
Summer2015
9
Immunizations
Immunizations are an important part of our children's health care and Pennsylvania law
requires that children in a childcare or school setting be vaccinated to prevent vaccine
preventable disease. The purpose of this information is to let you know which vaccines your
child will be required to have in order to attend Head Start/Pre-K Counts in the current school
year. Included in the following list are websites where you can go to find out more about the
diseases and the vaccines.
Required Vaccines List
Hepatitis B (Hep Bl - Three doses
Hep Bis required for all children to protect against a serious liver disease that can lead to liver
damage, liver cancer and death. www.immunize.org/hepb
Diphtheria/Tetanus - Four doses
Tetanus vaccine protects against tetanus (a disease that causes painful muscle stiffness,
convulsions and death} and diphtheria (a disease that can cause suffocation, paralysis, heart
failure and death}. www.immunize.org/tetanus; www.immunize.org/pertussis
Polio (I PV) -4 doses
IPV vaccine protects against paralysis, typically ofthe legs, as well as the muscles that help us
breathe. http://www.immunize.org/polio
Measles/Mumps/Rubella (MMR) - One dose
MMR vaccine protects against three diseases. Measles can cause ear infection, pneumonia,
seizures, inflammation of the brain and death. Mumps can lead to deafness, meningitis and
painful swelling of the testicles or ovaries and occasionally, death. Rubella in pregnant women
can cause miscarriage or serious birth defects to the unborn child.
www.immunize.org/measles; www.immunize.org/measles; www.immunize.org/rubella
Varicella or Chickenpox (Var) - One dose
Varicella vaccine protects against chickenpox disease, a rash illness that can lead to infections,
pneumonia, swelling of the brain and on occasion, death. www.immunize.org/varicella
"Recommended Immunization Schedule for Children Aged 0 through 6 Years" (page 10} is the
document that will help you determine which required vaccines your child will need for school
as well as the number of doses needed for protection.
Summer 2015
10
2015 Recommended Immunizations for Children from Birth Through 6 Years Old
'
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HepB I
l
HepB
Hep_B_ _~-~~
RV
RV
RV
DTaP
DTaP
DTaP
Hib
Hib
Hib
I
Hib - - -
PCV
PCV
PCV
1-
PCV
IPV
IPV
r-----------
[
DTaP
J
DTaP
I
I
IPV
-1
IPV
]
Influenza {Yearly)*
___
_ I- - - - - - - - - - -
---,
D
MMR
MMR
~_V_aric~lla __[
Varicella
Shaded boxes indicate the
HepA§
vaccine can bG given during
shown age range.
NOTE: !f your ch lid misses a shot,
you don't need to start over,
just go back to your child's
doctor for the next shot.
Talk with your child's doctor
if you have questions
about vaccines.
For more information, call toll free
1·800-CDC·INFO (1·800-232-4636)
or visit
http://www.cdc.gov/vaccines
-::==]
FOOTNOTES: * Two doses given at least four weeks apart are recommended for children aged 6 months through 8 years
of age who are getting an influenza (flu) vaccine for the first time and for some other children in this age group.
§
Two doses of HepA vaccine are needed for lasting protection. The first dose of HepA vaccine should be
given between 12 months and 23 months of age. The second dose should be given 6 to 18 months later.
HepA vaccination may be given to any child 12 months and older to protect against HepA. Children and
adolescents who did not receive the HepA vaccine and are at high-risk, should be vaccinated against HepA.
If your child has any n1edical conditions tl1at put hlrn at risk for infection or is traveling outside the
United States, talk to your child's doctor about additional vaccines that lie may need.
U.S. Department of
Health and Human Services
Centers for Disease
Control and Prevention
t
FAMILY PHYSICIANS
American Academy
of Pediatrics
STRONG MEDICINE FOR AMERICA
DEDICAT!lD TO THE HllAL'l'H OP ALL
AMERICAN ACADEMY OF
CHILDREN~
Vaccine-Preventable Diseases and the Vaccines that Prevent Them
V>
Disease
Vaccine
3
Chickenpox
Varicella vaccine protects against chickenpox. Air, direct contact
"3
ro
~
N
0
f-'
V>
Disease spread by
Disease symptoms
Rash, tiredness, headache, fever
.
Diphtheria
DTaP* vaccine protects against diphtheria.
Air, direct contact
Hib
Hib vaccine protects against Haemophilus
influenzae type b.
Air, direct contact
.
·.
.·
·.. ··.·
May be no symptoms unless bacteria
enter the blood
.
..
.·
Hepatitis A
-,
-
f-'
"'
Direct contact, contaminated
food
or water
..
HepAvaccine protects against hepatitis A. .
-
'-
..
.·
.
.•
--
"
--
·.
Mumps
·.
.
.
--
"
.
•
Air, direct contact
IPV vaccine. protects against polio...
Air, direct contact, through
the mouth ·.··
1--
.-
'
-
-
-
-,
•
.··
..
·.
.
..
DTaP* vaccine protects against pertussis
(whooping cough).
.·
Polio
.·
..
.
··.
Air, direct contact
---
- - :_
-
. --
"
MMR**vaccine protetts against mumps.>
- - -
Pertussis
;
-
.
.
Pneumococcal PCV vaccine protects against pneumococcus. Air, direct contact
.
Rotavirus .
RV vaccine protects against rotavirus.
Through the mouth
Rubella
MMR** vaccine protects against rubella.
Air, direct contact
.
.
Tetanus
..
.·
DTaP* vaccine protects against tetanus.
·.
* DTaP combines protection against diphtheria, tetanus, and pertussis.
** MMR combines protection against measles, mumps, and rubella.
Exposure through cuts in skin
..
Infected blisters, bleeding disorders, encephalitis (brain
swelling), pneumonia (infection in the lungs)
Swelling of the heart muscle, heart failure, coma,
.
.
paralysis, death
- - -Meningitis (infection of the covering around the brain
and spinal cord), intellectual disability, epiglottitis (lifethreatening infection that can block the windpipe and
lead to serious breathing problems), pneumonia (infeclion in the lungs), death
.
May be no symptoms, fever, stomach pain,
Liverfailure, arthralgia (jointpain), kidney, pancreatic,
loss of appetite, fatigue, vomiting, jaundice
and blood disorders .
(yellowing of skin and eyes), dark urine
May be no symptoms, fever, headache,
weakness, vomiting, jaundice (yellowing of
Chronic liver infection, liver failure, liver cancer
skin and eyes), joint pain
·. ·..
.
·.....
Fever, muscle pain, sore throat, cough,
..·.
Pneumonia (infection in the lungs)
extreme fatigue . .
.•
. . .
,"_." " ---->
'. -- - '" _., . --Encephalitis (brain swelling), pneumonia (infection in
Rash, fever, cough, runny nose, pinkeye
the lungs), death
Meningitis (infection of the covering around the brain
·.
.····glands (underthe
.
Swollen salivary
jaw), fever,·
and spinal cord), encephalitis (brain swelling), inflamheadache, tiredness, muscle pain
mation oltesticles or ovaries, deafness .. .. .
--- -Severe cough, runny nose, apnea (a pause in
Pneumonia (infection in the lungs), death
breathing in infants)
.
May be. no symptoms, sore throat, fever,
Paralysis, dea.th
. . .·
nausea, headache
.
..
·.
.
May be no symptoms, pneumonia (Infection Bacteremla (blood infection), meningitis (infection of
in the lungs)
the covering around the brain and spinal cord), death
.
.
Contact with blood or
HepB vaccine protects against hepatitis B.
Hepatitis B
body fiuids
. . ·.
·
..
· Air, direct contact
protects against influenza.
Flu -"- "- .... Flu vaccine
' .:"
----- '
""
-MMR** vaccine protects against measles.
Air, direct contact
Measles
Sore throat, mild fever, weakness, swollen
.·
glands in neck
Disease complications
.......
-,-
.
·.
Diarrhea, fever, vomiting
Severe diarrhea, dehydration . ·.• .
--_:/_- --- ---
-
.
Children infected with rubella virus sometimes Very serious in pregnant women-can lead to miscarhave a rash, fever, swollen lymph nodes
riage, stillbirth, premature delivery, birth defects
Stiffness in neck and abdominal muscles,
Broken bones, breathing difficulty, death
difficulty swallowing, muscle spasms, fever
..
.
.·
L~st upd~te.d
.
January 26, 2015 • ($245365-A -
Stop and Read
•
Call the classroom each day your child will be absent. If you do not call by the end of the
day, this will be considered an unexcused absence.
•
Notify the staff if you are running late to pick up your child.
•
Call the classroom if you are sending someone other than the designated pick-up person.
Children will not be released under any circumstances to someone other than an authorized
escort unless the parent/guardian gives verbal or written consent. They must have photo
identification.
•
Advise the teaching staff of any health issues, including food allergies, pertinent to your
child.
•
Closed toe shoes are required for safety. Flip flops and sandals are not permitted.
•
Update emergency contact information immediately when needed. If you have a new
phone number or address, tell your child's teacher right away.
•
Inform the teaching staff if your child has had any experiences that might affect behavior
in the classroom (lack of sleep, change in medication, moving, death in the family (or
pets), new family members, traumatic experiences).
•
If your child is ill, please keep your child at home until he/she is better. When in doubt,
call the classroom.
•
Cell Phone Usage: The time you spend in the center dropping off and picking up your
child is the primary opportunity we have to communicate with you about your child. In
order to make the best use of these times, as well as to be attentive to your child and other
children, we ask that you NOT use your cell phone at any time while visiting the center.
•
All Head Start/Pre-K Counts staff are mandated to report suspected child abuse. If your
child has had an accident or received an injury since he/she was last in school, please
inform the teaching staff upon entering the classroom.
•
Head Start/Pre-K Counts requires children to be up to date on immunizations and follow
EPSDT schedule in order for children to be ready to succeed and learn. We will gladly
assist you in scheduling appointments or locating a medical/dental provider.
Summer2015
13
Supervision of Children
Your child is very important to us and we make every effort to make certain that systems are in
place to keep them safe. Review the following procedures so that you are familiar with the role
that Head Start/Pre-K Counts staff and you have in achieving this goal.
Procedures for Classrooms:
1. Prior to children arriving for the day staff will identify the specific children they will
supervise for the day.
2. Staff must count out loud and document the number of children taken from one location
to another on the child count log.
3. The permanent teacher or teacher assistant must physically walk through the area before
leaving to ensure all children are present and counted.
4. Upon returning to the room follow steps two and three.
5. The Education Specialist will review the child count log on site at least one time per
month.
Lunch Room:
1. Follow the procedures for the classroom.
Plavground/Indoor Play Space:
I. Count children aloud when leaving the classroom and document on Child Count Log.
2. Count again when they enter the play area and periodically throughout the outside time.
3. Staff must be strategically located on the play area so that they are on opposite sides of
the play structure and situated so that all the children are within view at all times.
4. Prior to returning to the classroom, the staff will count the children out loud. Staff will
do a physical walk through of the play area and verify all children are present and
counted.
5. Upon returning to the classroom, all children will be counted again and recorded on the
Child Count Log.
Familv Play Group:
Early Learning Consultants facilitating Family Play Group will have a system in place for
counting children during those times that children are separated from parents.
Other:
• Parent/designee is responsible for the supervision of the children at all times when
accompanying them to AIU programing or functions.
Summer 2015
14
Transition Opportunities
Transition addresses all the changes that occur as a child moves from one setting to another.
Every successful transition leads to children's later success and achievement in school.
Information and activities will be shared throughout the year to help you and your child to
prepare for school. You will receive information about the Kindergarten registration process for
your school district. With your permission your child's name, address, date of birth, and
progress report will be released to your school district. This information assists the school
district in planning for your child's entrance into Kindergarten.
We encourage you to register early and visit the Kindergarten classroom with your child.
. t ra t"ion •
K -1n d erga rt en R eg1s
To complete the registration process in every Allegheny County
School District you will need:
./ Current Pennsylvania driver's license or other photo identification with current address
./ Two-three current utility bills (gas, electric, water, sewage, cable or phone) that shows
current address
./ Lease, deed, or sales agreement for your residence
./ Child's birth certificate
./ Up to date immunization record
Please contact your school district for Kindergarten
registration dates and times.
Summer2015
15
Early Childhood Education Program
My Child Needs:
•
•
Comfortable play clothes
Closed toed shoes {no flip flips or sandals)
•
•
A change of clothes {including socks and underwear) Please label
Clothing appropriate for the weather {children play outside daily)
My Child Should NOT Bring:
•
•
•
Weapons {real or play)
Toys from home
Food from home
•
•
Medication without a signed authorization form {See Medication Policy)
Flip flops or sandals
Volunteering in the Classroom
Your child will have greater success in school if you are involved in the program. There are many
ways to volunteer in and out of the program {Clearances-All staff and visitors must adhere to the
current PA law and applicable program/agency policies).
If you want to volunteer in the classroom:
• Notify the staff.
• Dress comfortably.
• Share your ideas!
• Ask questions.
Two volunteers from each classroom will be invited to our annual Volunteer Banquet at the end
of the year.
If you cannot volunteer in the classroom, ask your teacher what you can do outside of school to
help your child in the program.
Supporting children's school readiness is an ongoing partnership between families and staff. To
this end, our goal is to improve and promote parent and family engagement in our program.
Families play a key role in helping children be ready for school and for a lifetime of academic
success. By participating with your child in activities to prepare for school, you guide and
promote the everyday learning of your child. Your time working with your child has added
value to our program as well, which is considered Volunteer Time. This brochure contains
examples of how you can volunteer your time.
"Engaged families support engaged learners."
Summer2015
16
During Outside/
Gross Motor Play
~lo
Play with the children: run
~
and jump with them, pretend with them,
d
~:
play ball
s
NI
Home-Based
D Work with your child on educational
activities provided by the home visitor
Ways To
Vomunteeir
~n Tlhe
Head Sta.ri
[email protected]
Vli
D Supervise the large
equipment and enforce safety rules
During Rest Time
D Prepare and clean up for parent meetings
D Become a Policy Council member and
attend committee meetings
- "I truly believe that ivorking together as a
team with their teacher has allowed them to
learn more.. "
- Beth Ann Novak
,....
..._,
D Encourage children to rest
D Sit next to children as they relax into
sleep
On vofunteering- "/ enjoyed the experience
and making a difference in the lives
of so many children."
-Michael Moore
Policy Council Member
,
All staff and visitors 1nust adhere to the current PA law and
applicable progrmn/agency policies. l
If You Can't Volunteer in
the Classroom
D Babysit for a parent who wishes to volunteer in the classroom
D Stuff envelopes for parent mailings
throughout the year
D Cut out labels for shelves, or cutouts for
small group activities
D Assist in setting up for and cleaning after
the local parent meeting
The Allll'ghany lnformad!ate Unit ls an equal opporlunlly educaUcm Institution and
will potdlectlminate on the basla of race, color, nation.al origin, ancestry, religion,
sex, s00<ual orlantatlon, age, handicap, or llmlted En91ish proflolency In its
educa!Jonal programs, smvioes, facillths, activities or employment practlcas as
roquired by Title IX ofthe 1972 Educational Amendments, Title VI and Titre VII of
the CMI Rl{Jhls Act of 1964, as amended, $1U;tkm 50<1 Ragulat!one of the
Reheb~ltaUon Act or 1973, the Age Dleorlrnlna!lon In Employment Act of 1975,
Seotkm 204 Regulalkms of tile 1984 Carl D. Perkins Act, !he Ame11Gar1s with
Dlsablllllss Act, or any other appllcabls federal or state statute. Any person who
ballel/es that s/Me has been subjected to discrimination shell report all incklents
:>f such conduct to Patricia Connolly, Tille VHllX Compllance Offm1r, Alleghany
lnlennediate Unit, 475 East Waterfront Dlive, Homeb'tead, PA 15120 (412) 394·
5951 or Wllllam Addy, D!rec!or of Human Resources, Allegheny Intermediate
Unit, 475 Easl Waterfront DrlVe, Homestead, PA 16120 (412) 394-5957.
D Distribute program recruitment flyers
,,,,,9.~~3
L_
--·--------------'
V1
3
Supporting children's school readiness is an
During Circle Time
During Meal Time
~
ongoing partnership between families and
;:::, staff. To this end, our goal is to improve
0
,.....
vi
and promote parent and family engagement
D Sit on the floor with the children
D Assist children in washing hands before
D Read a book to the children
in our program. Families play a key role in
helping children be ready for school and
for a lifetime of academic success.
By par-
ticipating with your child in activities to
prepare for school, you guide and promote
the everyday learning of your child. Your
time working with your child has added
value to our program as well, which is considered Volunteer Time. This brochure
D If you see a wiggly child, you can help
the teacher by asking the child to
come sit next to you
- "Grandparents can volunteer too.
It is very rewarding to spend the
extra time in your grandchild's
school environment. "
Mary Ann Sproul
Grandmother
contains examples of how you can volunteer your time.
setting the table
D Allow children the opportunity to set the
table and pass the food and serve themselves.
D Sit with the children and have a conversation with them. Some ideas to talk about
are: what children did last night, what
they did in class that day, anything to encourage conversation
"I would stay and do the morning
routine ... 111hich included break-
,.....
00
During Arrival
During Work Time
D Greet children and families
D Listen and talk to children
D Prepare tooth brushes
D Respond to children with open-ended
D Encourage children to take off
coats and hang in their cubby
D Assist children in preparing the
tables for a meal
D Help children wash and dry their
hands
D Talk to the children
D Take an active role in playing
with the children .__,
fast with the children. Oh ,the
things kids talk about at the
brealifast table... They are
wonderfitl!"
- Rosanne Lightowler
Head Start Parent
questions. Ask how and why questions
to stimulate thinking and problem
solving
D Encourage and model sharing of toys
D Encourage children to clean up their
toys before going to another area
D Always ask a teacher if you have any
questions or are uncomfortable with
any situation
Contact AIU Head Start and
volunteer today!
EDUCATION OVERVIEW
Head Start Classrooms
Our programs use the Creative Curriculum that is consistent with the Head Start Performance Standards.
The curriculum framework is aligned with the Pennsylvania Early Learning Standards and the Common
Core State Standards. Each teacher develops lesson plans, goals, and activities based off the curriculum
guidelines and the individual needs of the students.
The Head Start Child Development and Early Learning Framework are based in the Head Start
Performance Standards and are intended to guide program instruction. The "Head Start Early Learning
Outcomes Framework: Ages Birth to Five" outlines and describes the skills, behaviors, and concepts that
programs must foster in all children. This Framework consists of five central domains including:
•
Approaches to Learning
•
Social and Emotional Development
•
Language and Literacy
•
Cognition
•
Perceptual, Motor, and Physical Development
The Pennsylvania Early Learning Standards are designed to be a framework for quality pre-kindergarten
programs and provide guidance about what children should know or be able to do when they enter
kindergarten.
The teachers will complete on-going assessments of your child's development through the use of
Teaching Strategies GOLD authentic assessment system. Through observation, teachers will record what
your child is doing in each of the above mentioned areas. The Teaching Strategies GOLD assessment
system uses the observations from the teachers and generates an individualized report. These reports
are used to create Individual Progress Plans for each child. The teachers will meet with the families three
times per year to share these results. Parents will be given the opportunity to plan for their child's
growth and development and to create goals with the teacher. By tracking your child's skills and
planning for their growth, together we can prepare your child for kindergarten and help them to reach
their full potential.
Home visits are required by the Head Start Performance Standards. The initial visit is typically done in
the home in order for the child to meet the teachers before entering the classroom. The second and
third visits are done after initial screenings and the second assessment to share progress and create new
goals for the child. The final visit is typically done in the home to share success, answer questions, and
create goals to continue the learning process through the summer. A typical home visit lasts about one
hour and all are required.
Summer 2015
19
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
AVERAGE DAILY ATIENDANCE
ADOPTED:
June 13, 2013
REVISED:
July 8, 2015
AVERAGE DAILY ATIENDANCE
1.
Policy I Purpose
To maintain at least 85% Average Daily Attendance (ADA).
2.
Guidelines I
Procedures
•
Parents must call the classroom when their child will be absent from school for
any reason. This is considered an "excused absence".
•
If a parent/guardian is not able to call, absence note should be filled out when
the child returns.
•
If a phone call is not made before the end of the school day, the child will be
marked "unexcused" forthe day.
•
If a child is absent four or more days per month (less than 85%), either excused
or unexcused, the teaching staff will notify the Family Advocate/designee,
who will make direct contact to the family through a phone call and/or home
visit.
•
The documented contact meeting will determine whether the absence is
excused, unexcused or extenuating circumstances. If an extenuating
circumstance is discovered a plan will be developed to have the child return to
school as soon as possible.
•
If no extenuating circumstance exists, the child may be subject to withdrawal.
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call your
Family Advocate/designee. A follow-up letter must be received by the Family
Advocate/designee within five working days. Family Advocates/designees will hold
slots open for no more than one day in uncontested cases. The Executive
Committee of the Policy Council will hear all grievances and act as the determining
body. Decisions will be rendered immediately. You will be required to come to the
meeting and provide documentation about your situation.
20
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CLASSROOM CLOSINGS DUE TO
WEATHER AND NON-WEATHER
EMERGENCIES
ADOPTED:
June 13, 2013
REVISED:
CLASSROOM CLOSINGS TO DUE WEATHER AND
NON-WEATHER EMERGENCIES
1.
Policy/ Purpose
To ensure the children's well-being and safety at all times, there may be times the
program makes an informed decision to:
•
•
Shelter in place
Move to an alternate location (Please check with your classroom staff for this
location)
•
•
Close the classroom
Not open the classroom
Parents will be notified as soon as possible in each case.
2.
Guidelines I
Procedures
Inclement Weather
In the event of inclement weather all Head Start classrooms will follow the local
school district closing information. Parents will be notified of the make-up day as
needed.
Emergency Closings
In the event of non-weather emergencies, such as a water main break, no heat or
no electricity, the program will determine site closing. Parents will be notified as
soon as possible. Parents will be notified of the make-up day as needed.
Early Dismissal
In the event of an early dismissal for weather or non-weather emergencies, parents
will be notified by phone, using the emergency contact information, or by email.
Parents will be notified as soon as possible.
Insufficient Staffing
In the event that both staff are absent, the classroom will not open. Parents will be
notified as soon as possible.
21
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CLASSROOM PETS
ADOPTED:
June 13, 2007
REVISED:
June 25, 2015
CLASSROOM PETS
1.
Policy/ Purpose
Please use the following as guidance as to what pets are permitted in the
classroom. Only the following pets are permitted in the Head Start/Pre-K Counts
classroom:
•
Fish-Tank should be lidded and have a filter. The tank should be cleaned
periodically. Beta fish can be in a self-contained container with na filter.
•
Ant Farms-/Sea Monkeys Commercially purchased by an individual or
organization, are self-contained and not opened.
•
Butterflies/Meo/worms-Commercially purchased by an individual ar
organization and maintained to prevent mold formation.
Butterflies/Meo/worms must be released upon hatching.
•
Mammals and Reptiles are NOT permitted as pets in the Head Start/Pre-K
Counts classrooms.
22
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CODE OF CONDUCT AND
PROFESSIONAL ETHICS
ADOPTED:
April 26, 2011
REVISED:
CODE OF CONDUCT AND PROFESSIONAL ETHICS
1.
Policy/ Purpose
•
•
•
2.
Guidelines I
Procedures
All staff, parents and volunteers are required at time of hire or placement to
understand and abide by the codes of conduct as set forth in the Federal
Performance Standards 45 CFR 1304.52 (h) (1-3) and the Allegheny
Intermediate Unit Head Start, Early Head Start and Pre-K Counts programs.
The Allegheny Intermediate Unit reserves the right to take action regarding
parents or families who violate these standards of conduct, up to and
including termination of the relationship with the Allegheny Intermediate
Unit Head Start, Early Head Start and Pre-K Counts programs.
Staff, parents and volunteers will review and sign this Policy and Procedure
annually.
The following standards specify that:
1.
2.
3.
4.
I will respect and promote the unique identity of each child and family and
refrain from stereotyping on the basis of gender, race, ethnicity, culture,
religion, disability, sexual orientation or gender identity.
Maintaining confidentiality is important to the success of our mission, our
reputation in the community and the privacy of clients and staff. Family
files, personnel records, financial information, client information and other
related information is considered confidential. I am required to protect the
information by safeguarding it when in use, filing it properly when not in
use, and discussing it only with those who have a legitimate need to know.
Additionally employees, who are also parents, may not access confidential
information (as defined above) other than what is required within the scope
of their job responsibilities. If approached by members of the news media,
requesting information regarding the Allegheny Intermediate Unit Head
Start, Early Head Start and Pre-K Counts operations, I will refer requests to
the Program Director or Designee.
I understand that no child shall be left alone or unsupervised while under
my care. Supervised is interpreted to mean at least one paid or contracted
staff person is present, unless an exception has been approved by the
Supervisor or their Designee.
I will use positive methods of child guidance that do not engage in corporal
punishment, emotional or physical abuse, humiliation, isolation or the use
of food as punishment or reward or the denial of basic needs.
23
5.
6.
7.
8.
9.
I understand that no child may be removed from the presence of staff other
than a child's own parent or guardian or other authorized person.
I will not solicit or accept gratuities, favors, or anything of significant value
for personal use or enrichment from contractors/vendors or potential
contractors/vendors who have been awarded contracts or provide services
or materials for the Allegheny Intermediate Unit Head Start, Early Head
Start and Pre-K Counts programs.
Unless authorized by the Program Director or Designee to do so, I will not
solicit or request donations (monetary, services and/or goods) for the
agency or agency-sponsored events.
I understand that I must maintain professional boundaries with agencyenrolled children/families at all times. Staff is expected to keep their
personal lives separate from that of enrolled children/families and shall
have only limited contact outside of work time and/or work-related
activities. Staff is to discuss with their Supervisor/designee any situations/
relationships with enrolled children/ families that are unclear or
questionable.
I understand this document shall be placed in my personnel file and that
violations of these codes may result in disciplinary action up to and
including termination.
This policy complies with Head Start Performance Standard 1304.52 (h) (1-3).
24
PROCEDURE FOR CODE OF CONDUCT AND PROFESSIONAL ETHICS
INCIDENTS OF NON-COMPLIANCE
1.
2.
3.
4.
All employees must first act for the safety of the children in their care (when applicable).
Report any violation of the Code of Conduct immediately (leave a detailed voice mail message,
text message and/or email) upon knowledge to your direct/immediate supervisor/designee.
Report detailed facts of the incident TO YOUR IMMEDIATE SUPERVISOR/designee. The report
should include the following information:
a. Who was involved in the incident?
b. What occurred?
c. When did the incident take place? (Date and time)
d. Where did the incident take place?
e. What action was taken?
All parties involved must follow up regardingthe violation on the next business day with staff,
Supervisor/designee and/or Human Resources.
I have read and understand the above information.
Printed Name
Signature
25
Date
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
COMMUNITY/ PARENT
COMPLAINT RESOLUTION
ADOPTED:
June 13, 2013
REVISED:
COMMUNITY/ PARENT COMPLAINT RESOLUTION
1.
Policy I Purpose
The AIU Head Start program establishes and maintains procedures for working
with the grantee or delegate agency to resolve community complaints about
the program, 1304.SO(d)(2)(v).
The Policy Council, along with the Governing Body establishes and maintains
procedures for working with the grantee agency to resolve community
complaints about the program. The procedure for parents or a community
member to make a formal concern/complaint regarding the AIU Head Start
program must be followed.
2.
Guidelines I
Procedures
The Policy Council, along with the Governing Body establishes and maintains
procedures for working with the grantee agency to resolve community
complaints about the program. In order for parents or a community member to
make a formal concern/complaint regarding the AIU Head Start program, the
following procedures must be followed:
1.
Before making a formal complaint about local center issues, all complaints
should first be brought to the relevant staff person. Most complaints can
be resolved by informal discussions between the complainant and the staff
member. If the situation is not resolved to the complainant's satisfaction,
move to step 2.
2.
All formal community/parent complaints must be submitted in writing to a
relevant supervisor/designee on the AIU Head Start Community/Parent
Complaint form. The supervisor/designee must investigate and respond
within 10 days to the complainant. If the situation is not resolved to the
complainant's satisfaction, move to step 3.
3.
If the supervisor is unable to resolve the issue, the written complaint will be
forwarded to appropriate administrative staff. Administrative staff will
investigate and respond to the complainant within 10 days.
4.
Copies of all documents must be submitted to the Head Start Program
Director, Assistant Program Director and/or designee.
26
HEAD START LEVELS OF SUPPORT
Please use this chart as a reference for your specific questions/concerns in any of the areas listed in the TOPICS column.
CALL FIRST
CALL NEXT
(Record name & #below)
(Record name & #below)
TOPIC
ENROLLMENT
~
FAMILY ADVOCATE*
__
(
HEALTH ADVISOR*
~
(
~
"
(
EDUCATION: PROVIDER
AND HOME-BASED
(
~
~
•
•
PHYSICAL HEALTH*
)
TEACHING STAFF*
l
(
EARLY LEARNING CONSULTANT*
•
•
•
~
~
CHILDCARE SAFETY MANAGER*
USA ICU5EK*
(412) 394-4530
)
SPEECH/LANGUAGE CONSULTANT*
EDUCATION SPECIALIST*
(
I
EDUCATION SPECIALIST*
)
DEVELOPMENTAL CONSULTANT*
•
(
•
•
(
l
~
~
(
•
)
POSITIVE BEHAVIOR SUPPORT TEACHER*
~
CINDY CALLAGHAN*
(412) 394-3616
•
{
EARLY BEHAVIORAL HEALTH
JEANETTE CASCIATO*
{412) 394-4594
HEALTH SERVICES COORDINATOR*
JEANETTE CASCIATO*
{412) 394-4594
SERVICE COORDINATOR FOR
~
(
EARLY INTERVENTION
SERVICES
l
Attend Policy Council Meeting
)
HEALTH ADVISOR*
N
EDUCATION: CLASSROOM
SERVICE COORD. FOR ENROLLMENT
AND FAMILY & COMMUNITY
~
~
PHYSICAL HEALTH
FAMILY SUPPORT SPECIALIST*
SERVICES*
)
Attend your Local Parent Meeting
PARENT MEETINGS
HEALTH/NUTRITION/
SAFETY
~
CALL LAST
)
~
EDUCATION SUPERVISOR*
LINDSAY SCHOLL*
(412) 394-1344
EDUCATION SUPERVISOR*
JANEY MATTA-RODRIGUEZ*
(412) 394-3477
SUPERVISOR FOR EARLY
INTERVENTION*
CYNDI MILBERGER*
(412) 394-1376
SERVICE COORDINATOR FOR EARLY
BEHAVIORAL HEALTH*
KARLEN PREATOR*
(412) 394-3479
*And/or Designee - If specified staff member is unavailable, an assigned sub/replacement staff member will be there to assist you in any way they can.
HEAD START AND PRE-K COUNTS COMMUNITY/PARENT CONCERN/COMPLAINT FORM
Please complete all areas
Today's Date:
Address:
Primary Daytime Contact Number:
Site Location:
Child's Name (if applicable):
Community Memtle.l:;__ _ _ __
Child's Legal Parent/Guardian:
Time: _ _ __
Date: _ _ __
Witnesses: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Nature of Cam plaint: Please explain and describe the circumstances (Cite times, dates, witnesses and
events):
Date
Signature
28
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
DEVELOPMENT OF FAMILY
GOALS AND ASSESSMENTS
ADOPTED:
June 13, 2013
REVISED:
DEVELOPMENT OF FAMILY GOALS AND ASSESSMENTS
1.
Policy I Purpose
All families enrolled in the Head Start Program will be offered the opportunity
to participate in assessing their family's needs and the development of a family
goal plan within 90 days of the enrollment date.
2.
Guidelines I
Procedures
All families enrolled in the Head Start Program will be offered the opportunity
to participate in assessing their family's needs and the development of a family
goal plan within 90 days of the enrollment date.
1. Staff that is responsible for working with the family to offer goal
development and family assessments will introduce and explain this
process to the family.
2.
The family will then have an opportunity to develop a goal and
participate in the assessment process within 90 days of the enrollment
date.
3.
All correspondence and/or attempts with the family to establish the
goal or complete the assessment will be documented in COPA.
29
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
ESCORTING CHILDREN
ADOPTED:
June 13, 2013
REVISED:
ESCORTING CHILDREN
1.
Policy I Purpose
All children must be accompanied by an authorized escort when arriving or being
picked up at the center.
An authorized escort must be one of the following:
1. Parent
2. Guardian
3. Older Sibling (as agreed upon by parent and staff)
4. Neighbor
5. Relative
6. Friend
2.
Guidelines I
Procedures
1.
2.
3.
4.
5.
6.
Upon arrival, children must be brought into the classroom and the time of entry
recorded by the authorized escort.
Upon dismissal the authorized escort must record the time and sign the child
out for the day.
An authorized escort is a person identified on the pick-up contact list.
Parent/Guardian must give prior written or verbal permission to the staff for
the child to be picked up by someone other than an authorized escort with
valid photo ID. (Please refer to the "Verbal Request for Release of Child" form
located at the back of this handbook.)
Children will not be released under any circumstances to someone other than an
authorized escort unless the parent/guardian gives verbal or written consent.
If the child is not escorted at arrival, staff will contact parent/guardian to develo1
a written plan for safe drop-off.
If it occurs a second time, the child may be subject to withdrawal.
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call your
Family Advocate/designee. A follow-up letter must be received by the Family
Advocate/designee within five working days. Family Advocates/designees will hold
slots open for no more than one day in uncontested cases. The Executive
Committee of the Policy Council will hear all grievances and act as the determining
body. Decisions will be rendered immediately. You will be required to come to the
meeting and provide documentation about your situation.
30
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
FAMILY CODE OF CONDUCT
ADOPTED:
October 22, 2012
REVISED:
June 13, 2013
FAMILY CODE OF CONDUCT
1.
Policy I Purpose
One ofthe goals of the Allegheny Intermediate Unit/Early Childhood services is
to provide families of enrolled children with an environment that encourages
your child's continued development and growth. This involves a consistent
behavior of courtesy and mutual respect for each child, family member/
guardian represented in the program and AIU staff person that works together
to implement this goal. It is understood by this Family Code of Conduct that any
family member/guardian who is in violation will have their services terminated
immediately and afterwards, will not be permitted on Allegheny Intermediate
Unit property including classrooms and office locations.
2.
Definitions
The Allegheny Intermediate/ Early Childhood services program ask that families
adhere to the following standards:
•
•
•
•
•
Inappropriate Language - Family members/guardians/designated caregiver
represented will refrain from using inappropriate language at any time,
directly or indirectly, with AIU staff, other adults or in the presence of
children during interactions with staff.
Threats - The safety of our children, families, and staff are important to us.
Therefore, threats will not be tolerated under any circumstances and will be
reported to the proper authorities. Adults/caregivers may not take any
action that may result in the exclusion of any child from the program. This
includes, but is not limited to public confrontation, petitions or negative
social media posts.
Confidentiality-Any and all personal information on our children, families
and staff are considered confidential and are not to be shared. Only photos
of your child and AIU staff (with staff permission) may be taken for the
purpose of your family's memoir.
Social Media/Technology- Photos, videos or comments relating to AIU staff
or program children/families will not be permitted.
Corporal Punishment - No physical or verbal punishment on AIU Property.
31
ALLEGHENY
INTERMEDIATE
UNIT 3
3.
Guidelines I
Procedures
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
FAMILY CODE OF CONDUCT
ADOPTED:
October 22, 2012
REVISED:
June 13, 2013
When a violation of the Family Code of Conduct is observed, the following
procedure will be followed:
1.
2.
Staff/family will contact the appropriate Head Start/Pre-K Counts
Administrator or in the case of Early Head Start, the Early Head Start
Director or the Program Director for Family and Community Services by the
next business day.
When a determination that a violation of this policy has occurred, the
Program Director or designee will contact the family to inform them of the
outcome.
I understand that by violating any item on this Family Code of Conduct, my
Allegheny Intermediate Unit/Early Childhood services will likely be terminated
immediately and I will not be permitted on AIU property.
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call the
appropriate Head Start staff and I or administrator. A follow-up letter must be
received by this administrator (refer to the "Head Start Levels of Support" chart
on page 23) within five working days. (The vacancy will be held open for no
more than one day in uncontested cases.)
The Executive Committee of the Policy Council will hear all grievances and act as
the determining body. Decisions will be rendered immediately. You will be
required to come to the meeting and provide documentation about your
situation.
32
Family Code of Conduct Signature Page
I understand that by violating any item on this Family Code of Conduct, my
Allegheny Intermediate Unit/Early Childhood services will be terminated
immediately and I will not be permitted on AIU property. It is my responsibility
to notify all family members or temporary caregivers whom may accompany my
child or children on to AIU property of the contents of this policy and
procedure.
*I have read and understood the above information. Should I choose not to
provide my signature below I still must abide by this Family Code of Conduct
policy and corresponding procedure.
__}__}_
Parent or Guardian (Print Name)
Signature
__}__}_
AIU Staff (Print Name)
Signature
Date
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call the
appropriate Head Start staff and I or administrator. A follow-up letter must be
received by this administrator (refer to the "Head Start Levels of Support" chart
on page 23) within five working days. (The vacancy will be held open for no
more than one day in uncontested cases.)
The Executive Committee of the Policy Council will hear all grievances and act as
the determining body. Decisions will be rendered immediately. You will be
required to come to the meeting and provide documentation about your
situation.
33
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
FUND RAISING
ADOPTED:
June 13, 2013
REVISED:
FUND-RAISING
1. Policy I Purpose
•
No Head Start funds may be used for fund-raising activities.
•
No Head Start resources (e.g., facilities, equipment, notices in children's
cubbies, etc.) can be used for the purpose of fund-raising.
•
No fund-raising may be conducted in the name of the Allegheny
Intermediate Unit Head Start.
34
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
LATE ARRIVAL FOR HEAD
START/PRE-K COUNTS
CLASSROOMS
ADOPTED:
June 13, 2013
REVISED:
June 29, 2015
LATE ARRIVAL FOR HEAD START/PRE-K COUNTS CLASSROOMS
1.
Policy I Purpose
All children must be in the center on time.
2.
Guidelines I
Procedures
•
If a child is going to be late, the parent/guardian must contact the classroom
staff.
•
In the event that a child is frequently dropped off late, classroom staff will
notify the Family Advocate/designee and a meeting with parent/guardian
will be scheduled.
•
The documented contact meeting will determine whether the lateness is due
to extenuating circumstances. If so, a personal plan will be developed and
documented.
•
If no extenuating circumstances exist, the child may be subject to
withdrawal.
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call your
Family Advocate/designee. A follow-up letter must be received by the Family
Advocate/designee within five working days. Family Advocates/designees will
hold slots open for no more than one day in uncontested cases. The Executive
Committee of the Policy Council will hear all grievances and act as the
determining body. Decisions will be rendered immediately. You will be required
to come to the meeting and provide documentation about your situation.
35
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
LATE PICK-UP FOR CHILDREN
IN HEAD START/PRE-K
COUNTS CLASSROOMS
ADOPTED:
June 13, 2013
REVISED:
LATE PICK-UP FOR CHILDREN IN HEAD START/PRE-K COUNTS CLASSROOMS
1. Policy I Purpose
2.
Guidelines I
Procedures
All children must be picked up on time atthe end of the school day.
When children in the Head Start/Pre-K Counts classrooms are not picked up at
the end of the child's school day:
•
Classroom staff will contact parent/guardian by phone or call the
emergency phone numbers.
•
At the end of the child's school day, if parent/guardian has not arrived and
all phone numbers have been tried, staff will refer the matterto an
Administrator.
• A verbal warning will be issued when child is picked-up.
•
If the classroom staff and administration cannot locate anyone, a decision
will be made to contact CYF or the local police department.
•
If this occurs a second time, with no extenuating circumstances, a warning
letter will be sent to parent/guardian and a Parent/Teacher/Family
Advocate/designee conference will follow within 48 hours to discuss the
problem.
A personal plan will be developed and documented to insure on-time
•
pickup.
• The child may be subject to withdrawal if other late pick-ups occur after the
designated conference.
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call
your Family Advocate/designee. A follow-up letter must be received by the
Family Advocate within five working days. Family Advocates/designees will hold
slots open for no more than one day in uncontested cases. The Executive
Committee of the Policy Council will hear all grievances and act as the
determining body. Decisions will be rendered immediately. You will be required
to come to the meeting and provide documentation about your situation.
36
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
REPORTING SUSPECTED
CHILD ABUSE
ADOPTED:
August 14, 2007
REVISED:
June 26, 2015
REPORTING OF SUSPECTED CHILD ABUSE
1.
Policy I Purpose
Duty to Report
According to the Pennsylvania Child Protective Services Law, as a professional
who comes in contact with children, all agency staff members and volunteers are
obligated by law to report suspected child abuse. The child does not need to
come directly before the mandated reporter in order for them to be obligated to
make a report. Employees shall complete a minimum of three (3) hours of
training every five (5) years. Volunteers are not required to complete training
but are encouraged to do so.
What is Child Abuse?
The Elements of Child Abuse: Three elements must be present in order for child
abuse to be substantiated:
•
Child-any individual who has not yet reached his or her 18th birthday.
•
Perpetrator-those persons over the age of 14 years who commit abuse
and those who fail to act. Perpetrators include: parent of a child,
person responsible for a child's welfare, individuals residing in the same
home as the child, paramour (and former) of a child's parent, spouse
(and former) of a child's parent, relatives.
• Act or Failure to Act-commissions and omissions that would harm or
potentially harm a child.
Child abuse, according to the law, includes:
•
Causing bodily injury to a child through any recent act or failure to act.
•
Fabricating, feigning or intentionally exaggerating or inducing a medical
symptom or disease which results in a potentially harmful medical
evaluation or treatment to the child through any recent act.
•
Causing or substantially contributing to serious mental injury to a child
through any act or failure to act or a series of such acts or failures to act.
•
Causing sexual abuse or exploitation of a child through any act or failure
to act.
•
Creating a reasonable likelihood of bodily injury to a child through any
recent act or failure to act.
•
Creating a likelihood of sexual abuse or exploitation of a child through
any recent act or failure to act.
•
Causing serious physical neglect of a child.
37
•
•
•
•
•
Engaging in any ofthe following recent acts:
o Kicking, biting, throwing, burning, stabbing or cutting a child in a
manner that endangers the child.
o Unreasonably restraining or confining a child, based on
consideration of the method, location or the duration of the
restraint or confinement.
o Forcefully shaking a child under one year of age.
o Forcefully slapping or otherwise striking a child under one year
of age.
o Interfering with the breathing of a child.
o Causing a child to be present at a location while a violation of 18
Pa.C.S. 7508.2 (relating to operation of methamphetamine
laboratory) is occurring, provided that the violation is being
investigated by law enforcement.
o Leaving a child unsupervised with an individual, other than the
child's parent, who the actor knows or reasonably should have
known:
• Is required to register as a Tier II or Tier Ill sexual
offender under 42 Pa.C.S. Ch.97 Subch.H (relating to
registration of sexual offenders), where the victim of the
sexual offense was under 18 years of age when the
crime was committed.
•
Has been determined to be a sexually violent predator
under 42 Pa.C.S. 9799.24 (relating to assessments) or
any of its predecessors.
•
Has been determined to be a sexually violent delinquent
child as defined in 42 Pa.C.S. 9799.12 (relating to
definitions).
o Causing the death of the child through any act or failure to act.
Conduct that causes injury or harm to a child or creates a risk of injury or
harm to a child shall not be considered child abuse if there is no
evidence that the person acted intentionally, knowingly or recklessly
when causing the injury or harm to the child or creating a risk of injury or
harm to the child.
Child abuse does not relate to injuries that result solely from
environmental factors that are beyond the control of the parent or
person responsible for the child's welfare, such as inadequate housing,
furnishings, income, clothing, and medical care. This exclusion does not
apply to child care staff such as foster parents and residential facility
staff.
The use of force is permitted provided the force was reasonable and was
used to protect the child or others. Also excluded are fights between
children where both the children are willing participants. Child on child
contact which includes harm or injury to a child that results from the act
of another child is not considered child abuse (unless the child that
caused the injury meets the definition of perpetrator.
A child that is not provided needed medical or surgical care because of
38
the family's religious beliefs that are seriously held beliefs consistent
with bona fide tenets or a bona fide religion are not considered child
abuse.
Mandated Reporting
•
•
•
•
•
2.
Guidelines I
Procedures
Agency personnel must report suspected child abuse and neglect in
accordance with state and local laws.
Agency personnel will preserve the confidentiality of all records
pertaining to child abuse or neglect.
Agency personnel will not undertake, on their own, to independently
investigate or treat cases of child abuse or neglect.
Agency personnel will cooperate fully with child protective service
agencies and make every effort to retain children who are allegedly
abused or neglected in the Head Start/PKC program.
Penalties for failing to report suspected child abuse or to make a referral
to the appropriate authorities have been increased to a misdemeanor of
the second degree for the first violation and a third degree felony for
subsequent violations. Additional penalties: Felony of the third degree
for failing to report abuse that is a first degree felony or higher and the
person has direct knowledge of the abuse.
Duty to Report
According to the Pennsylvania Child Protective Services Law, as a professional
who comes in contact with children, all agency staff members (paid and unpaid)
are mandated to report suspected child abuse. The child does not need to come
directly before the mandated reporter in order for them to be obligated to make
a report.
Reporting Procedures
1. In the event that any agency staff member suspects child abuse, sexual
abuse, or neglect, they must immediately submit a Child line referral and
contact their supervisor, the Service Coordinator for Positive Behavioral
Health, the Director of Head Start/PKC, the Assistant Director of Head
Start/PKC and/or designee.
2. If there are questions regarding whether a Childline is appropriate,
Allegheny County CYF (412-473-2000) may be contacted to determine if
the referral is warranted.
3. If child abuse is suspected, the agency staff member, supervisor and/or
designee will immediately contact Child line by telephone (1-800-9320313) or by online portal (www.compass.state.pa.us/swis). If the child is
in imminent danger, agency staff members should call the police to
request immediate assistance.
4. If the referral to Child line was made by telephone, the staff member,
supervisor and/or designee will immediately complete the CY47-Report
of Suspected Child Abuse form-and submit it to the Head Start/PKC
Director. The Director/designee will send the CY47 to the Allegheny
Children, Youth, and Family Services and to the AIU Executive Director's
39
(and/or designee's) office within 48 hours of the call to Childline. The
CY47 is retained by the AIU in the Executive Director's (and/or
designee's) office for a predetermined period of time. No other copies
are to be retained by Agency staff.
5. If the referral to Childline is made electronically, the staff member,
supervisor and/or designee will inform the Director of Head Start/PKC
and/or designee, who will in turn inform the AIU Executive Director's
(and/or designee's) office. (No CY45 is required for electronic filing).
6. After reporting suspected abuse, the child's behavior, appearance, and
attendance should be regularly monitored and documented. This
information will be kept in a Jocked file.
7. The referral will be noted in COPA under Family Information->Referrals
and Services.
During an Investigation
Agency staff members do not interview the child further or allow anyone other
than CYF personnel, police officer, or a physician to interview the child.
Employees must cooperate with the Department of Public Welfare or the County
CYF agency as they investigate the report of suspected child abuse. A CYF
caseworker should be permitted to interview the child at school.
Agency staff members may not retain or transport the child. Only a Jaw
enforcement officer, physician, court official, or hospital administrator can take
custody of a child or place a child in protective custody. A case worker must
have a court order before taking custody of a child.
40
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
SAFETY DURING DROP-OFF
AND PICK-UP OF HEAD
START/PRE-K COUNTS
CHILDREN
ADOPTED:
June 13, 2013
REVISED:
June 29, 2015
SAFETY DURING DROP-OFF AND PICK-UP
OF HEAD START/PRE-K COUNTS CHILDREN
1.
Policy I Purpose
When transporting a child to the Head Start/Pre-K Counts classroom by a
vehicle, the ignition must be turned off, keys removed, and no child left
unattended in the vehicle. It is expected that children are transported in a safe
and lawful manner.
2.
Guidelines/
Procedures
•
If parents continue to leave the keys in the car and/or not turn the car off
and/or leave a child in the car, Head Start/Pre-K Counts staff will review this
policy with the parents.
•
If this occurs a second time, staff will notify the local police department.
•
Please follow the Department of Motor Vehicles child car seat laws for
Pennsylvania.
41
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
SCREENING REQUIREMENTS
ADOPTED:
June 13, 2013
REVISED:
July 10, 2015
SCREENING REQUIREMENTS
1.
Policy/ Purpose
2.
Guidelines I
Procedures
Linguistically and age appropriate screening procedures will be conducted to
identify concerns regarding developmental, sensory, behavioral, motor,
language, social, cognitive, perceptual, and emotional skills, unless the child has
already been identified by an Individual Education Plan (IEP) or Individualized
Family Service Plan (IFSP).
•
Upon entry into the program, new children will receive screenings for
developmental, articulation, behavior, hearing and vision from Head
Start/Pre-K Counts or contracted staff within the first 45 calendar days
of entry into the program. Results of the screenings will be shared with
parents.
•
Returning children will receive screenings for behavioral health within
45 days of each school year by Head Start/Pre-K Counts staff.
•
Returning children will receive screenings for vision and hearing by the
end of the calendar year (December) by Head Start/Pre-K Counts or
staff.
•
Children in the evaluation process or with existing IEP's and IFS P's will
be screened for behavior, hearing, and vision as indicated above for
returning children.
•
Developmental and language screenings will only be done for returning
students when a concern is noted by parent or staff.
42
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
SELECTION
ADOPTED:
June 13, 2013
REVISED:
March 24, 2014
SELECTION
1.
Policy/ Purpose
It is the policy of the Allegheny County/Allegheny Intermediate Unit Head Start Program
that decisions about selection and enrollment shall be responsibility of Policy Council. Policy
Council shall approve and submit to Governing Body procedures and criteria for the
selection of children. It is the policy of the Allegheny County/Allegheny Intermediate Unit
Head Start that the Governing Body is responsible for approving the policy and criteria to
ensure that the policy is upheld. Such procedures will be clearly documented and followed.
2.
Guidelines/
Procedures
The Allegheny Intermediate Unit's Head Start Director shall be responsible for overseeing
selection under the direction and guidance of Policy Council and the Governing Body. The
Allegheny County/Allegheny Intermediate Unit Head Start Program will conduct a selection
process for returning and new children entering into the program. Staff will submit the
children's waiver and/ or applications to the Supervisor of Enrollment and Family Services.
The waivers and/ or applications will be selected into the program based on eligibility and
income criteria as outlined in the operating procedures. Parents will be notified of their
enrollment status into the program.
OPERATING PROCEDURES:
ELIGIBILITY:
I. Age
•
Children must be between the ages of three and five years old (PIR age, as of 9/1).
•
All children are eligible for enrollment into the program on their third birthday.
•
Children who are eligible to receive kindergarten services are not eligible for Head
Start services.
II.
Income
•
Ninety percent (90%) of children selected must be from low-income families.
Income eligibility guidelines shall be determined by the Head Start Income
Guidelines published by the Federal Government in accordance with Head Start
policy.
•
Age eligible children from families who are receiving TANF cash or child care
subsidy are considered income eligible even if their family income exceeds the
Head Start Income Guidelines.
•
A child in foster care is considered income eligible even if the family income
43
exceeds the Head Start Income Guidelines.
•
A child, who is determined to be homeless, is considered automatically eligible (as
defined in Homeless definition of subtitle B of Title VII of the McKinney-Vento
Homeless Assistance Act (42 U.S.C. 11431 et seq.)).
•
Up to ten percent (10%) of the children selected may be from families whose
income exceeds the Head Start Income Guidelines.
•
Up to 35% of the children selected may be from families, whose income is between
101% and 130% of the Head Start Income Guidelines.
•
Military Income - Certain special pay and allowances are not considered as income
for military families: Special pay relating to duty subject to hostile fire or imminent
danger, Basic Allowance for housing and Subsistence Allowance.
Ill. Children with Disabilities
At least ten percent (10%) of the funded enrollment slots shall be filled by children
•
with professionally diagnosed disabilities (IEP). The 10% should be reached by midyear.
IV. Selection
Returning Selection: March
•
All returning children
New Selection of four year olds: April
•
New 4 year olds including those on wait list all year
New Selection for three year olds: May
•
New 3 year olds including those on wait list all year
PRIORITIES FOR ENROLLMENT
1. Within income guidelines (0-130%). (10 points)
2.
TANF recipient (Cash Assistance, SSI, Foster Child, Child Care Subsidy, TANF related
Employment/Educational Training Program). (10 points)
3.
Families in Transition (Homelessness). (10 points)
4.
Single parent household (including Designated Relative caregiver, Family with an
Incarcerated Parent, or Military Deployment of a Parent). (3 points)
5.
Child has an IEP. (2 points)
6.
Family with Limited English Proficiency and hearing impaired. (Home language other
7.
Families in Crisis (i.e. a death in the immediate family). (2 points)
8.
Employed, Non-TANF Job training/Education program. (2 points)
9.
Income 100% or below the Federal Head Start Guidelines. (1 point)
English) or Refugee families. (2 points)
10. Returning child which include AIU EHS. (1 point)
11. Early Head Start not from AIU. (2 points)
12. Families experiencing domestic/sexual abuse. (1 point)
13. Families experiencing mental health issues. (1 point)
14. Families experiencing drug and alcohol abuse. (1 point)
15. Agency referral. (1 point)
44
16. CYF Referral. (2 points)
17. Unemployment. (1 point)
18. Other TANF recipient (Food Stamps, Medical Assistance). (1 point)
•
A child who is returning for the second year will automatically be reenrolled unless
the family's income changes drastically for the better and there is a needier family
waiting.
•
Based on the age criteria, with all points being equal, the applicant with the lowest
income according to family size shall be given priority for enrollment.
•
If all points and income are equal, the child, who is the oldest, based on his/her
birth date, will then be selected. Regarding special circumstances, decisions about
enrolling families will be at the discretion of the Supervisor for Enrollment and
Family Services.
•
The Head Start program application will be reviewed annually.
•
The Selection process will occur in the spring. A letter of acceptance will be sent to
all selected parents by June 1.
V.
Children not chosen during Selection
•
Children who are not selected will receive letters stating that they will remain on an
eligible prioritized waiting list until such time as a space becomes available. The
waiting list will be prioritized based on age criteria and priority points within each
age group.
45
''''''''''''''''''
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HEALTH
'
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,_
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,_'
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HEALTH
OVERVIEW
Our program believes that your child's health is very important for learning. To meet this need:
•
Each child must turn in a current (within the last year) copy of a physical, immunization record
and dental exam. Physical exams must include hemoglobin I hematocrit and lead levels.
•
If your child does not have insurance, a doctor or dentist, we can help you find one.
•
If your child has a special health need/concern, a nurse is available to address the need(s) with an
individualized health plan. It is very important to let your teacher know about any health issues
including allergies to food as well as asthma.
•
If an individualized health plan indicates medication is needed at school, you will need to provide
it or ask for assistance in obtaining a second prescription.
•
If your child has behavior needs/concerns (such as shyness, sadness, difficulty making friends,
aggressiveness, mental health, etc.) a behavior specialist is available to address those needs as
well.
Summer 2015
46
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
BED BUGS IN THE
CLASSROOM
ADOPTED:
JUNE 23, 2015
REVISED:
BED BUGS IN THE CLASSROOM
1. Policy/ Purpose
2.
Guidelines/
Procedures
Detection of and treatment for bed bugs when discovered in a facility.
1. When an insect is found in a classroom, staff must preserve the insect for
identification purposes.
2. Staff must call the Facilities Manager/designee.
3. Facilities Manager/designee will schedule the Pest Management Company to
conduct a preliminary inspection and identify the bug.
4. Pest Management Company will determine if it is a single insect or
infestation.
When an insect is confirmed to be a bed bug, the following procedures will be
followed:
1. An observation check will be conducted on each child with
parent/guardian present.
2. If bites are observed, child must obtain medical clearance to return to
class.
3. Staff will launder sheets, blankets, dress-up clothes at Laundromat.
Clothes need to be laundered in hot water and dried on high heat
(follow proper P Card procedure or submit for reimbursement).
4. Soft toys and other items that cannot be laundered will be bagged and
held for pest control operators inspection and recommendations.
5. Staff and families need to inspect outside clothes brought into the
classroom, including backpacks (it is recommended that backpacks will
not be brought into the room at this time).
6. Staff and families will shake out clothes, inspect for bugs, and bag up
clothes and jackets left in the rooms and need to follow laundering
guidelines above.
7. Facilities Manager/designee will notify cleaning company to thoroughly
vacuum carpets, seal and discard the sweeper bag.
8. If infestation is found, treatment will be scheduled ASAP and that
process will be followed.
47
9. If no infestation is declared, no further treatment is needed.
10. Parents will be provided with information packets and further guidance
will be given to assist affected families.
(An introduction occurs when a bed bug enters a bed-bug-free area by traveling
on clothes, shoes, or other items from another infected area.
An infestation means that bed bugs are living in the environment, reproducing
and feeding.)
48
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
BEHAVIOR CHANGES AND
MEDICATION
ADOPTED:
June 13, 2013
REVISED:
July 7, 2015
BEHAVIOR CHANGES AND MEDICATION
1.
Policy/ Purpose
Changes in a child's behavior which have potential implications for drug dosage
or type will be identified. Assistance will be given to parents to help them
communicate these changes to their child's physician. (Performance Standard
1304.22(C) (5).
2.
Guidelines I
Procedures
•
When a medication is prescribed for use in the classroom, the parent should
obtain information from the prescribing provider regarding possible
behavioral side effects.
•
This information must be shared with the teaching staff, the Health Advisor
and the Service Coordinator for Physical Health/designee.
•
Staff should consult the Service Coordinator for Physical Health/designee if
a child is exhibiting behavioral changes (and is known to be using
medication either at home or in school).
•
The parent will be assisted to communicate these concerns to their child's
physician.
•
Any information concerning side effects/ adverse reactions for medication
will be kept in the child's file.
49
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CHILD DENTAL EXAM
ADOPTED:
June 13, 2013
REVISED:
CHILD DENTAL EXAM
1.
Policy I Purpose
2.
Guidelines I
Procedures
Upon enrollment in the program and annually after that, every parent/ guardian
will be informed that within ninety (90) calendar days of enrollment they must
obtain a dental examination for their child and present it to their Health
Advisor/designee.
During intake, if a parent does not have a current dental, they will
receive a blank copy of the Dental form to take to their child's dentist for
completion.
2. The completed dental form should be signed and dated by child's dentist
and returned to their Health Advisor/designee within ninety (90)
calendar days of enrollment.
3. For parent/ guardian that may have difficulty getting their child to
dental appointments, the Family Advocate, Health Advisor, Early
Learning Consultant (ELC) and/or designee will assist them in making
arrangements to make sure their child obtains a dental exam.
4. Each child's dental exam will be used to determine if the child has
received appropriate preventive and follow-up dental care. The
Pennsylvania Early and Periodic Screening Diagnosis and Treatment
(EPSDT) program schedule will be used to make this determination.
5. All contacts with the parent/ guardian and/or service provider will be
documented in family case notes in COPA.
6. The Health Advisor/designated person will use the COPA database to
track the results of the dental exam. The results will become part of the
child's health file.
1.
References: Head Start Performance Standard 1304.20 (c) (3) (i) & (ii)
*PLEASE NOTE: If follow-up treatment is needed, program staff will contact
families to support the follow-up.
50
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CHILD PHYSICAL EXAM
ADOPTED:
June 13, 2013
REVISED:
CHILD PHYSICAL EXAM
1.
Policy/ Purpose
Upon enrollment in the program and annually after that, every parent/ guardian will
be informed that within sixty (60) calendar days of enrollment they must obtain a
physical examination for their child and present it to their Health Advisor/designee.
2.
Guidelines/
Procedures
1.
2.
3.
4.
5.
6.
During intake, if a parent does not have a current physical, they will receive a
blank copy of the Child Health Report to take to their child's doctor for
completion.
The physical must be completed and include date of exam and be signed by a
physician, physician's assistant or a CRNP. The signature must include the
individual's professional title. The health report should be returned to their
Health Advisor/designee within sixty (60) calendar days of enrollment.
Any parent/ guardian that may have difficulty getting their child to medical
appointments, the Family Advocate, Health Advisor, Early Learning Consultant
(ELC) and/or designee will offer assistance in making arrangements to make sure
their child obtains a physical exam.
Each child's physical exam will be used to determine ifthe child is up-to-date on
age appropriate preventive health care. The Pennsylvania Early and Periodic
Screening Diagnosis and Treatment (EPSDT) program schedule will be used to
make this determination.
All contacts with the parent I guardian and/or service provider will be
documented in family case notes in COPA.
The Health Advisor/designee will use the COPA database to track the results of
the physical exam. The results will become part of the child's health file.
References: PA Code 3270.131; Head Start Performance Standard 1304.20 (a)
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call your
Family Advocate/designee. A follow-up letter must be received by the Family
Advocate/designee within five working days. Family Advocates/designees will
hold slots open for no more than one day in uncontested cases. The Executive
Committee of the Policy Council will hear all grievances and act as the
determining body. Decisions will be rendered immediately. You will be required
to come to the meeting and provide documentation about your situation.
51
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CLASSROOM HEALTH
OBSERVATIONS
ADOPTED:
June 13, 2013
REVISED:
July 7, 2015
CLASSROOM HEALTH OBSERVATIONS
1.
Policy/ Purpose
A routine health observation will be performed daily on every child upon entrance
to the classroom. Parents and/or guardians are encouraged to be present for this
procedure.
2. Guidelines I
Procedures
If any signs of illness and/or contagious condition are observed, the child will be
immediately sent home. No ill child will be released to a minor. If a child becomes
ill during the day, the child will be isolated, under adult supervision, and the
parent/emergency contact person will be notified and required to take the child
home as soon as possible. Head Start and Pre-K Counts follow the guidelines from
the Allegheny County Health department regarding the return of a child with a
contagious disease to a preschool setting. If a child was sent home with a
suspected contagious illness or condition, a note from your child's healthcare
provider is required (which states that they are not contagious) to return.
The
1.
2.
3.
4.
5.
6.
routine daily health observation will include assessment of the child's:
General appearance and behavior
Skin
Breathing
Eyes, ears, nose, and mouth
Odor
Hair
If a parent discloses that bed bugs or fleas are present in the home, please refer to
the bed bugs policy and procedure.
Guidelines for Keeping a Child Home from School
Even with the best preventive measures, children become ill with various childhood
diseases, routine colds, and other kinds of conditions. When your child is ill, it
becomes necessary for him/her to remain at home not only for the safety of others,
but for your child's protection as well. A child will be excluded or sent home from
school if too ill to participate in regular classroom activities or if any of the following
conditions are observed:
1.
Illness which prevents your child from participating comfortably in program
activities.
52
2.
Illness which results in a need for care which is greater than the staff can
provide without compromising the health and safety of the other children.
3. Symptoms of possible severe illness: may include elevated body temperature
over 101 degrees Fahrenheit, lethargy (sluggishness/sleepiness), irritability,
persistent crying, and difficulty breathing.
4. Diarrhea (or bowel movements which contain blood or mucous)
5. Vomiting: more than twice in the previous 24 hours
6. Any unidentified rash or sores on the body or in the mouth
7. Severe congestion
8. Persistent cough
9. Pink eye or suspicious skin conditions (i.e. unidentified rash, ringworm,
impetigo, scabies). Please note any unexplained rash requires a note from the
child's healthcare provider which states that the rash is not contagious.
10. Live head lice-refer to Head Lice Policy
11. Suspected contagious diseases (i.e. the flu, MRSA which has not been treated
or is exposed and/or draining, chickenpox, bed bugs, whooping cough, ring
worm).
Guidelines are from The American Academy of Pediatrics. (2003). The Red Book:
2003 report of the Committee on Infectious Diseases, 26th edition. p. 127
Guidelines for returning to the classroom:
Your child needs to be symptom-free for at least 24 hours before returning to
school.
The contagious conditions which are listed below require written proof of adequate
treatment from your child's health care provider before they may return to the
classroom:
Chicken pox (Varicella) - Itchy, red, fluid filled lesions/blisters which eventually form
scabs (the rash begins approximately two weeks after exposure to the disease);
the rash is usually found first on the trunk of the body; a mild fever may be
present. The rash subsides in 7-14 days. The person remains contagious until
all of the lesions have formed scabs. (Please note: If a child contracts any
vaccine preventable disease, a note is needed prior to their return to the
classroom).
Head Lice (Pe_diculosis) -They are small insects which live in the child's hair. Signs
of their presence include an itchy scalp and small white eggs (nits) attached to
hair shaft. Please refer to the Head Lice Policy and Procedure.
Live Bed Bugs -Please refer to the Bed Bug Policy and Procedure.
Impetigo -Scattered blistery or pus-filled lesions that become crusted (honeycolored); usually found on face, arms and/or scattered over the body.
MRSA {Methicillin-Resistant Staphylococcus Aureus) skin infection - MRSA is a type
of bacteria that is resistant to certain antibiotics. Skin infections may result in
redness, warmth, pimples or boils, sometimes with or without pus.
53
Pink eye (Conjunctivitis)-The white part of the eye (sclera) is pink, discharge can
be present; eyelid(s) may be crusted over and "glued" shut upon awakening.
Ringworm (two most common forms are listed below)
Tinea Capitis (ringworm of the scalp) - Fungal infection which causes patchy areas
of dandruff-like scaling with hair loss (areas of hair loss may be studded with broken
stubs of hair).
Tinea Corporis (ringworm of the body) -A fungal infection which may involve the
face, arms and legs. The lesion is usually circular and slightly red around the edge
(itching is common, the edge may be scaly).
Ringworm can also appear on the groin and feet.
Scabies- Rash and severe itching, especially at night, concentrated between fingers
and toes, wrists, elbows, and belt line.
Flu-like illness-Symptoms can include fever, cough, sore throat, runny or stuffy
nose, body aches, headache, chills, fatigue and sometimes vomiting and diarrhea.
Some people with the flu will not have a fever. - Rash and severe itching, especially
at night, concentrated between fingers and toes, wrists, elbows, and belt line. Child
cannot return until they are fever-free for 24 hours without fever-reducing
medication.
The Allegheny County Health Department (ACHD) has produced a written resource
regarding a number of contagious diseases which are common to preschoolers.
They include in their material guidance as to when a child may return to a
classroom or daycare setting following a contagious disease. The resource can be
reached on the internet at:
http://www.achd.net/infectd/pubs/pdf/PRESCHOOLGuide_to_lnf_Dis_2008.pdf
If you do not have access to a computer, the health advisor/designee for your
child's classroom can access it for you. The health advisor/designee will document
follow up care.
54
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
CLEANING AND SANITIZING
CLASSROOM TOYS
ADOPTED:
June 13, 2013
REVISED:
June 25, 2015
CLEANING AND SANITIZING CLASSROOM TOYS
1.
2.
Policy I Purpose
Guidelines I
Procedures
Toys will be cleaned to reduce the exposure to germs and diseases. The
frequency will be increased whenever there are:
•
•
•
Outbreaks of illness
Known contamination
Physical soil
•
Recommendations by the Health Department to control certain
infectious diseases
1.
Small toys that go into the mouth will be cleaned and disinfected daily.
2.
Large toys will be cleaned at least monthly or more often if dirty.
3.
Dress-up clothes and stuffed toys will be washed bi-weekly.
4. WASHING BY HAND
•
•
•
•
5.
WASHING BY MACHINE
•
•
6.
Thoroughly wash each toy with hot water in soap or detergent
Rinse will with clean water
Soak toys for five minutes in a solution of J4 cup of bleach to 1 gallon of
water
Rinse thoroughly with clean water and allow to air dry
Wash in hot water and soap or detergent
Dry toys completely in a hot dryer or air dry overnight
All surfaces, furnishings, and equipment that are not in good repair or have
been contaminated by body fluids shall be removed until they are repaired,
cleaned, or sanitized effectively.
55
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
COMMUNICATION OF LIFE
THREATENING HEALTH
CONCERNS
ADOPTED:
June 13, 2013
REVISED:
COMMUNICATION OF LIFE THREATENING HEALTH CONCERNS
1.
Policy/ Purpose
The Service Coordinator for Physical Health/designee will be notified if a child
who is in the enrollment process (or already enrolled) has a history of a lifethreatening health concern.
2.
Guidelines I
Procedures
•
When a staff member learns that a child who is enrolling or has enrolled in
Head Start/Pre-K Counts has a history of a life-threatening health concern
(life-threatening health concerns include, but are not limited to, food
allergies which require Epi-Pen, seizures which have caused breathing to
slow or stop in the past, diabetes, cancer and poorly-controlled asthma),
they must notify the Head Start/Pre-K Counts staff member who provides
direct service to the child, the child's Health Advisor and the Service
Coordinator for Physical Health and/or designee.
•
If you are unsure whether the concern is life threatening, please call the
Service Coordinator for Physical Health/designee and discuss the concern
with her.
56
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
COMPREHENSIVE FOOD
ALLERGY POLICY FOR
CLASSROOMS
ADOPTED:
June 13, 2013
REVISED:
COMPREHENSIVE FOOD ALLERGY POLICY FOR CLASSROOMS
1.
Policy/ Purpose
This procedure addresses Food Allergies.
Definitions: Food Allergy and Food Intolerance
Food Allergy is an allergic reaction that occurs when the immune system responds
defensively to a specific food protein when ingested (The most frequent reactions
are to the following foods: peanuts, tree-nuts, eggs, milk, wheat, soy, fish and
shellfish.)
Food Intolerance is an adverse reaction to food that does not involve the immune
system and therefore differs from a food allergy (One example of this is lactose
Intolerance).
Important clarification: Milk allergic children will experience an allergic reaction
to milk. This includes lactaid or lactaid reduced milk. lactose intolerant
individuals are able to consume milk which does not contain lactase (the sugar
found in milk).
1.
Guidelines/
Procedures
The Head Start/ Pre-K Counts Programs are Peanut/Tree Nut Free.
The Head Start/ Pre-K Counts Programs will not accept food from parents or
staff in the classroom.
3. Accommodations for food will be made by the staff only if a physician states
(in writing) which food(s) must be avoided and which food(s) may be
substituted.
4. The Service Coordinator for Physical Health/designee must be contacted
(referral/ and if necessary phone call) so that a plan to accommodate the child
can be developed.
5. All classroom staff must be familiar with the accommodations/ Individualized
Health Plan for food allergies for the students in the classroom. These
accommodations may include a sign on the door to the classroom which
indicates that a certain food cannot be brought into the classroom (by
children, staff or parents).
6. Individualized Health Plans for food allergic children must be kept in an area
where substitute teaching personnel can access them.
1.
2.
57
7.
Basic strategies to address food allergies must be followed. These include:
• Avoid cross contamination. Students/clients must wash their hands with
soap and water before and after eating.
•
If your classroom uses a cafeteria for meals or snacks, Head Start/ Pre-K
Counts children must not be allowed to share food with non-Head Start/
Pre-K Counts children (more specific food sharing directives will be
addressed in the Individualized Health Plan).
Review lesson plans that involve food, making sure supplies are non•
allergenic. If you are not sure if the food which will be used will cause an
allergic reaction in the student, please contact the Service Coordinator for
Physical Health/designee for further clarification (412-394-3616).
• Classroom Teachers, Education Specialists and Health Advisors/designees
must review the child Health Assessment (in COPA) to be aware of
possible food allergies. When an Individualized Health Plan is developed
the above staff members must be familiar with the Individualized Health
Plan {IHP) and know where to find it in the classroom.
•
Avoid cross contamination. Employees. volunteers. and children must
wash their hands with soap and water before and after eating (This also
means that children must wash their hands after eating at home if it is
immediately before they leave for the classroom. If there is a child with
severe food allergies in the classroom and another child enters the
classroom with obvious food residue on their clothing, their soiled
clothing should be removed and replaced with their spare clothing).
58
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
DIAPERING/SO/LED
CLOTHING
ADOPTED:
June 13, 2013
REVISED:
June 18, 2015
DIAPERING/SOILED CLOTHING
1.
Policy I Purpose
Accommodations will be made for children in diapers or pull-ups.
Post in Changing Area. If you are gaing to be diapering a child, first review the
procedures to ensure all necessary items are in place.
2.
Guidelines I
Procedures
A staff person shall check a child's diaper at least every two hours and
whenever the child indicates discomfort or exhibits behavior that suggests a
soiled diaper. A staff person shall change a child's diaper when the diaper is
soiled and complete the Diapering Schedule noting the time of change, if the
diaper was soiled, and the condition of skin that is covered by the diaper.
Parents/guardians changing children at socialization should also follow the
instructions below.
1. Get Organized
Before you bring the child to the diaper changing area, gather the following:
•
Nonabsorbent paper
• Disposable gloves
• Fresh diaper or clean clothes
• Wipes
• Plastic bag for any soiled clothes
• Plastic bag for soiled diaper
• Garbage can with lid/step peddle
• Small garbage can liner
• A clean change of clothes
• Secure container for soiled clothes
• Vinyl mat
• Dab of diaper cream if the child uses it
Take the supplies you will need out of the containers and put the container
away.
59
2. Avoid contact with soiled items and always keep a hand on the child.
Anything that cames in contact with stool or urine is a source of germs.
•
•
Bring child to the changing mat, keeping soiled clothing away from you.
Bag soiled clothes and securely tie the plastic bag, place in secure
container until they are sent home at the end of the day.
3. Clean the child's diaper area.
•
Unfasten the diaper, but leave the soiled diaper under the child.
Use disposable wipes to clean the diaper area. Remove stool and urine
•
from front to back and use a fresh wipe each time. Put the wipes into
the soiled diaper.
•
Note and report any skin problems such as redness.
4. Remove the soiled diaper or clothing and clean soiled surfaces.
•
Fold the diaper over and secure it with tabs.
•
Put diaper into a covered, lined step can.
•
Place soiled clothing in plastic bag and place in a secure container.
•
Check for spills under the child.
Remove the gloves according to Universal Precautions and put them
•
directly into the step can
• Wipe your hands with a disposable wipe.
5. Put on a clean diaper or clothing.
• Slide the diaper under the child, adjust and fasten it.
•
Put clean clothing on child.
6. Wash the child's hands.
•
Use soap and water at a sink.
7. Clean and disinfect the diapering area.
•
Dispose of the nonabsorbent paper.
• Clean any visible soil from the changing mat.
•
Disinfect the mat by using the bleach solution and wash, rinse, sanitize
and air dry.
s. Wash your hands (for a minimum of 20 seconds).
•
•
Use soap and warm running water.
Use a paper towel to turn off faucet.
If you have any questions or problems, contact the Health Advisor/designee.
60
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
FOOD BEING BROUGHT ONTO
HEAD START/PRE-K COUNTS
PREMISES
ADOPTED:
June 13, 2013
REVISED:
FOOD BEING BROUGHT ONTO
HEAD START/PRE-K COUNT PREMISES
1.
Policy/ Purpose
The Head Start/Pre-K Counts program will not accept food from families or staff
into the classroom and/or Family Play Group because of various food allergies
and feeding concerns.
2.
Guidelines/
Procedures
No food will be accepted into the classroom and/or Family Play Group from
families or staff. This includes playgrounds, cubbies I lockers, parking lots, etc.
regardless of the time of day or location of event.
61
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
HAND WASHING
ADOPTED:
June 13, 2013
REVISED:
HAND WASHING
1.
Policy I Purpose
Hand washing must occur (this includes adults and children) during the
following times:
•
•
•
•
•
2.
Guidelines/
Procedures
Upon arrival into the classroom
Before and after water or messy play
After coming in contact with bodily fluids
After touching contaminated objects and surfaces
Before eating
1. All persons must wash their hands thoroughly with soap and running
water for at least 20 seconds. Hands should be dried with a disposable
towel.
2.
Liquid or powdered soap shall be used for hand washing (note: abrasive
powdered soap should not be used because it can cause breaks in the
skin).
3.
A staff person shall ensure that children follow the policy.
62
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
HEAD LICE POLICY
ADOPTED:
June 13, 2013
REVISED:
July 7, 2015
HEAD LICE POLICY
1.
Policy I Purpose
Children with lice and/or nits will be excluded from all programming
until they are lice and/or nit free.
2. Guidelines/
Procedures
1. When head check indicates live lice, parent will be contacted to
pick up child.
2.
Parent will be given information regarding the care and
treatment process for their home and family.
3.
Parent will be told to check for nits/lice after the treatment and
before bringing the child back to the classroom.
4.
Parent must accompany the child back to the classroom and
assist with a head check to ensure lice or nits are not present.
5.
If none are discovered, child may remain in the classroom.
6.
If lice or nits are found, parent will take child home and remain
home until all live lice and/or nits are gone.
7.
Child will be examined prior to return.
8.
All Children will have a head check for 10 days.
9.
Head Lice fact sheet will be distributed to all families.
63
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
HOT/ COLD LIQUIDS IN EARLY
CHILDHOOD SETIINGS
ADOPTED:
March 28, 2014
REVISED:
July 8, 2015
HOT/ COLD LIQUIDS IN EARLY
CHILDHOOD SETIINGS
1.
Policy I Purpose
1.
Bring Your Own Drink to Staff and Parent Trainings: Parents and Staff may
bring their own personal containers to meetings and trainings. It is the
personal responsibility of each person in attendance to remove/dispose of
their hot liquid container. It is the responsibility for all those in attendance
to ensure that no containers remain in the meeting area at the close of the
meeting/training.
2.
Jn the classrooms: Staff is permitted to bring in their own personal
containers each day, however once the children arrive these containers
must be put completely out of reach of children for the remainder of the
children's day. The staff is responsible for ensuring the safety of all children
including those with allergies. No nut flavored coffee should be present.
3.
For parent meetings at the sites; parents are permitted to bring their own
personal lidded containers. Each parent is responsible for the placement,
proximity, removal/disposal of their containers; at no time can their
container be accessible to any child in attendance. It is the responsibility for
all those in attendance to ensure that no containers remain in the meeting
area at the close of the meeting/training.
4.
All hot liquids must be in a lidded container.
64
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
HEALTH INCLUSION
ADOPTED:
June 13, 2013
REVISED:
July 8, 2015
HEALTH INCLUSION
1.
Policy I Purpose
No child will be denied admission to Head Start/Pre-K Counts (and currently
enrolled children will not be subjected to long-term exclusion) solely because of
their health care needs, cultural/ religious preferences, personal food
preferences (i.e., vegetarian or vegan diets) or medication requirements unless
reasonable accommodations cannot be made to reduce the health or safety risk
to that child or others without fundamentally altering the nature of the
program.
Examples of health challenges may include (but are not limited to): asthma,
seizures or food allergies. If a new or existing child has a health challenge which
requires accommodations or staff education, a referral will be sent to the
Service Coordinator for Physical Health. The Service Coordinator for Physical
Health will work with the child's family and healthcare provider to determine
the best way to meet the health challenge. One way to address special
healthcare needs is to develop an Individualized Healthcare Plan (IHP) with the
parents, healthcare provider, education staff and the Service Coordinator for
Physical Health, Health Advisor and/or designee. The IHP provides clear,
thorough instructions on how to best care for children with special healthcare
needs. If the child is currently enrolled in the classroom model, every effort will
be made to allow them to continue in that model.
65
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
IMMUNIZATION STATUS
ADOPTED:
June 13, 2013
REVISED:
June 21, 2015
IMMUNIZATION STATUS
1.
Policy I Purpose
Best practices for all children in a group setting are for everyone to be immunized
according to PA Code 3270.131 (Immunization requirements for children in
childcare group settings).
2.
Guidelines I
Procedures
Children need to be up-to-date on age appropriate immunizations according to the
Early and Periodic Screening, Diagnostic and Trea1ment (EPSDT) schedule unless
otherwise exempt by a physician, religious reasons, or the McKinney-Vento Act.
Children who are not up-to-date on age-appropriate schedule, the Head Start and PreK Counts program will assist the parents in making the necessary arrangements to
bring the child up-to-date.
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call your
Family Advocate/designee. A follow-up letter must be received by the Family
Advocate/designee within five working days. Family Advocates/designees will hold
slots open for no more than one day in uncontested cases. The Executive
Committee of the Policy Council will hear all grievances and act as the determining
body. Decisions will be rendered immediately. You will be required to come to the
meeting and provide documentation about your situation.
66
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
INDIVIDUALIZED HEALTH
PLANS
ADOPTED:
June 13, 2013
REVISED:
June 29, 2015
INDIVIDUALIZED HEALTH PLANS
1.
Policy I Purpose
2.
Guidelines I
Procedures
Individualized Health Plans (IHPs) are developed for children in the Head Start
and Pre-K Counts Programs who require accommodations for their health
needs.
1. Children who may benefit from an Individualized Health Plan (IHP)
may be identified in the following ways: Through a COPA generated
referral, identification of health needs on the Health History by a Health
Advisor or the Service Coordinator for Physical Health/designee,
notification from another staff member, or contact from a parent. In
the Pre-K Counts Program, one of their staff members may generate the
referral.
2. After a possible need is identified, the parent is contacted. If it is
determined that the child will benefit from an Individualized Health
Plan, a plan will be completed with them as soon as possible.
3. An existing template (if appropriate for the particular health concern)
may be used as a framework for the !HP.
4. The procedure for the IHP is as follows: First, the parent or guardian
of the child is contacted to gather the information which is necessary to
provide individualized instructions to the teacher(s) for the IHP. The
plan is initially signed by the person who wrote it (either the Service
Coordinator for Physical Health, the Health Advisor, the Pre-K Counts
staff and/or designee). After that it is sent to the healthcare provider(s)
for signature and possible changes (note: if the child has a condition
which is managed by a specialty physician, the plan should also be sent
to the specialist for review).
5.
A plan which has been approved (signed) by the Service Coordinator for
Physical Health/designee and at least one healthcare provider is
uploaded to eDocs in COPA or sent to the classroom teacher/ Early
Learning Consultant/designee.
67
6. Once the plan is sent to the classroom or ELC/designee, the plan is
reviewed (either in person or by telephone with the staff). The review
of the plan must be done by the Health Advisor /designee. The
teacher/ELC/designee signs the plan to verify receipt. The parent must
also sign the plan and be given a copy at this time. If the family makes
changes to the plan at this point, a new plan (with a new date) will need
to be sent to the healthcare provider which includes the changes.
7. Once the plan has been signed by the teacher/ELC, parent, Health
Advisor /Pre-K counts staff, Service Coordinator for Physical Health,
designee and healthcare provider, it is uploaded to eDocs (in COPA)
along with the completed (signed by the parent and teacher/designee)
Authorization for Medication Administration. The plan should be
marked as complete at this point.
8. Copies of the completed plan should also be kept in the child's file,
the "sub" file and the Go-Kit.
9. If training is needed to implement the plan, a timely date for the
training will be scheduled which is mutually agreed upon between the
teacher and the Service Coordinator for Physical Health/and or
designee.
68
ALLEGHENY
INTERMEDIATE
UNIT 3
1.
Policy I Purpose
2.
Guidelines I
Procedures
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
INFLUENZA GUIDELINES FOR
EARLY CHILDHOOD
PROGRAMS
ADOPTED:
June 13, 2013
REVISED:
July 8, 2015
INFLUENZA GUIDELINES FOR EARLY
CHILDHOOD PROGRAMS
The Head Start and Pre-K Counts Programs will follow the Centers for Disease
Control and Prevention (CDC) guidelines for Early Childhood Education and
Influenza. These guidelines can be found on the internet at www.flu.gov
1.
Children must stay home from the school (or cancel any scheduled
appointments with program staff) when their temperature is 100
degrees Fahrenheit or greater. Children should remain at home until
they are fever free for twenty-four hours (without the use of fever
reducing medications).
2.
Daily health checks will be performed on all children in the classroom by
Head Start staff. Parents will be called to pick up their child if signs of
Influenza are observed. These signs include: fever, cough, sore throat,
runny nose, body aches, headache, chills and fatigue.
3.
Children who are awaiting pick-up will be separated from the other
children within the classroom to the greatest extent possible.
4.
The procedure for absenteeism due to illness will be followed.
5.
Staff will follow the policy and procedure for sanitizing toys in the
classroom or toys that the Early Learning Consultant (ELC)/designee has
taken to the home.
6.
Head Start/Pre-K Counts staff will follow the most stringent guidelines
from the CDC, State of Pennsylvania, the Allegheny County Health
Department (ACHD) and/or the school district which houses the
affected site regarding school closures.
69
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
MEDICAL AND DENTAL
EMERGENCIES IN THE
CLASSROOM
ADOPTED:
June 13, 2013
REVISED:
June 23, 2015
MEDICAL AND DENTAL EMERGENCIES IN THE CLASSROOM
1.
Policy/ Purpose
2.
Guidelines/
Procedures
When an accident/emergency occurs in a Head Start Classroom, the Procedure
for Emergencies in the Classroom must be followed.
Life-Threatening Emergency
1.
2.
3.
4.
5.
6.
7.
8.
The staff that witnesses the emergency will begin initial First Aid steps.
Call 911.
Designated staff and volunteers will remove and reassure the other
children.
Parent/guardian must be notified.
Notify Health Advisor/designee and Program Nurse Practitioner (Service
Coordinator for Physical Health, Cindy Callaghan 412-394-3616 or 412310-0380) or designee.
Health Advisor/designee will immediately respond and assist as needed.
A staff member will accompany the child to hospital if parent does not
arrive prior to ambulance leaving site.
The person who witnesses the event will complete an AIU accident form
and staff will follow Allegheny Intermediate Unit Head Start/Pre-K
Counts policies for processing paperwork.
Simple Accident
1.
2.
3.
4.
5.
6.
In the event of a simple accident, head injury, or dental emergency
(examples: scrapes, surface cuts, broken skin, small areas of bruising Jess
than Y, inch, a broken tooth, toothache or loss of tooth) the first staff
that responds will assess the nature and cause of the injury.
Follow the recommended First Aid procedure.
Notify Health Advisor/designee by phone.
Complete student/visitor accident report on lnSite.
Notify the parent immediately upon a dental injury or if a child hits their
head.
Speak to the parent when the child is picked up and provide an update
as to the events since you last spoke with them.
70
Illness
1.
2.
3.
4.
Address symptoms of the child and make the child comfortable.
Separate the child from the group with an adult present.
Assess the child's symptoms and review the Health Observation
Procedure.
Call Health Advisor/designee. If they are not available call the Head Start
Service Coordinator for Physical Health, Cindy Callaghan 412-394-3616 or
412-310-0380/designee.
Call parents or emergency #'s/Family Advocate/designee/Administrative
staff.
Individualized Health Plans
1.
2.
3.
4.
If a child has an Individualized Health Plan, the staff will follow that plan.
Call 911 if necessary. If 911 is called, the Health Plan must be given to the
emergency personnel who respond to the incident.
Notify parent/guardian.
Notify Health Advisor/designee and the Service Coordinator for Physical
Health, Cindy Callaghan 412-394-3616 or 412-310-0380/designee.
Alternative Site Locations
In the unlikely event of an emergency, all of the classrooms follow a site
emergency evacuation plan. Staff receives training in evacuation procedures.
Each classroom has an alternative site with the necessary provisions, including
food, water, and first aid supplies to accommodate the staff and children. The
teaching staff knows the alternative site for the classroom and will share this
information with parents.
71
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
MEDICATION
ADMINISTRATION IN THE
CLASSROOM
ADOPTED:
June 13, 2013
REVISED:
May 21, 2015
MEDICATION ADMINISTRATION IN THE CLASSROOM
1.
Policy I Purpose
2.
Guidelines I
Procedures
Whenever possible, parents/guardians should schedule medication doses to be
given at home, rather than during school hours. However, there may be cases
when it is necessary to administer a medication dose during the school day. The
medication administration procedure is designed to maintain a high degree of
safety and accuracy for the student and school personnel.
1.
Medications will include any and all substances administered by mouth,
rectum, droplet, injection, into a gastric tube, topically (onto the skin),
inhaled (i.e. inhaler or nebulizer) or another route which has been
approved by the Se Nice Coordinator for Physical Health.
2.
Any child who has a prescription for rescue medication (i.e.
epinephrine/EpiPen, asthma medication or Diastat) should have that
medication at school, in order to participate.
3.
A copy of the Medication Administration procedure will be given to
parents/guardians of children who are enrolled in classrooms.
4.
Education staff will be trained by a Registered Nurse to administer
medication which is necessary to be administered during the school day.
The trained staff will re-demonstrate the proper techniques for
administration, handling and storing the medication. When necessary,
other trained staff will give medicine to a child. If any equipment is needed
they will demonstrate the proper use of it.
5.
The SeNice Coordinator for Physical Health/designee is available to clarify
any health or medication related information. (The parents can be
encouraged to contact their child's pediatric provider for more
information. The Health Advisor or designee can contact the child's
pediatric provider with parent consent.)
6.
The education staff will be responsible for maintainingthe Medication
Administration Log in the child's file. The log will be reviewed with
parents/guardians following any medication use and initialed by the
parent. The classroom teachers/designee will send the Health Advisor or
designee the completed medication logs as part of the monthly
72
paperwork. While in use, the log will be kept with the child's medication.
7.
The following guidelines must be followed in order for medication to be
stored and administered to children at school:
a.
A "Parent/Guardian Authorization to Administer Medication" must be
completed for every medication that may or will be administered
during school hours. The medication will not
be administered if this form is not completed by the parent.
b.
The Authorization to Administer Medication will be uploaded to eDocs
in COPA along with the completed (signed by the parent and teacher)
IHP. The plan should be marked as complete at this time.
c.
Copies of the completed IHP and Authorization to Administer
Medication form will be kept in the child's file, in the substitute folder,
and with the medication.
d.
Prescribed medication must be in the original container with a
complete pharmacy label. This pharmacy label must contain the child's
name, the date of the prescription, the name and strength of the
medicine, the name, address, and phone number of the health care
provider who wrote the prescription, the dose of medicine to be given,
how often it is to be given and the way it is to be given (by mouth, on
the skin, etc.).
e.
When the medications are received the education staff must sign that
he/she has received them and write the name of the medication,
expiration date and quantity received. This will be documented on the
Authorization to Administer Medications, the Medication Log, and in
Family Visits in COPA. The Health Advisor or designee must be
contacted at this time. To ensure child safety, the use of a photo via
tablet or phone is permitted to take a picture of medication and labels
and send to the nurse/health supervisor/Director and/or designee (if
the health advisor or designee is unable to come immediately to the
classroom). The photo must be immediately deleted after it is
viewed/sent.
The name of the medication which was received will be compared to
the name of the medication on the child's IHP and Authorization to
Administer Medications. The child will not be permitted to attend class
if the medicine differs from the health provider's orders. Child will be
able to return only when the correct medication is provided.
73
f.
Non-prescribed medication (over-the-counter) medication must be in
EITHER a pharmacy labeled container OR in the manufacturer's
container. If it is in the manufacturer's container, parent must clearly
write the child's name on this container AND the parent must provide
written instructions from your child's health care provider for the
over-the-counter medicine. Over-the-counter medicine will not be
administered unless the child's health care provider provides specific
written instructions with a current date, name of the medication,
dose, frequency, and the method of giving the medicine. If it is an
emergency or as needed medication, the specific instances of when
the medication should be used, must be indicated by the healthcare
provider. This must be in place for the child to participate.
g.
All medication must be within its expiration date. The expiration date
will be written at the top of the Medication Log and on the
Authorization to Administer Medication by the teacher when it is
received. The Health Advisor/designee will monitor the date monthly.
Health Advisors/designee will date and initial the log when it is
checked.
h.
Anytime new medication is accepted, a new log will be filled out with a
new expiration date and a new Authorization to Administer
Medication form must be filled out each time the medication is
updated or a new medication arrives. If there is documentation from
the healthcare provider that the medication is no longer needed, the
medication needs to be removed.
i.
The first dose of a medication will never be administered in an early
childhood classroom. It should be administered at home where the
child can be observed for any adverse reactions. Epinephrine/EpiPen is
an exception to this rule.
j.
Measuring devices (oral syringe or medication cup) for administering
liquid oral medications are to be sent by the parents to the classroom.
k.
Medicine must be supplied in the dose that is ordered (i.e. ifthe child
is to receive Y, of a tablet, the tablets must be cut BEFORE bringing to
the classroom). !fa child cannot swallow pills, liquid medication
should be requested from the child's provider (pills cannot be
administered to a child at school if they are unable to take pills at
home).
I.
All medicine that is given is documented on the Medication
Administration Log which is kept in the child's file. Parents must
review the log each time medication is given. The parent will indicate
that they have reviewed the document by initialing the line on the log
where the medication was given. Teaching staff will be responsible for
this daily and Health Advisor/designee will monitor monthly.
74
m. Parents should be encouraged to share information that will help the
staff to safely administer the child's medicine. The Service Coordinator
for Physical Health /designee should be contacted if there are any
questions or concerns.
n. All routine medication must be locked at all times. Emergency
medication (such as an inhaler or EpiPen/epinephrine) must be kept
out of the reach of children (in the Go Kit). If a staff member needs to
store or use medication in the classroom, their medication must also
be under lock and key when it is in the classroom.
o.
If refrigeration is required for a medication, the Service Coordinator
for Physical health or their designee will be contacted immediately.
The medication may require storage which is separate from food.
75
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
NUTRITIOUS MEAL FOR
CHILDREN ARRIVING LATE
ADOPTED:
June 13, 2013
REVISED:
NUTRITIOUS MEAL FOR CHILDREN ARRIVING LATE
1.
Policy/ Purpose
Staff will provide a nutritious meal to children arriving late.
2.
Guidelines/
Procedures
Content Area: Nutrition
Performance Standard: 1304.23(b)(l)(ii)(iii)
Purpose: When a child arrives late after scheduled meal is finished, the child
will be offered one of the following:
Breakfast:
When a child arrives late after breakfast is over, the child is offered a bowl of
cereal, a Y, piece of fruit (or Y, cup of juice) and a glass of milk. Offer fresh fruit if
available. This fulfills the three components' requirements for a nutritious
breakfast.
Lunch:
When a child arrives late in the afternoon after lunch has been served, the child
will be offered a meal consisting of the five required components, grain,
protein, vegetable/fruit and milk.
76
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
PHYSICAL HEALTH REFERRAL
ADOPTED:
June 13, 2013
REVISED:
PHYSICAL HEALTH REFERRAL
1.
Policy/ Purpose
Parents must inform the Head Start/Pre-K Counts Program of any health or safety
needs of their child that the Program may be required to address. The Head Start
staff member who receives this information must share it as necessary, with the
Health Advisor, the Service Coordinator for Physical Health and/or designee.
The Confidentiality Policy must be followed during this process.
Performance Standard 1304.22 (b) (3).
2.
Guidelines I
Procedures
1.
The Head Start/Pre-K Counts staff will review the Medical Record and Health
History of each child on their caseload as soon as the information is available.
2.
If the child's Medical Record and Health History indicate a possible physical
health concern and a referral has not been sent for it, a referral should be sent to
the Service Coordinator for Physical Health/designee. This is done by clicking on
the referral hyperlink which is available when you click onto the child's name in
COPA (Child Outcome Planning and Administration httos://aiu.mycopa.com ).
Next click on "new referral." You will need to fill in all of the information on the
form including the "email notification" block. E-mail notification does not occur
unless the e-mail address is added: [email protected]. No one will be
notified of the referral unless the "email notification" block has been accurately
filled.
3.
If a referral has already been sent for the health concern which needs to be
addressed, the contacts with the family and any updates concerning the progress
of the referral can be found in Family Visits or the "observation/comments"
section of the original referral.
4.
Eitherthe child's Health Advisor, the Service Coordinator for Physical Health
and/or designee will obtain permission from the parent or guardian to address
the child's health need(s).
5.
The Head Start Health Advisor, the Service Coordinator for Physical Health and/or
designee will complete the referral form. Preliminary contact with the family
may be found in the Family Visits section of COPA.
6.
The Service Coordinator for Physical Health/designee reviews each referral and
based on the needs of the child assigns it (the referral) to either herself or the
child's Health Advisor/designee to follow-up with the family concerning the
referral.
77
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
TOOTH BRUSHING
ADOPTED:
June 13, 2013
REVISED:
TOOTH BRUSHING
1.
Policy I Purpose
In compliance with Head Start Performance Standard 45 CFR Section
1304.23(b)(3), each classroom will have daily supervised tooth brushing with
the use of fluoridated toothpaste, in conjunction with a minimum of one meal.
2.
Guidelines I
Procedures
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Toothbrushes and toothpaste will be provided by program.
Families may not provide their own toothpaste unless they provide written
documentation of a doctor or dentist's recommendation for use of a
specific kind.
Tooth brushing must be in conjunction with either breakfast or lunch.
Classroom staff will supervise tooth brushing to ensure proper tooth
brushing activity.
Children will brush their teeth at a sink with running water or at the table.
Staff must ensure the orderly flow of children at the sink to prevent
overcrowding.
Children will be given a pea-sized amount of fluoridated toothpaste in an
individual disposable rinse cup, and will use their toothbrush to scoop the
paste from inside of the cup to avoid cross contamination.
Children are taught proper tooth brushing techniques and children with
disabilities are supported with any needed adaptations.
When brushing after meals is not possible (e.g., at alternate site), to remove
food particles from teeth, children may be offered drinking water to swish
and swallow.
Children will each have their own tooth brush, labeled by name, to ensure
toothbrushes are never shared.
Toothbrushes will be stored so they stay clean, open to circulating air, and
so that the bristles do not touch any surface, including another toothbrush.
Program will replace toothbrushes every 3 months or sooner if a child has
been ill or there are visible signs of wear.
In the home-based option, parents and children will be offered instructions
for appropriate tooth brushing along with a toothbrush and toothpaste.
78
''''''''''''''''''
''
''
''
''~
''
''
''
''
'
EARLY INTERVENTION/
'
'' BEHAVIOR SUPPORT ''
''
''
''
''
''
''
''
''
''
''
''''''''''''''''''''
EARLY INTERVENTION
OVERVIEW
The Head Start/Pre-K Counts Program conducts developmental screenings for all children entering the
program. Screening results are shared with parents, and may help guide ELCs, teachers and/or designees
to plan individualized learning activities. Screening results may also identify children who would benefit
from additional supports to learn and grow.
With parent permission, children who may need additional supports can be referred to the AIU DART
Program for further evaluation. If a child is eligible for Early Intervention based on results of the DART
evaluation, Head Start/Pre-K Counts and DART work together with parents to create a plan that is right
for each individual child.
Early Intervention Services are designed to enhance the development of all children identified as having
a developmental delay. The goal of the program is to ensure that children receive appropriate services
to help them participate to the best of their ability in their educational and community environments.
Positive Behavior Support
Overview
Preschool children learn to share, cooperate, take turns, and resolve conflicts. These social skills help
them to be successful in school. Head Start/Pre-K Counts teachers, ELCs and/or designees focus on these
skills every day. With parent permission, children who may need additional supports to learn to get
along with others may be referred to the Positive Behavior Support team. The PBS team works together
with parents, ELCs, teachers and/or designees to create a plan that is right for each individual child. If
you or your child's ELC, teacher and/or designee have concerns about your child's behavior or social
skills, a referral to PBS may be recommended.
Summer 2015
79
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
DISABILITIES AND POSITIVE
BEHAVIOR SUPPORT/ MENTAL
HEALTH COORDINATED SERVICES
ADOPTED: June 13, 2013
REVISED:
June 18, 2015
DISABILITIES AND POSITIVE BEHAVIOR SUPPORT/
MENTAL HEALTH COORDINATED SERVICES
1.
Policy/ Purpose
The AIU Head Start Program Disabilities Coordinator, Positive Behavior Support,
Mental Health Coordinator and/or designee work collaboratively to help Head
Start/PKC staff identify children with mental health related disabilities such as
serious depression, withdrawal, anxiety, or abuse.
2.
Guidelines I
Procedures
Coordinating services between Early Intervention (El) and Positive Behavior
Support/Mental Health (PBS) coordinators/designees will:
•
•
•
•
Provide professional development regarding appropriate
Social/Emotional and Behavior screening tool(s) that will help to
identify children with mental health related disabilities.
Review screenings with the Positive Behavior Support team in
collaboration with the Head Start/PKC Educational Staff to identify
children who require further evaluation and/or behavior intervention.
Track children with PBS referrals and El referrals, monitor services, and
identify needs for follow-up or additional services.
Meet regularly to consider appropriate resources and referrals and
monitor the effectiveness of Head Start/PKC programs in providing
appropriate services to children with mental health related disabilities.
This policy is based on Head Start Standard 1308.18(b), Coordination between
Disabilities Coordination and Mental Health Coordination.
80
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
EARLY INTERVENTION SERVICES
ADOPTED:
June 13, 2013
REVISED:
June 26, 2015
EARLY INTERVENTION SERVICES
1.
Policy I Purpose
It is the policy of the AIU Head Start/Pre-K Counts Program to make referrals to
the local Education Agency (LEA) for evaluation to determine whether or not
there is a need for Early Intervention and related services. The LEA for the AIU
Head Start program is the AIU DART program. The referral is based on the
results of individual child screenings.
2.
Guidelines I
Procedures
Children whose screening results indicate a need for further evaluation in the
developmental, speech articulation and/or social/behavioral domains will be
referred to the AIU DART Program for evaluation to determine eligibility for Early
Intervention (El) Services.
When screening results indicate a need for further evaluation Head Start/Pre-K
Counts staff/designees will:
discuss concerns and screening results with the classroom/ELC Education
•
Specialist/designee
•
contact the parents to discuss screening results and possible referral for
further evaluation
•
with approval from the parent(s), the Education Specialist/designee will
complete and submit a referral for an Early Intervention evaluation on
COPA
As a result of the El Evaluation, a child may be eligible for additional services and
supports. An Individualized Education Program (IEP) will be developed by El
staff/designees with information obtained from the evaluation, parents and
Head Start/Pre-K Counts staff.
Parents of the referred child and Head Start/Pre-K Counts education staff
(teacher/ELC/designee) should be invited to the IEP meeting. When the
invitation is received by Head Start/Pre-K Counts staff, they should:
•
support the child's parent(s) in inviting additional involved Head Start/
Pre-K Counts team members as appropriate (Health Advisor, Family
Advocate, Positive Behavior Support teacher, Education Specialist, or
other administrator/designee).
81
The IEP team, including the Head Start/Pre-K Counts teacher/ELC/designee,
parent and El staff will discuss a range of options to support the child. Options
range from consultative services in the home, provider site, or Head Start/ Pre-K
Counts classroom to Early Intervention classrooms.
The team/designees may discuss an Early Intervention classroom when:
• the Head Start/Pre-K Counts classroom cannot be sufficiently enhanced
to safely and effectively support the needs and development of the child
•
other options considered lack sufficient supports to meet the needs of
the child
• the present levels of behavior significantly impedes the child's learning
or that of others
This policy is based on Head Start Performance Standard 1308, Services for
Children with Disabilities.
82
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
INCLUSION OF CHILDREN
WITH DISABILITIES
ADOPTED:
June 13, 2013
REVISED:
June 26, 2015
INCLUSION OF CHILDREN WITH DISABILITIES
1.
Policy I Purpose
2. Guidelines/Procedures
Children with disabilities are included in the full range of activities and
services that are provided to all Head Start/Pre-K Counts children.
In serving children with disabilities in all options of the program, the AIU
Head Start/Pre-K Counts program:
•
•
•
Provides access to a wide range of learning opportunities,
Promotes participation, belonging, and engagement of children
with and without disabilities in inclusive settings in a variety of
intentional ways, and
Works collaboratively with families, practitioners, specialists and
Early Intervention staff/designees to provide support within the
classroom or home in a coordinated way that integrates general
early care and education services with early intervention services.
This policy is based on Head Start Performance Standard 1308, Children
with Disabilities.
83
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
IFSP/IEP/PBS TRANSITION
ASSISTANCE
ADOPTED:
REVISED:
IFSP/IEP/PBS TRANSITION ASSISTANCE
1.
Policy I Purpose
Our programs are inclusive typical preschool settings for children birth to five.
Our programming can meet the needs of a wide range of learners. We partner
with local education agencies that are experts in providing early intervention
services for children who require additional support.
2.
Guidelines I
Procedures
Our goal is for 10% of enrolled children to be those with IFSPs/IEPs. Higher
numbers may also be considered if the IFSP/IEP teams (inclusive of our
programs, with the support of parents and the early intervention program)
determine that the needs of an individual child and those of the group as a
whole can be met in that setting.
We also must consider that the needs of some children will be more
appropriately met in more supportive settings. These are typically
recommended at IFSP/IEP meetings and when children need additional Positive
Behavior Support interventions.
84
ALLEGHENY
INTERMEDIATE
UNIT 3
SECTION:
HEAD START/ PRE-K COUNTS
TITLE:
POSITIVE BEHAVIOR SUPPORT
MENTAL HEALTH SERVICES
ADOPTED:
June 13, 2013
REVISED:
June 18, 2015
POSITIVE BEHAVIOR SUPPORT/
MENTAL HEALTH SERVICES
1. Policy I Purpose
2.
Guidelines I
Procedures
The AIU Head Start/PKC Program provides Positive Behavior Support Services to
children and families in all program options through the collaboration of all
Head Start/PKC staff and parents.
Prevention of and addressing challenging behaviors is the responsibility of all
Head Start/PKC staff. The AIU Head Start/PKC program has adopted the
Positive Behavior Support Pyramid model to be implemented for all children.
Levels of support will vary according to the needs of the child in the context of
his/her educational setting.
The continuum of services provided by the Head Start/PKC staff includes the
following:
1. All new and returning children (with parent permission) are screened for
behavioral/social/emotional concerns. Guidance for staff on next steps to
take if screening results indicate a need for further evaluation is provided by
the Education Staff, Positive Behavior Support staff and/or designee.
2. All Head Start/PKC models support children's wellness through nurturing
and responsive relationships, high quality supportive environments, and
materials that promote developmental and social/emotional growth.
3. Social skills instruction using the classroom curriculum and social/emotional
curricula encourage children to learn how to share, solve problems, express
feelings, and get along with each other. Activities that promote emotional
development are embedded in the overall Head Start/PKC experience.
The Positive Behavior Support team, in collaboration with other Head Start/PKC
staff, families and/or designee, provides consultation regarding an individual
child's behaviors, social skills, or emotional development.
When an individual child presents challenging behaviors, social skills delays, or
difficulty with emotional regulation:
1.
Head Start/PKC staff consults with the classroom/ELC Education
Specialist/designee.
85
2.
3.
4.
5.
A member of the child's team contacts the child's family to discuss
concerns.
With parent permission, the Head Start/PKC Education Specialist/designee
submits a referral for Positive Behavior Support services on COPA.
When a referral to the Positive Behavior Support team/designee is initiated,
Head Start/PKC staff will involve a child's parents/guardians to the extent
possible.
If data support a referral for Early Intervention (El) Evaluation, Positive
Behavior Support staff will assist the Head Start/PKC Education
Specialist/designee to submit a referral for evaluation which may result in
eligibility for additional services through Early Intervention. (see Early
Intervention Services Statement of Procedures)
A referral to the Positive Behavior Support team/designee is considered active
forthe length of the referred child's enrollment in Head Start/PKC or until
parents/guardians request withdrawal from services.
This policy is based on Head Start Performance Standard 1304.24, Child Mental
Health.
86
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No. 249
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
BULLYING/
CYBERBULLYING
ADOPTED:
AUGUST 22, 2011
REVISED:
249. BULL YING/CYBERBULLYING
1. Purpose
The Board is committed to providing a safe, positive learning environment for
students and staff attending Intermediate Unit programs and promotes positive
interpersonal relationships among all members of the Intermediate Unit community.
The Board recognizes that bullying creates an atmosphere of fear and intimidation,
violates the basic rights of students to be in a safe environment necessary for student
learning, and may lead to more serious violence. Therefore, the Board prohibits
bullying by Intermediate Unit students on Intermediate Unit property, leased or
owned; in school buildings; on school buses, including bus stops and routes of travel
to and from the bus stops or school property; or at school-sponsored events and/or
activities whether occurring on or off campus. It is a violation of this policy for any
Intermediate Unit staff member to tolerate bullying.
2. Definitions
24P.S.
Sec. 1303.1-A
Bullying means an intentional electronic, written, verbal or physical act or series of
acts directed at another student or students, which occurs in a school setting that is
severe, persistent or pervasive and has the effect of doing any of the following:
1. Substantial interference with a student's education.
2. Creation of a threatening environment.
3. Substantial disruption of the orderly operation of the school.
Bullying, as defined in this policy, includes cyberbullying.
24P.S.
Sec. 1303.1-A
3. Authority
24P.S.
Sec. 1303.1-A
School setting means in the school, on school grounds, in school vehicles, at a
designated bus stop or at any activity sponsored, supervised or sanctioned by the
school.
The Board prohibits all forms of bullying by Intermediate Unit students.
Page 1of4
249. BULLYING/CYBERBULL YING - Pg. 2
The Board encourages students who experience bullying to promptly report it to any
adult employee of the Intermediate Unit, including teachers, building principal,
program supervisor, bus driver, or other school employees supervising schoolsponsored activities. Parents/Guardians may contact the school or the Intermediate
Unit to report acts of bullying.
The Board directs that complaints of bullying shall be investigated promptly, and
corrective action shall be taken when allegations are verified. Confidentiality of all
parties shall be maintained, consistent with the Intermediate Unit's legal and
investigative obligations. No reprisals or retaliation shall occur as a result of good
faith reports of bullying.
Nothing in this policy prevents Intermediate Unit employees from enforcing,
imposing discipline, or fulfilling their professional responsibilities under other Board
policies or student disciplinary rules.
4. Delegation of
Responsibility
Each student shall be responsible to respect the rights of others and to ensure an
atmosphere free from bullying.
The Program Director or designee shall develop procedures to implement this
policy.
24P.S.
Sec. 1303.1-A
The Program Director or designee shall ensure that this policy and procedures are
reviewed annually with students.
24P.S.
Sec. 1303.1-A
IU Administrators and other appropriate IU staff, shall review this policy every three
(3) years and recommend necessary revisions to the Board.
24 P.S.
Sec. 1303.1-A
The Intermediate Unit administration shall annually provide the following
information with the Safe School Report:
I. Board's Bullying Policy.
2. Report of bullying incidents.
3. Information on the development and implementation of any bullying prevention,
intervention or education programs.
Page 2 of 4
249. BULLYING/CYBERBULL YING - Pg. 3
5. Guidelines
24 P.S.
Sec. 1303.1-A
Title 22
Sec. 12.3
Pol. 218
The Code of Conduct, which shall contain this policy, shall be disseminated
annually to students.
This policy shall be accessible in every Intermediate Unit classroom. The policy
shall be posted in a prominent location within each Intermediate Unit building
included in student/parent handbooks, and posted on the website.
Education
24P.S.
Sec. 1302-A,
1303.1-A
Pol. 236
The Intermediate Unit may develop and implement bullying prevention and
intervention programs. Such programs shall provide Intermediate Unit staff and
students with appropriate training for effectively responding to, intervening in and
reporting incidents of bullying.
Consequences For Violations
24P.S.
Sec. 1303.1-A
Pol. 218, 233
A student who violates this policy shall be subject to appropriate disciplinary action
consistent with the Code of Conduct, which may include:
1. Counseling within the Intermediate Unit or school.
2. Parental conference.
3. Loss of school privileges.
4. Exclusion from school-sponsored activities.
5. Detention.
6. Suspension.
7. Expulsion.
8. Referral to law enforcement officials.
The program supervisor or building principal may also take appropriate steps to
ensure students' safety, which may include separating and supervising the students
involved, providing employee support for students as needed, and the
implementation of a safety plan and/or a supervision plan with parents/guardians.
Page 3 of 4
249. BULL YING/CYBERBULL YING - Pg. 4
References:
School Code-24 P.S. Sec. 1302-A, 1303.1-A
State Board of Education Regulations-22 PA Code Sec. 12.3
Board Policy-218, 233, 236, 248
Page4 of 4
No. 805
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
OPERATIONS
TITLE:
EMERGENCY PREPAREDNESS
ADOPTED:
FEBRUARY 24, 2014
REVISED:
805. EMERGENCY PREPAREDNESS
I. Purpose
The Board recognizes its responsibility to safeguard the health and welfare of
Intermediate Unit students and employees. Therefore, the Board shall provide the
facilities, equipment and training necessary to minimize the effects of all hazards
and emergencies, including but not limited to natural disasters, hazardous chemicals,
fires, weapons, bomb threats, terrorism, communicable diseases and pandemics.
Advance planning and comprehensive implementation are key components in
ensuring the protection of the Intermediate Unit community.
2. Authority
35 Pa. C.S.A.
Sec. 7701
Title 22
Sec. 10.24
The Intermediate Unit, in cooperation with the county Emergency Management
Agency and the Pennsylvania Emergency Management Agency (PEMA), shall
develop and implement a comprehensive disaster response and emergency
preparedness plan, consistent with the guidelines developed by the Pennsylvania
Emergency Management Agency and other applicable state requirements. Individual
facilities may develop emergency plans in accordance with applicable law and
regulations or Intermediate Unit procedures.
The Board shall also utilize the resources of and comply with the requirements of the
Pennsylvania Department of Health, the Pennsylvania Department of Education and
the Pennsylvania Department of Public Welfare.
SC 1517, 1518
35 Pa. C.S.A.
Sec. 7701
3. Delegation of
Responsibility
The Board shall ensure that emergency and evacuation drills are conducted at
intervals required by state law and regulations.
The Executive Director or designee shall collaborate with relevant stakeholders,
including parents/guardians, staff, community agencies and first responders, during
the development and implementation of the emergency preparedness plan.
Intermediate Unit staff shall be trained to assist in implementing the emergency
preparedness plan and their respective facility emergency plans.
The Executive Director or designee shall implement procedures to notify
parents/guardians of the evacuation of students and to alert the entire Intermediate
Unit community when necessary.
Page 1 of3
805. EMERGENCY PREPAREDNESS - Pg. 2
SC 1303-A
Title 22
Sec. 10.11
Pol. 805.1
4. Guidelines
SC 1302.1-A
35 Pa. C.S.A.
Sec. 7701
Title 22
Sec. 10.24
Title 22
Sec. 10.24
Pol. 805.l
In accordance with state law and regulations, the Executive Director shall execute a
memorandum of understanding with each local police department that has
jurisdiction over school property of the Intermediate Unit.
The emergency preparedness plan shall be maintained in each Intermediate Unit
building, be reviewed at least annually, and be modified as necessary. A copy of
each emergency plan shall be provided to the county Emergency Management
Agency, each local police department and each local fire department that have
jurisdiction over the school property of the Intermediate Unit. The emergency
preparedness plan shall be communicated to students, parents/guardians, the
community and other relevant stakeholders.
Annually, by September 30, the Intermediate Unit shall assemble information
required to assist local police and fire departments in responding to an emergency.
The required information shall be deployed immediately to the Incident Command
Post in the event of an emergency incident or disaster.
Continuity Of Student Learning/Core Operations
35 Pa. C.S.A.
Sec. 7701
In the event of an emergency, local, county or state officials may require that
Intermediate Unit facilities be closed to serve as mass-care facilities or to mitigate
the spread of infection or illness. Local, county or state officials may also utilize
Intermediate Unit-owned transportation vehicles.
The Intermediate Unit shall make provisions in the emergency preparedness plan for
the continuity of student learning during facility closings or excessive absences.
Such alternatives may include:
1. Web-based Intermediate Unit instruction.
2. Mailed lessons and assignments.
The continuity of core operations such as payroll and ongoing communication with
students and parents/guardians shall be an essential part of the emergency
preparedness plan.
Education
Students and staff members shall be instructed and shall practice how to respond
appropriately to emergency situations.
Page 2 of 3
805. EMERGENCY PREPAREDNESS - Pg. 3
Effective infection control and prevention procedures, such as frequent hand
washing and cough/sneeze etiquette, shall be encouraged continually to help limit
the spread of germs at the Intermediate Unit.
Required Drills
24P.S.
Sec. 1517, 1518
Title 55
Sec. 3270.94
Fire drills shall be conducted at intervals required by law and regulations.
24P.S.
Sec. 1517
Bus evacuation drills shall be conducted twice a year by the contracted
transportation company, in accordance with law.
References:
Schoo1Code-24P.S. Sec.1302.1-A, 1303-A, 1517, 1518
State Department of Public Welfare Regulations- 55 PA Code Sec. 3270.20,
3270.20a, 3270.27, 3270.74, 3270.94
Disaster Prevention- 35 Pa. C.S.A. Sec. 7701
Board Policy-218, 218.1, 218.2, 222, 227, 805.1, 810
Page 3 of3
No. 210
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
MEDICATIONS
ADOPTED:
JUNE 23, 2014
REVISED:
210. MEDICATIONS
1. Purpose
The Board shall not be responsible for the diagnosis and treatment of student illness.
The administration of prescribed medication to a student during school hours in
accordance with the direction of a parent/guardian and licensed prescriber will be
permitted only when failure to take such medicine would jeopardize the health of the
student or the student would not be able to attend school ifthe medicine were not
available during school hours.
2. Definitions
For purposes of this policy, medication shall include all medicines prescribed by a
licensed prescriber and any over-the-counter medicines.
For purposes of this policy, licensed prescribers shall include licensed physicians
(M.D. and D.O.), podiatrists, dentists, optometrists, certified registered nurse
practitioners and physicians assistants.
3. Authority
The Board directs all employees to comply with the Pennsylvania Department of
Health's Guidelines for Pennsylvania Schools for the Administration of Medications
and Emergency Care.
SC 510
Title 22
Sec. 12.41
Before any medication may be administered to or by any student during school
hours, the Board shall require the written request of the parent/guardian, giving
permission for such administration.
4. Delegation of
Responsibility
All medications shall be administered by the Certified School Nurse, or in the
absence of the Certified School Nurse by other licensed school health staff (RN,
LPN), except as otherwise noted in this policy.
42 Pa. C.S.A.
Sec. 8337.1
In the event of an emergency, an employee may administer medication when s/he
believes, in good faith, that a student needs emergency care.
Pol. 103.1, 113
The Certified School Nurse shall collaborate with parents/guardians, administration,
program supervisors, faculty and staff to develop an individualized healthcare plan
to best meet the needs of individual students.
Page 1 of5
210. MEDICATIONS - Pg. 2
The policy for administration of medications shall be developed and reviewed, at
least every two (2) years, by the Program Director in collaboration with a Certified
School Nurse, school physician, school dentist, or designated administrator(s).
5. Guidelines
The Intermediate Unit shall inform all parents/guardians, students and staff about the
policy and administrative regulations governing the administration of medications.
All standing medication orders and parental consents shall be renewed at the
beginning of each school year.
SC 1409
Pol. 216
Student health records shall be confidential and maintained in accordance with state
and federal laws and regulations and the Department of Health Guidelines.
SC 1414.1
Pol. 210.1
Students may possess and use asthma inhalers and epinephrine auto-injectors when
permitted in accordance with state law and Board policy.
Delivery And Storage Of Medications
All medication shall be brought to the nurse's office, or the main office if the nurse
is in another building, by the parent/guardian or by another adult designated by the
parent/guardian. All medication shall be stored in the original pharmacy-labeled
container and kept in a locked cabinet designated for storage of medication.
Medications that require refrigeration shall be stored and locked in a refrigerator
designated only for medications. The school shall not store more than a thirty-day
supply of an individual student's medication.
Medication should be recorded and logged in with the date, name of student, name
of medication, amount of medication, and signatures of the parent/guardian or
designated adult delivering the medication and the school health personnel receiving
the medication.
Nonprescription medication must be delivered in its original packaging and labeled
with the student's name.
Prescription medication shall be delivered in its original packaging and labeled with:
1. Name, address, telephone and federal DEA (Drug Enforcement Agency) number
of the pharmacy.
2. Student's name.
3. Directions for use (dosage, frequency and time of administration, route, special
instructions).
Page2 of5
210. MEDICATIONS -Pg. 3
4. Name and registration number of the licensed prescriber.
5. Prescription serial number.
6. Date originally filled.
7. Name of medication and amount dispensed.
8. Controlled substance statement, if applicable.
All medication shall be accompanied by a completed Medication Administration
Consent and Licensed Prescriber's Medication Order Form, or other written
communication from the licensed prescriber.
Disposal Of Medications
Procedures shall be developed for the disposal of medications consistent with the
Department of Health Guidelines, which shall include:
I. Guidelines for disposal of contaminated needles or other contaminated sharp
materials immediately in an appropriately labeled, puncture resistant container.
2. Processes for immediately returning to parents/guardians all discontinued and
outdated medications, as well as all unused medications at the end of the school
year.
3. Methods for safe and environmentally friendly disposal of medications.
4. Proper documentation of all medications returned to parents/guardians and for all
medications disposed of by the Certified School Nurse or other licensed school
health staff. Documentation shall include, but not be limited to, date, time,
amount of medication and appropriate signatures.
Student Self-Administration Of Emergency Medications
Pol. 210.1
Prior to allowing a student to self-administer emergency medication, the
Intermediate Unit shall require the following:
I. An order from the licensed prescriber for the medication, including a statement
that it is necessary for the student to carry the medication and that the student is
capable of self-administration.
2. Written parent/guardian consent.
Page 3 of5
210. MEDICATIONS -Pg. 4
3. An Individual Health Plan including an Emergency Care Plan.
4. The nurse shall conduct a baseline assessment of the student's health status.
5. The student shall demonstrate administration skills to the nurse and responsible
behavior.
The nurse shall provide periodic and ongoing assessments of the student's selfmanagement skills.
The student shall notify the school nurse immediately following each occurrence of
self-administration of medication.
Students shall demonstrate a cooperative attitude in all aspects of self-administration
of medication. Privileges for self-administration of medication will be revoked if
policies regarding self-administration are violated.
Administration Of Medication During Field Trips And Other School-Sponsored
Activities
Pol. 121
The Board directs planning for field trips and other school-sponsored activities to
start early in the school year and to include collaboration between administrators,
program supervisors, teachers, nurses, appropriate parents/guardians and other
designated health officials.
Considerations when plarning for administration of medication during field trips and
other school-sponsored programs and activities shall be based on the student's
individual needs and may include the following:
I. Assigning school health staff to be available.
2. Utilizing a licensed person from the Intermediate Unit's substitute list.
3. Contracting with a credible agency which provides temporary nursing services.
4. Utilizing licensed volunteers via formal agreement that delineates
responsibilities of both the Intermediate Unit and the individual.
5. Addressing with parent/guardian the possibility of obtaining from the licensed
prescriber a temporary order to change the time of the dose.
6. Asking parent/guardian to accompany the child on the field trip, with proper
clearances.
Page 4 of5
210. MEDICATIONS - Pg. 5
7. Arranging for medications to be provided in an original labeled container with
only the amount of medication needed.
Security procedures shall be established for the handling of medication during field
trips and other school-sponsored activities.
References:
School Code - 24 P.S. Sec. 914-A, 1401, 1402, 1409, 1414.l
State Board of Education Regulations-22 PA Code Sec. 12.41
State Department of Public Welfare Regulations- 55 PA Code Sec. 3270.133
Civil Immunity of School Officers or Employees Relating to Emergency Care,
First Aid or Rescue -42 Pa. C.S.A. Sec. 8337.1
Pennsylvania Department of Health "Guidelines for Pennsylvania Schools for
the Administration of Medications and Emergency Care" March 2010
Board Policy-103.1, 113, 121, 210.1, 216
Page 5 of5
No. 103
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PROGRAMS
TITLE:
NONDISCRIMINATION IN
EDUCATIONAL PROGRAMS/
SERVICES
ADOPTED:
FEBRUARY 28, 2011
REVISED:
103. NONDISCRIMINATION IN EDUCATIONAL PROGRAMS/SERVICES
I. Authority
24 P.S.
Sec. 1310
Title 22
Sec.4.4, 12.1,
12.4,
15.1 et seq
24 P.S.
Sec.5004
43 P.S.
Sec. 951 et seq
Title IX
20 U.S.C.
Sec. 1681 et seq
29U.S.C.
Sec. 794
Title VI
42 U.S.C.
Sec. 2000d et seq
42 U.S.C.
Sec. 12101 et seq
2. Delegation of
Responsibility
The Board declares it to be the policy of the Intermediate Unit to provide an equal
opportunity for all students to achieve their maximum potential through the
programs offered by the Intermediate Unit regardless of race, color, age, creed,
religion, sex, sexual orientation, ancestry, national origin, pregnancy, or
handicap/disability.
The Intermediate Unit shall provide referrals, programs and services to all eligible
students without discrimination. The Intermediate Unit shall make reasonable
accommodations for identified physical and mental impairments that constitute
handicaps and disabilities, consistent with the requirements of federal and state laws
and regulations.
The Board encourages students and third parties who have been subject to
discrimination to promptly report such incidents to designated employees.
The Board directs that complaints of discrimination shall be investigated promptly,
and corrective action be taken when allegations are substantiated. Confidentiality of
all parties shall be maintained, consistent with the Intermediate Unit's legal and
investigative obligations.
No reprisals or retaliation shall occur as a result of good faith charges of
discrimination.
In order to maintain a program of nondiscrimination practices that is in compliance
with applicable laws and regulations, the Board designates the Supervisor of Fiscal
Services as the Compliance Officer for the Intermediate Unit.
The Compliance Officer shall publish and disseminate this policy and complaint
procedure at least annually to students, parents/guardians, employees, and the public.
Nondiscrimination statements shall include the position, office address, and
telephone number of the Compliance Officer.
Page 1 of5
103. NONDISCRIMINATION IN EDUCATIONAL PROGRAMS/SERVICES - Pg. 2
The Compliance Officer is responsible to monitor the implementation of
nondiscrimination procedures in the following areas:
I. Curriculum and Materials: Review of curriculum guides, textbooks and
supplemental materials for discriminatory bias.
2. Training: Provision of training for students and staff to identify and alleviate
problems of discrimination.
3. Student Access: Review of programs, activities and services to ensure that all
students have equal access and are not segregated except when permissible by
law or regulation.
4. Support: Assurance that like aspects of educational programs receive like
support as to staffing and compensation, facilities, equipment, and related
matters.
5. Student Evaluation: Review of tests, procedures, and guidance and counseling
materials for stereotyping and discrimination.
The building administrator or program supervisor shall be responsible to complete
the following duties when receiving a complaint of discrimination:
I. Inform the student or third party of the right to file a complaint and the complaint
procedure.
2. Inform the complainant that s/he may be accompanied by a parent/guardian
during all steps of the complaint procedure.
3. Notify the complainant and the accused of the progress at appropriate stages of
the procedure.
4. Refer the complainant to the Compliance Officer if the administrator or
supervisor is the subject of the complaint.
3. Guidelines
Complaint Procedure - Student/Third Party
Step 1 - Reporting
An Intermediate Unit student or third party who believes s/he has been subject to
conduct that constitutes a violation of this policy is encouraged to immediately
report the incident to the building administrator or program supervisor.
Page 2 of5
103. NONDISCRIMINATION IN EDUCATIONAL PROGRAMS/SERVICES - Pg. 3
An Intermediate Unit employee who suspects or is notified that a student has been
subject to conduct that constitutes a violation of this policy shall immediately report
the incident to the building administrator or program supervisor.
If the administrator or supervisor is the subject of a complaint, the student, third
party or employee shall report the incident directly to the Compliance Officer.
The complainant or reporting employee is encouraged to use the report form
available from the building administrator or program supervisor, but oral complaints
shall be acceptable.
Step 2 - Investigation
Upon receiving a complaint of discrimination, the building administrator or program
supervisor shall immediately notify the Compliance Officer. The Compliance
Officer shall authorize the building administrator or program supervisor to
investigate the complaint, unless the administrator or supervisor is the subject of the
complaint or is unable to conduct the investigation.
The investigation may consist of individual interviews with the complainant, the
accused, and others with knowledge relative to the incident. The investigator may
also evaluate any other information and materials relevant to the investigation.
If the investigation results in a determination that the conduct being investigated
may involve a violation of criminal law, the building administrator or program
supervisor shall inform law enforcement authorities about the incident.
The obligation to conduct this investigation shall not be negated by the fact that a
criminal investigation of the incident is pending or has been concluded.
Step 3 - Investigative Report
The building administrator or program supervisor shall prepare and submit a written
report to the Compliance Officer within fifteen (15) days, unless additional time to
complete the investigation is required. The report shall include a summary of the
investigation, a determination of whether the complaint has been substantiated as
factual and whether it is a violation of this policy, and a recommended disposition of
the complaint.
The complainant and the accused shall be informed of the outcome of the
investigation, including the recommended disposition.
Page 3 of5
103. NONDISCRIMINATION IN EDUCATIONAL PROGRAMS/SERVICES -Pg. 4
Step 4 - Intermediate Unit Action
If the investigation results in a finding that the complaint is factual and constitutes a
violation of this policy, the Intermediate Unit shall take prompt, corrective action to
ensure that such conduct ceases and will not recur. Intermediate Unit staff shall
document the corrective action taken and, where not prohibited by law, inform the
complainant.
Disciplinary actions shall be consistent with the Code of Conduct, Board policies
and procedures, applicable collective bargaining agreements, and state and federal
laws.
Appeal Procedure
I. If the complainant is not satisfied with a finding of no violation of the policy or
with the recommended corrective action, s/he may submit a written appeal to the
Compliance Officer within fifteen (15) days.
2. The Compliance Officer shall review the investigation and the investigative
report and may also conduct a reasonable investigation.
3. The Compliance Officer shall prepare a written response to the appeal within
fifteen (15) days. Copies of the response shall be provided to the complainant,
the accused and the building administrator or program supervisor who conducted
the initial investigation.
References:
School Code - 24 P.S. Sec. 1310
State Board of Education Regulations -22 PA Code Sec. 4.4, 12.1, 12.4,
15.1 et seq.
Unfair Educational Practices - 24 P .S. Sec. 5004
Pennsylvania Human Relations Act-43 P.S. Sec. 951 et seq.
Section 504 of the Rehabilitation Act-29 U.S.C. Sec. 794
Americans With Disabilities Act - 42 U.S.C. Sec. 12101 et seq.
Page 4 of5
103. NONDISCRIMINATION IN EDUCATIONAL PROGRAMS/SERVICES- Pg. 5
Federal Anti-Discrimination and Civil Rights Laws 20 U.S.C. Sec. 1681 et seq. (Title IX)
42 U.S.C. Sec. 2000d et seq. (Title VI)
Federal Anti-Discrimination and Civil Rights Regulations 28 CFR Part 35, Part 41
34 CFR Part 100, Part 104, Part I 06, Part 110
Page 5 of5
103. ATTACHMENT
REPORT FORM FOR COMPLAINTS OF DISCRIMINATION
Complainant: _______________________________
Home Address:
HomePhone: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - School B u i l d i n g : - - - - - - - - - - - - - - - - - - - - - - - - - - - Date of Alleged Incident(s):
-------------------------Alleged discrimination was based on:
----------------------
Name of person you believe violated the Intermediate Unit's nondiscrimination policy:
If the alleged discrimination was directed against another person, identify the other person:
Describe the incident as clearly as possible, including any verbal statements, i.e., threats,
derogatory remarks, demands, etc., and any actions or activities. Attach additional pages if
necessary: _________________________________
Identify when and where incident occurred: ____________________
List any witnesses who were p r e s e n t : - - - - - - - - - - - - - - - - - - - - - -
This complaint is based on my honest belief that
has discriminated
against me or another person. I certify that the information I have provided in this complaint is
true, correct and complete to the best of my knowledge.
Complainant's Signature
Received By
Date
Date
Approved: February 28, 2011
No. 103.l
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PROGRAMS
TITLE:
NONDISCRIMfNATIONQUALIFIED STUDENTS WITH
DISABILITIES
ADOPTED:
AUGUST 22, 2011
REVISED:
JANUARY 27, 2014
103.l NONDlSCRIMfNATION-QUALIFIED STUDENTS
WITH DISABILITIES
I. Authority
Title 22
Sec. 4.4, 12.1,
12.4,
15.1 et seq
Title 55
Sec. 3270.17
29 u.s.c.
Sec. 794
42 u.s.c.
Sec. 12101 et seq
28 CFR
Part 35
34CFR
Part 104
Pol. 103
The Board adopts this policy to ensure that all Intermediate Unit programs and
practices are free from discrimination against all qualified students with disabilities.
The Board recognizes its responsibility to provide academic and nonacademic
services and programs equally to students with and without disabilities.
The Intermediate Unit shall provide to each qualified student with a disability
participating in Intermediate Unit programs, without cost to the student or
parent/guardian, a free and appropriate public education (FAPE). This includes
provision of education and related aids, services, or accommodations which are
needed to afford each qualified student with a disability equal opportunity to
participate in and obtain the benefits from educational programs and extracurricular
activities without discrimination, to the same extent as each student without a
disability, consistent with federal and state laws and regulations.
The Board encourages students and parents/guardians who believe they have been
subjected to discrimination or harassment to promptly report such incidents to
designated employees.
The Board directs that complaints of discrimination or harassment shall be
investigated promptly, and corrective action be taken for substantiated allegations.
Confidentiality of all parties shall be maintained, consistent with the Intermediate
Unit's legal and investigative obligations.
The Intermediate Unit shall not intimidate, threaten, coerce, discriminate or retaliate
against any individual for the purpose of interfering with any right or privilege
secured by this policy.
2. Definitions
Title 22
Sec. 15.2
42 u.s.c.
Sec. 12102
Qualified student with a disability - a student who has a physical or mental
disability which substantially limits or prohibits participation in or access to an
aspect of the Intermediate Unit's educational programs, nonacademic services or
extracurricular activities.
Page 1 of9
103.1 NONDISCRIMINATION - QUALIFIED STUDENTS WITH DISABILITIES - Pg. 2
Title 22
Sec. 15.l et seq
34CFR
Part 104
Section 504 Team - a group of individuals who are knowledgeable about the
student, the meaning of the evaluation data and the placement options for the
student. This could include, as appropriate, documentation or input from classroom
teachers, counselors, psychologists, school nurses, outside care providers and the
student's parents/guardians.
Title 22
Sec. 15.7
Section 504 Service Agreement (Service Agreement) - an individualized plan for a
qualified student with a disability which sets forth the specific related aids, services,
or accommodations needed by the student, which shall be implemented in
Intermediate Unit programs, in transit to and from Intermediate Unit programs, and
in all services and procedures, so that the student has equal access to the benefits of
the Intermediate Unit's educational programs, nonacademic services, and
extracurricular activities.
Pol. 248
Disability harassment - intimidation or abusive behavior toward a student based on
disability that creates a hostile environment by interfering with or denying a
student's participation in or receipt of benefits, services, or opportunities in the
Intermediate Unit's educational programs, nonacademic services, or extracurricular
activities.
3. Delegation of
Responsibility
34 CPR
Sec. 104.7
In order to maintain a program of nondiscrimination practices that is in compliance
with applicable laws and regulations, the Board designates the Supervisor of Fiscal
Services as the Intermediate Unit's Section 504 Coordinator.
In addition, each separate Intermediate Unit building shall have a Section 504
building administrator.
Title 22
Sec. 15.4
34CFR
Sec. 104.32
4. Guidelines
34CFR
Sec. 104.32
Pol. 113
The Intermediate Unit shall publish and disseminate this policy and complaint
procedure on or before the first day of each school year by posting it on the
Intermediate Unit's website, if available, and information for parents/guardians on
how to access the complaint procedure shall be published in student handbooks. The
Intermediate Unit shall notify parents/guardians of students participating in
Intermediate Unit programs of the Intermediate Unit's responsibilities under
applicable laws and regulations, and that the Intermediate Unit does not discriminate
against qualified individuals with disabilities.
Identification And Evaluation
The Intermediate Unit may assist participating school districts in conducting annual
child find activities to locate and identify students with a disabilities thought to be
eligible for Section 504 services and protections. This search may be combined with
IDEA child find activities, in order to not duplicate efforts.
Page 2 of9
103.l NONDISCRIMINATION -QUALIFIED STUDENTS WITH DISABILITIES - Pg. 3
Title 22
Sec. 15.5, 15.6
34CFR
Sec. 104.35
If a parent/guardian or the Intermediate Unit has reason to believe that a student
should be identified as a qualified student with a disability, should no longer be
identified as a qualified student with a disability, or requires a change in or
modification of the student's current Service Agreement, the parent/guardian or the
Intermediate Unit shall provide the other party with written notice and the
Intermediate Unit shall notify the student's school district of residence.
34 CFR
Sec. 104.35
The Intermediate Unit shall coordinate with participating school districts to establish
standards and procedures for initial evaluations and periodic re-evaluations of
students who need or are believed to need related services because of a disability.
34 CFR
Sec. 104.35
The Intermediate Unit, in coordination with the student's school district of residence,
shall specifically identify the procedures and types of tests used to evaluate a
student, and provide the parent/guardian the opportunity to give or withhold consent
to the proposed evaluation(s) in writing.
The Intermediate Unit shall establish procedures for evaluation and placement that
assure tests and other evaluation materials:
1. Have been validated and are administered by trained personnel.
2. Are tailored to assess educational need and are not based solely on IQ scores.
3. Reflect aptitude or achievement or anything else the tests purport to measure and
do not reflect the student's impaired sensory, manual or speaking skills (except
where those skills are what is being measured).
Service Agreement
Title 22
Sec. 15.7
If a student is determined to be a qualified student with a disability, the Intermediate
Unit shall coordinate with the student's school district of residence to develop a
written Service Agreement for the delivery of all appropriate aids, services, or
accommodations necessary to provide the student with FAPE.
Title 22
Sec. 15.7
The Intermediate Unit shall not implement a Service Agreement until the written
agreement is executed by a representative of the Intermediate Unit, in coordination
with the student's school district of residence, and a parent/guardian.
Title 22
Sec. 15.5
The Intermediate Unit shall coordinate with the student's school district of residence
to modify or terminate a student's current Service Agreement only with the
parent's/guardian's written consent, when necessary.
Page 3 of9
103.1 NONDISCRIMINATION-QUALIFIED STUDENTS WITH DISABILITIES-Pg. 4
Educational Programs/Nonacademic Services/Extracurricular Activities
Title 22
Sec. 15.3
34CFR
Sec. 104.34
The Intermediate Unit shall educate a qualified student with a disability with
students who are not disabled to the maximum extent appropriate to the needs of the
student with a disability. A qualified student with a disability shall be removed from
the regular educational environment only when the Intermediate Unit determines
that educating the student in the regular educational environment with the use of
related aids, services, or accommodations cannot be achieved satisfactorily.
Placement in a setting other than the regular educational environment shall take into
account the proximity of the alternative setting to the student's home.
Title 22
Sec. 15.3
34CFR
Sec. 104.34,
104.37
Pol. 810
The Intermediate Unit shall not discriminate against any qualified student with a
disability in its provision of nonacademic services and extracurricular activities.
Parental Involvement
Title 22
Sec. 15.6, 15.7,
15.8
34CFR
Sec. 104.35
Parents/Guardians have the right to inspect and review all relevant school records of
the student, meet with the appropriate Intermediate Unit and school officials to
discuss any and all issues relevant to the evaluation and accommodations of their
child, and give or withhold their written consent to the evaluation and/or the
provision of services.
Confidentiality Of Student Records
Title 22
Sec. 15.9
Pol. 216
All personally identifiable information regarding a qualified student with a disability
shall be treated as confidential and disclosed only as permitted by the Family
Educational Rights and Privacy Act (FERPA) and its implementing regulations, state
regulations, and Board policy.
Discipline
Pol. 218, 233
When necessary, the Intermediate Unit shall discipline qualified students with
disabilities in accordance with state and federal laws and regulations and Board
policies.
Page 4 of9
103.1 NONDISCRIMINATION - QUALIFIED STUDENTS WITH DISABILITIES - Pg. 5
Referral To Law Enforcement and Reporting Requirements
SC 1303-A
Title 22
Sec. 10.2
35 P.S.
Sec. 780-102
For reporting purposes, the term incident shall mean an instance involving an act of
violence; the possession of a weapon; the possession, use, or sale of a controlled
substance or drug paraphernalia as defined in the Pennsylvania Controlled
Substance, Drug, Device and Cosmetic Act; the possession, use, or sale of alcohol or
tobacco; or conduct that constitutes an offense listed under the Safe Schools Act.
SC 1302.1-A
Title 22
Sec. 10.2, 10.21,
10.22, 10.23,
10.25, 15.2,
15.3, 15.7,
15.9
Pol. 113.2, 218,
218.1, 218.2,
222, 227,
805.1
The Executive Director or designee shall immediately report required incidents and
may report discretionary incidents committed while at school or Intermediate Unit
programs, on school property of the Intermediate Unit, at any school function under
the jurisdiction of the Intermediate Unit, or on a conveyance providing
transportation to or from any school function under the jurisdiction of the
Intermediate Unit by a qualified student with a disability, including a student for
whom an evaluation is pending, to the local police department that has jurisdiction
over the school property of the Intermediate Unit, in accordance with state and
federal laws and regulations, the procedures set forth in the memorandum of
understanding with local law enforcement, and Board policies. The Executive
Director or designee, in coordination with the student's school district of residence,
shall respond in a manner that is consistent with the student's Service Agreement
and Behavior Support Plan, if applicable.
Title 22
Sec. 10.22, 15.1
Pol. 103, 805.l
In making a determination of whether to notify the local police department of a
discretionary incident committed by a qualified student with a disability, including a
student for whom an evaluation is pending, the Executive Director or designee shall
use the same criteria used for students who do not have a disability.
Title 22
Sec. 10.23, 15.7
For a qualified student with a disability who does not have a Behavior Support Plan
as part of the student's Service Agreement, subsequent to notification to law
enforcement, the Intermediate Unit, in consultation with the student's school district
ofresidence and the student's parent/guardian, shall consider whether a Behavior
Support Plan should be developed as part of the Service Agreement to address the
student's behavior.
SC 1303-A
Pol. 805.1
In accordance with state law, the Executive Director shall annually, by July 31,
report on the designated form to the Office for Safe Schools for all programs except
its Alternative Education program, all new incidents committed by qualified students
with disabilities, including students for whom an evaluation is pending, which
occurred at school or Intermediate Unit programs, on school property of the
Intermediate Unit, at any school function under the jurisdiction of the Intermediate
Unit, or on a conveyance providing transportation to or from any school function
under the jurisdiction of the Intermediate Unit. For incidents that occur regarding
students with disabilities who attend the Alternative Education program, the
student's home school district shall make such reports.
Page 5 of9
103.l NONDISCRIMINATION-QUALIFIED STUDENTS WITH DISABILITIES - Pg. 6
PROCEDURAL SAFEGUARDS
Title 22
Sec. 15.8
34CFR
Sec. 104.36
The Intermediate Unit shall coordinate with participating school districts to establish
and implement a system of procedural safeguards that includes notice of rights to the
parent/guardian of a student suspected of being a qualified student with a disability,
an opportunity for the parent/guardian to review relevant records, an impartial
hearing with an opportunity for participation by the student's parent/guardian, and a
review procedure.
Title 22
Sec. 15.6
A student or parent/guardian filing a claim of discrimination need not exhaust these
procedures prior to initiating court action under Section 504.
Parental Request For Assistance
Title 22
Sec. 15.8
Parents/Guardians may file a written request for assistance with the Pennsylvania
Department of Education (PDE) if one (1) or both of the following apply:
1. The Intermediate Unit is not providing the related aids, services and
accommodations specified in the student's Service Agreement.
2. The Intermediate Unit has failed to comply with the procedures and state
regulations.
Title 22
Sec. 15.8
PDE shall investigate and respond to requests for assistance and, unless exceptional
circumstances exist, shall, within sixty (60) calendar days of receipt of the request,
send to the parents/guardians, school district of residence and Intermediate Unit a
written response to the request. The response to the parents' /guardians' request shall
be in the parents' /guardians' native language or mode of communication.
Informal Conference
Title 22
Sec. 15.8
At any time, parents/guardians may file a written request with the Intermediate Unit
and/or school district of residence for an informal conference with respect to the
identification or evaluation of a student, or the student's need for related aids,
services or accommodations. Within ten (10) school days of receipt of the request,
the Intermediate Unit and/or school district of residence shall convene an informal
conference. At the conference, every effort shall be made to reach an amicable
agreement.
Page 6 of9
I 03.1 NONDISCRJMINATION - QUALIFIED STUDENTS WITH DISABILITIES - Pg. 7
Title 22
Sec. 14.162,
15.8
Formal Due Process Hearing
If the matters raised by the Intermediate Unit or parents/guardians are not resolved at
the informal conference, the Intermediate Unit, in coordination with the school
district of residence, or parents/guardians may submit a written request for an
impartial due process hearing. The hearing shall be held before an impartial hearing
officer and shall be conducted in accordance with state regulations.
Judicial Appeals
Title 22
Sec. 15.8
The decision of the impartial hearing officer may be appealed to a court of
competent jurisdiction.
COMPLAINT PROCEDURE
Pol. 103
This complaint procedure is in addition to and does not prevent parents/guardians
from using any option in the procedural safeguards system.
Step I - Reporting
A student or parent/guardian who believes s/he has been subject to conduct that
constitutes a violation of this policy is encouraged to immediately report the incident
to the Section 504 building administrator or program supervisor.
An Intermediate Unit employee who suspects or is notified that a student has been
subject to conduct that constitutes a violation of this policy shall immediately report
the incident to the Section 504 building administrator or program supervisor.
If the Section 504 building administrator or program supervisor is the subject of a
complaint, the student, parent/guardian or employee shall report the incident directly
to the Intermediate Unit's Section 504 Coordinator.
The complainant or reporting employee is encouraged to use the report form
available from the Section 504 building administrator or program supervisor, but
oral complaints shall be acceptable. Oral complaints shall be documented by the
Section 504 building administrator or program supervisor.
Page 7 of9
103.l NONDISCRIMINATION -QUALIFIED STUDENTS WITH DISABILITIES - Pg. 8
Step 2 - Investigation
Upon receiving a complaint of discrimination, the Section 504 building
administrator or program supervisor shall immediately notify the Intermediate Unit's
Section 504 Coordinator. The Section 504 Coordinator shall authorize the Section
504 building administrator or program supervisor to investigate the complaint,
unless the Section 504 building administrator or program supervisor is the subject of
the complaint or is unable to conduct the investigation.
The investigation may consist of individual interviews with the complainant, the
accused, and others with knowledge relative to the incident. The investigator may
also evaluate any other information and materials relevant to the investigation.
If the investigation results in a determination that the conduct being investigated
may involve a violation of criminal law, the Section 504 building administrator or
program supervisor shall inform law enforcement authorities about the incident.
The obligation to conduct this investigation shall not be negated by the fact that a
criminal investigation of the incident is pending or has been concluded.
Step 3 - Investigative Report
The Section 504 building administrator or program supervisor shall prepare and
submit a written report to the Section 504 Coordinator within fifteen (15) days,
unless additional time to complete the investigation is required. The report shall
include a summary of the investigation, a determination of whether the complaint
has been substantiated as factual and whether it is a violation of this policy, and a
recommended disposition of the complaint.
The complainant and the accused shall be informed of the outcome of the
investigation, including the recommended disposition.
Step 4 - Intermediate Unit Action
If the investigation results in a finding that the complaint is factual and constitutes a
violation of this policy, the Intermediate Unit shall take prompt, corrective action to
ensure that such conduct ceases and will not recur. Intermediate Unit staff shall
document the corrective action taken and, where not prohibited by law, inform the
complainant.
Disciplinary actions shall be consistent with the Code of Conduct, Board policies,
Intermediate Unit procedures, applicable collective bargaining agreements, and state
and federal laws.
Page 8 of9
103.l NONDISCRIMINATION -QUALIFIED STUDENTS WITH DISABILITIES - Pg. 9
Appeal Procedure
I. If the complainant is not satisfied with a finding of no violation of the policy or
with the recommended corrective action, s/he may submit a written appeal to the
Intermediate Unit's Section 504 Coordinator within fifteen (15) days.
2. The Section 504 Coordinator shall review the investigation and the investigative
report and may also conduct a reasonable investigation.
3. The Section 504 Coordinator shall within fifteen (15) days meet with the
complainant, the accused and the Section 504 building administrator or program
supervisor to share his/her conclusions of the investigation.
References:
School Code-24 P.S. Sec. 1302.1-A, 1303-A
PA Controlled Substance, Drug, Device and Cosmetic Act- 35 P.S.
Sec. 780-102
State Board of Education Regulations - 22 PA Code Sec. 4.4, l 0.2, l 0.21, 10.22,
10.23, 10.25, 12.l, 12.4, 14.162, 15.1 et seq.
State Department of Public Welfare Regulations - 55 PA Code Sec. 3270.17
Family Educational Rights and Privacy Act- 20 U.S.C. Sec. 1232g
Section 504 of the Rehabilitation Act of 1973 -29 U.S.C. Sec. 794
Americans With Disabilities Act- 42 U.S.C. Sec. 12101 et seq.
Nondiscrimination on the Basis of Disability, Title 28, Code of Federal
Regulations - 28 CFR Part 35
Family Educational Rights and Privacy Act, Title 34, Code of Federal
Regulations - 34 CFR Part 99
Nondiscrimination on the Basis of Handicap, Title 34, Code of Federal
Regulations - 34 CFR Part 104
Board Policy- 103, 113, 113.2, 216, 218, 218.1, 222, 227, 233, 248, 805.1, 810
Page 9 of9
103.l ATTACHMENT
REPORT FORM FOR COMPLAINTS OF DISCRIMINATION
Complainant:
Home Address:
------------------------------Home Phone:
Building: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Date of Alleged Incident( s):
Alleged discrimination was based on: - - - - - - - - - - - - - - - - - - - - - Name of person you believe violated the Intermediate Unit's nondiscrimination policy:
If the alleged discrimination was directed against another person, identify the other person:
Describe the incident as clearly as possible, including any verbal statements, i.e., threats,
derogatory remarks, demands, etc., and any actions or activities. Attach additional pages if
necessary: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
When and where incident occurred:
List any witnesses who were present:
This complaint is based on my honest belief that
has discriminated
against me or another person. I certify that the information I have provided in this complaint is
true, correct and complete to the best of my knowledge.
Complainant's Signature
Received By
Date
Date
Adopted: 8/22/11
No. 210.1
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
POSSESSION/USE OF ASTHMA
INHALERS/EPINEPHRJNE
AUTO-INJECTORS
ADOPTED:
AUGUST 22, 2011
REVISED:
210.l POSSESSION/USE OF ASTHMA INHALERS/EPINEPHRINE
AUTO-INJECTORS
I. Authority
24P.S.
Sec. 1414.1
Pol. 103.1
The Board shall permit students participating in applicable Intermediate Unit
programs to possess asthma inhalers and epinephrine auto-injectors and to selfadminister the prescribed medication in compliance with state Jaw and Board policy.
2. Definitions
24P.S.
Sec. 1401
Asthma inhaler shall mean a prescribed device used for self-administration of shortacting, metered doses of prescribed medication to treat an acute asthma attack
Epinephrine auto-injector shall mean a prescribed disposable drug delivery system
designed for the self-administration of epinephrine to provide rapid first aid for
persons suffering the effects of anaphylaxis.
Self-administration shall mean a student's use of medication in accordance with a
prescription or written instructions from a licensed physician, certified registered
nurse practitioner or physician assistant.
3. Guidelines
24P.S.
Sec. 1414.l
Title 22
Sec. 12.41
Before a student may possess or use an asthma inhaler or epinephrine auto-injector
in the school setting, the Board shall require the following:
I. A written request from the parent/guardian that the Intermediate Unit complies
with the order of the licensed physician, certified registered nurse practitioner or
physician assistant.
2. A written statement from the parent/guardian acknowledging that the
Intermediate Unit is not responsible for ensuring the medication is taken and
relieving the Intermediate Unit and its employees of responsibility for the
benefits or consequences of the prescribed medication.
3. A written statement from the licensed physician, certified registered nurse
practitioner or physician assistant that states:
Page I of3
210.1 POSSESSION!USE OF ASTHMA INHALERS/EPINEPHRJNE AUTO-INJECTORS - Pg. 2
24 P.S.
Sec. 1414.1
a.
Name of the drug.
b.
Prescribed dosage.
c.
Times medication is to be taken.
d.
Length oftime medication is prescribed.
e.
Diagnosis or reason medication is needed, unless confidential.
f.
Potential serious reaction or side effects of medication.
g.
Emergency response.
h.
If student is qualified and able to self-administer the medication.
The student shall notify the school nurse immediately following each use of an
asthma inhaler or epinephrine auto-injector.
The Intermediate Unit reserves the right to require a statement from the licensed
physician, certified registered nurse practitioner or physician assistant for the
continued use of a medication beyond the specified time period.
24P.S.
Sec. 1414.1
A written request for student use of an asthma inhaler and/or epinephrine autoinjector shall be submitted annually, along with required written statements from the
parent/guardian and an updated prescription.
24 P.S.
Sec. 1409
Pol.216
Student health records shall be confidential and maintained in accordance with state
and federal laws and regulations.
24 P.S.
Sec. 1414.1
A student whose parent/guardian completes the written requirements for the student
to possess an asthma inhaler or epinephrine auto-injector and to self-administer the
prescribed medication in the school setting shall demonstrate to the school nurse the
competency for self-administration and responsible behavior in use of the
medication. Determination of competency for self-administration shall be based on
the student's age, cognitive function, maturity and demonstration ofresponsible
behavior.
Page 2 of3
210.1 POSSESSION/USE OF ASTHMA INHALERS/EPINEPHRlNE AUTO-INJECTORS - Pg. 3
24P.S.
Sec. 1414.1
Pol. 113.1, 218,
227
Students shall be prohibited from sharing, giving, selling, and using an asthma
inhaler or epinephrine auto-injector in any manner other than which it is prescribed
during school hours, at any time while on school property, at any school-sponsored
activity, and during the time spent traveling to and from school and school
sponsored activities. Violations of this policy shall result in loss of privilege to selfcarry the asthma inhaler or epinephrine auto-injector and disciplinary action in
accordance with Board policy.
24P.S.
Sec. 1414.1
If the Intermediate Unit denies a student's request to self-carry an asthma inhaler or
epinephrine auto-injector or the student has lost the privilege of self-carrying an
asthma inhaler or epinephrine auto-injector, the student's prescribed medication
shall be appropriately stored at a location in close proximity to the student. The
student's classroom teachers shall be informed where the medication is stored and
the means to access the medication.
24P.S.
Sec. 1414.1
Title 22
Sec. 12.3
Pol.218
The Intermediate Unit shall annually distribute to students and parents/guardians this
policy along with the Code of Conduct.
4. Delegation of
Responsibility
The Intermediate Unit shall post this policy on the Intermediate Unit's web site.
The building administrator, in conjunction with the school nurse(s) or program
supervisors, may develop administrative regulations for student possession of
asthma inhalers or epinephrine auto-injectors and self-administration of prescribed
medication.
References:
School Code-24 P.S. Sec. 1401, 1409, 1414.1
State Board of Education Regulations-22 PA Code Sec. 12.3, 12.41
State Department of Public Welfare Regulations- 55 PA Code Sec. 3270.133
BoardPolicy-103.1, 113.1, 216, 218, 227
Page 3 of3
No. 904
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:.
COMMUNITY
TITLE:
PUBLIC ATTENDANCE AT
INTERMEDIATE UNIT EVENTS
ADOPTED:
FEBRUARY 25, 2013
REVISED:
JANUARY 27, 2014
904. PUBLIC ATTENDANCE AT INTERMEDIATE UNIT EVENTS
I. Purpose
The Board welcomes the public at activities and events sponsored by the
Intermediate Unit, but the Board also acknowledges its duty to maintain order and
preserve Intermediate Unit facilities during such events.
2. Definition
35 P.S.
Sec. 1223.5
For purposes of this policy, tobacco includes a lighted or unlighted cigarette, cigar,
pipe or other smoking product or material and smokeless tobacco in any form.
3. Authority
Sec. 775, 914-A
The Board has the authority to prohibit at an event under the jurisdiction of the
Intermediate Unit, the attendance of any individual whose conduct may constitute a
disruption. The Board prohibits gambling and the possession and use of controlled
substances, alcoholic beverages and weapons on the premises of the Intermediate
Unit.
4. Guidelines
Tobacco
35 P.S.
Sec. 1223.5
Title 55
Sec. 3270.68
20 U.S.C.
Sec. 7183
The Board prohibits tobacco use by any persons in Intermediate Unit buildings and
on any property, buses, vans and vehicles that are owned, operated, leased or
controlled by the Intermediate Unit.
35 P.S.
Sec. 1223.5
The Board may designate certain areas on property owned by, leased by, or under
the control of the Intermediate Unit where tobacco use by persons other than
students is permitted. Such designated areas for tobacco use must be no less than
fifty (50) feet away from Intermediate Unit buildings.
Page I of3
904. PUBLIC ATTENDANCE AT INTERMEDIATE UNIT EVENTS - Pg. 2
SC 1302.1-A,
1303-A
Title 22
Sec. I 0.2, I 0.22
18 Pa. C.S.A.
Sec.6305
Pol. 805.l
The Executive Director or designee may report incidents involving the sale of
tobacco to minors by any person at school or Intermediate Unit programs, on school
property of the Intermediate Unit, at any school function under the jurisdiction of the
Intermediate Unit, or on a conveyance providing transportation to or from any
school function under the jurisdiction of the Intermediate Unit, in accordance with
state law and regulations, the procedures set fortb in the memorandum of
understanding with local law enforcement and Board policies.
SC 1303-A
Pol. 805.1
In accordance with state law, the Executive Director shall annually, by July 31,
report all incidents of possession, use or sale of tobacco by any person to the Office
for Safe Schools on the required form.
35 P.S.
Sec. 1223.5
The Intermediate Unit shall annually notify staff, parents/guardians and members of
the public about the Intermediate Unit's tobacco policy by publishing such in
handbooks, newsletters, the website, posted notices, and other efficient methods.
Service Animals
43 P.S.
Sec. 953
28 CFR
Sec. 35.136
Pol. 718
Individuals with disabilities may be accompanied by their service animals while on
Intermediate Unit property for events that are open to the general public in
accordance with Board policy and state and federal laws and regulations.
Page 2 of3
904. PUBLIC ATTENDANCE AT INTERMEDIATE UNIT EVENTS - Pg. 3
References:
School Code-24 P.S. Sec. 775, 914-A, 1302.1-A, 1303-A
State Board of Education Regulations-22 PA Code Sec. 10.2, 10.22, 403.l
State Department of Public Welfare Regulations-55 PA Code Sec. 3270.68,
3270.79
Sale of Tobacco -18 Pa. C.S.A. Sec. 6305
School Tobacco Control - 35 P.S. Sec. 1223.5
Pennsylvania Human Relations Act- 43 P.S. Sec. 953
Pro-Children Act of2001 -20 U.S.C. Sec. 7181 et seq.
Nondiscrimination on the Basis of Disability, Title 28, Code of Federal
Regulations - 28 CFR Part 35
Board Policy- 718, 805.1
Page 3 of3
No. 105.l
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PROGRAMS
TITLE:
REVIEW OF INSTRUCTIONAL
MATERIALS BY PARENTS/
GUARDIANS AND STUDENTS
ADOPTED:
FEBRUARY 28, 2011
REVISED:
AUGUST 26, 2014
105.1. REVIEW OF INSTRUCTIONAL MATERIALS BY
PARENTS/GUARDIANS AND STUDENTS
1. Authority
Title 22
Sec. 4.4
20 u.s.c.
Sec. 1232h
The Board adopts this policy to ensure that parents/guardians and students have an
opportunity to review instructional materials and have access to information about
the curriculum, including academic standards or early learning standards to be
achieved, instructional materials and assessment techniques.
When the student is included in the specific instruction of a member school district,
the policy of the school district shall be followed.
2. Definition
20 u.s.c.
Sec. 1232h
Instructional material means instructional content that is provided to a student,
regardless of its format, including printed or representational materials, audiovisual
materials, and materials in electronic or digital formats (such as materials accessible
through the Internet). For purposes of this policy, the term does not include
academic tests or academic assessments.
3. Guidelines
20 U.S.C.
Sec. 1232h
Pol. 102, 105, 127
Upon request by a parent/guardian or student, the Intermediate Unit will make
available existing information about the curriculum, including academic or early
learning standards to be achieved, instructional materials and assessment techniques.
The following conditions shall apply to any request:
1. To assist the Intermediate Unit in providing the correct records to meet the needs
of the requesting party, the request must be in writing, setting forth the specific
material being sought for review.
2. The written request will be sent to the program supervisor or building
administrator.
3. The Intermediate Unit will respond to the parent/guardian or student within ten
(I 0) school days by designating the time and location for the review.
Page I of2
105.1. REVIEW OF INSTRUCTIONAL MATERIALS BY PARENTS/
GUARDIANS AND STUDENTS - Pg. 2
4. The Intermediate Unit may take necessary action to protect its materials from
loss, damage or alteration and to ensure the integrity of the files, including the
provision of a designated employee to monitor the review of the materials.
5. No parent/guardian or student shall be permitted to remove the material provided
for review or photocopy the contents of such file. The taking of notes by
parents/guardians and students is permitted.
Title 22
Sec. 4.4
20 u.s.c.
Sec. 1232h
4. Delegation of
Responsibility
20 U.S.C.
Sec. 1232h
Under federal law, the rights provided to parents/guardians to inspect any
instructional materials used as part of the student's educational curriculum transfer
to the student when the student turns eighteen (18) years old or is an emancipated
minor. These rights do not transfer under state law; therefore, parents/guardians
retain their rights to access information about the curriculum and to review
instructional materials.
The Executive Director or designee shall notify parents/guardians and students of
this policy and its availability. This notification shall be given at least annually, at
the beginning of each school year, and within a reasonable time after any substantive
changes regarding the contents of this policy.
References:
State Board of Education Regulations - 22 PA Code Sec. 4.4, 403. I
No Child Left Behind Act-20 U.S.C. Sec. 1232h
Board Policy- 102, 105, 127, 235
Page 2 of2
No. 218
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
STUDENT DISCIPLINE
ADOPTED:
AUGUST 22, 2011
REVISED:
JANUARY 27, 2014
218. STUDENT DISCIPLINE
I. Purpose
The Board finds that student conduct is closely related to learning. An effective
educational program requires a safe and orderly school environment.
2. Authority
24 P.S.
Sec. 914-A
Title 22
Sec. 12.3, 12.4
Pol. 103, 103.1
The Board shall establish fair, reasonable and nondiscriminatory rules and
regulations regarding the conduct of all students in school or Intermediate Unit
programs during the time they are under the supervision of the Intermediate Unit,
including while on school property of the Intermediate Unit, while present at any
school function under the jurisdiction of the Intermediate Unit, and while traveling
on a conveyance providing transportation to or from any school function under the
jurisdiction of the Intermediate Unit.
Title 22
Sec. 12.2, 12.3,
12.4
The Board shall adopt a Code of Conduct for Intermediate Unit programs to govern
student discipline. Each student must adhere to Board policies and the Code of
Conduct governing student discipline.
Pol. 103, 103.1
Students shall not be subject to disciplinary action because of race, sex, color,
religion, sexual orientation, national origin or handicap/disability.
Title 22
Sec. 12.5
The Board prohibits the use of corporal punishment by Intermediate Unit staff.
Pol. 233
Any student disciplined by an Intermediate Unit or district employee shall have the
right to notice of the infraction.
Pol. 233
Suspensions and expulsions shall be carried out in accordance with Board policy.
Title 22
Sec. 10.23
20 u.s.c.
Sec. 1400 et seq
Pol. 103.1, 113.1,
113.2, 805.1
In the case of a student with a disability, including a student for whom an evaluation
is pending, the Intermediate Unit shall take all steps required to comply with state
and federal laws and regulations, the procedures set forth in the memorandum of
understanding with local law enforcement that has jurisdiction over the school
property of the Intermediate Unit and Board policies.
Page 1of4
218. STUDENT DISCIPLINE-Pg. 2
Off-Campus Activities
This policy shall also apply to student conduct tbat occurs off school property and
would violate tbe Code of Conduct if any of the following circumstances exist:
I. The conduct occurs during the time tbe student is traveling to and from tbe
Intermediate Unit, an Intermediate Unit program or an Intermediate Unit
sponsored activity, whether or not via Intermediate Unit furnished
transportation.
2. Student expression or conduct materially and substantially disrupts the
operations oftbe school or Intermediate Unit program, or the administration
reasonably anticipates tbat tbe expression or conduct is likely to materially and
substantially disrupt tbe operations oftbe school or Intermediate Unit program.
3. The conduct has a direct nexus to attendance at school, an Intermediate Unit
program, or an Intermediate Unit sponsored activity, for example, a transaction
conducted outside of school pursuant to an agreement made in school, which
would violate tbe Code of Conduct if conducted in school.
4. The conduct involves the theft or vandalism of Intermediate Unit property.
5. There is otberwise a nexus between the proximity or timing of the conduct in
relation to the student's attendance at school, Intermediate Unit programs, or
Intermediate Unit sponsored activities.
3. Delegation of
Responsibility
The Executive Director or designee shall ensure that reasonable and necessary rules
and regulations are developed to implement Board policy governing student
conduct.
Title 22
Sec. 12.3
Pol. 235
The Program Director or designated administrator for each program shall publish
and distribute to all staff, students and parents/guardians tbe rules and regulations
for student behavior contained in the applicable Code of Student Conduct, tbe
sanctions that may be imposed for violations of those rules, and a listing of students'
rights and responsibilities. A copy of the Code of Student Conduct shall be available
in the Intermediate Unit office and each school library and school office of a district
school tbat hosts Intermediate Unit programs.
SC1317,1318
The building administrator and/or program supervisor shall have tbe autbority to
assign discipline to students, subject to tbe Board policies, rules and regulations of
the Intermediate Unit and school district of residence, if applicable, and to the
student's due process right to notice, hearing, and appeal.
Page 2 of 4
218. STUDENT DISCIPLINE-Pg. 3
SC 1317
Teaching staff and other Intermediate Unit and school employees responsible for
students shall have the authority to take reasonable actions necessary to control the
conduct of students in all situations and in all places where students are within the
jurisdiction of the Intermediate Unit, and when such conduct interferes with the
educational program of the Intermediate Unit or schools or threatens the health and
safety of others.
Title 22
Sec. 12.5
Reasonable force may be used by teachers and school authorities under any of the
following circumstances: to quell a disturbance, obtain possession of weapons or
other dangerous objects, for the purpose of self-defense, and for the protection of
persons or property.
4. Guidelines
Referral To Law Enforcement And Reporting Reguirements
SC 1303-A
Title 22
Sec. 10.2
35 P.S.
Sec. 780-102
For reporting purposes, the term incident shall mean an instance involving an act of
violence; the possession of a weapon; the possession, use, or sale of a controlled
substance or drug paraphernalia as defined in the Pennsylvania Controlled
Substance, Drug, Device and Cosmetic Act; the possession, use, or sale of alcohol
or tobacco; or conduct that constitutes an offense listed under the Safe Schools Act.
SC 1302.1-A,
1303-A
Title 22
Sec. 10.2, 10.21,
10.22
Pol. 805.1
The Executive Director or designee shall immediately report required incidents and
may report discretionary incidents committed by students at school or Intermediate
Unit programs, on school property of the Intermediate Unit, at any school function
under the jurisdiction of the Intermediate Unit, or on a conveyance providing
transportation to or from any school function under the jurisdiction of the
Intermediate Unit to the local police department that has jurisdiction over the school
property of the Intermediate Unit, in accordance with state law and regulations, the
procedures set forth in the memorandum of understanding with local law
enforcement and Board policies.
Title 22
Sec. 10.2, 10.25
Pol. 805.l
The Executive Director or designee shall notify the parent/guardian of any student
directly involved in an incident as a victim or suspect immediately, as soon as
practicable. The Executive Director or designee shall inform the parent/guardian
whether or not the local police department that has jurisdiction over the school
property of the Intermediate Unit has been or may be notified of the incident. The
Executive Director or designee shall document attempts made to reach the
parent/guardian.
Page 3 of 4
218. STUDENT DISCIPLINE - Pg. 4
SC 1303-A
Pol. 805.l
In accordance with state law, the Executive Director shall annually, by July 31,
report on the designated form to the Office for Safe Schools for all programs except
its Alternative Education program, all new incidents committed by qualified
students with disabilities, including students for whom an evaluation is pending,
which occurred at school or Intermediate Unit programs, on school property of the
Intermediate Unit, at any school function under the jurisdiction of the Intermediate
Unit, or on a conveyance providing transportation to or from any school function
under the jurisdiction of the Intermediate Unit. For incidents that occur regarding
students with disabilities who attend the Alternative Education program, the
student's home school district shall make such reports.
The Executive Director shall report to the Board the methods of discipline imposed
by administrators and incidences of student misconduct, in the degree of specificity
required by the Board.
References:
Schoo1Code-24P.S.Sec.914-A, 1302.1-A, 1303-A, 1317, 1318
PA Controlled Substance, Drug, Device and Cosmetic Act - 35 P.S.
Sec. 780-102
State Board of Education Regulations -22 PA Code Sec. 10.2, 10.21, 10.22, 10.23,
10.25, 12.1 et seq.
Individuals With Disabilities Education Act - 20 U.S.C. Sec. 1400 et seq.
Individuals With Disabilities Education Act, Title 34, Code of Federal
Regulations - 34 CPR Part 300
Board Policy- 103, 103.1, 113.1, 113.2, 218.1, 218.2, 222, 227, 233, 235, 805,
805.1
Page 4 of 4
No. 819
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
OPERATIONS
TITLE:
SUICIDE AWARENESS,
PREVENTION AND RESPONSE
ADOPTED:
JUNE 22, 2015
REVISED:
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE
1. Purpose
SC 1526
Pol. 103.1, 248,
249,806
The Board is committed to protecting the health, safety and welfare of its students
attending Intermediate Unit programs and the school co=unity. This policy
supports federal, state and local efforts to provide education on youth suicide
awareness and prevention; establish methods of prevention, intervention, and
response to suicide or suicide attempt; and to promote access to suicide awareness
and prevention resources.
2. Authority
Title 22
Sec. 12.12
Pol. 207, 216, 236
In compliance with state law and regulations, and in support of the Intermediate
Unit's suicide prevention measures, information received in confidence from a
student may be revealed to the student's parents/guardians, the program supervisor,
building principal or other appropriate authority when the health, welfare or safety
of the student or any other person is deemed to be at risk.
3. Guidelines
The Intermediate Unit shall utilize a multifaceted approach to suicide prevention
which integrates school and co=unity-based supports.
SC 1526
SC 1526
The Intermediate Unit shall notify Intermediate Unit employees, students and
parents/guardians ofthis policy and shall post the policy on the Intermediate Unit's
website.
SUICIDE AWARENESS AND PREVENTION EDUCATION
Protocols for Administration of Student Education
Students shall receive age-appropriate education on the importance of safe and
healthy choices, coping strategies, how to recognize risk factors and warning signs,
as well as help-seeking strategies for self or others including how to engage school
resources and refer friends for help.
Lessons shall contain information on comprehensive health and wellness, including
emotional, behavioral and social skills development.
Page 1 of7
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 2
Protocols for Administration of Employee Education
SC 1526
Pol. 333
As part of the Intermediate Unit's professional development plan, professional
educators in school buildings serving students in grades six (6) through twelve (12)
shall participate in four (4) hours of youth suicide awareness and prevention training
every five (5) years.
Additional professional development in risk assessment and crisis intervention shall
be provided to guidance counselors, Intermediate Unit mental health professionals
and school nurses.
Resources for Parents/Guardians
The Intermediate Unit may provide parents/guardians with resources including, but
not limited to, health promotion and suicide risk, including characteristics and
warning signs; and information about local behavioral/mental health resources.
SC 1526
METHODS OF PREVENTION
The methods of prevention utilized by the Intermediate Unit include, but are not
limited to, early identification and support for students at risk; education for
students, staff and parents/guardians; and delegation of responsibility for planning
and coordination of suicide prevention efforts.
Suicide Prevention Coordinators
Intermediate Unit Level:
An Intermediate Unit level suicide prevention coordinator shall be designated by the
Executive Director. This may be an existing Intermediate Unit employee. The
Intermediate Unit suicide prevention coordinator shall be responsible for planning
and coordinating implementation of this policy.
Program Level:
Each program supervisor or building principal shall designate a school suicide
prevention coordinator to act as a point of contact in each school for issues relating
to suicide prevention and policy implementation. This may be an existing employee.
Earlv Identification Procedures
Early identification of individuals with one (1) or more suicidal risk factors or of
individuals exhibiting warning signs, is crucial to the Intermediate Unit's suicide
prevention efforts. To promote awareness, Intermediate Unit employees, students
and parents/guardians should be educated about suicidal risk factors and warning
signs.
Page 2 of7
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 3
Risk factors refer to personal or environmental characteristics that are associated
with suicide including, but not limited to:
•
Behavioral Health Issues/Disorders:
- Depression
- Substance abuse or dependence
- Previous suicide attempts
- Self injury
•
Personal Characteristics:
- Hopelessness/low self-esteem
- Loneliness/social alienation/isolation/lack of belonging
- Poor problem-solving or coping skills
- Impulsivity/risk-taking/recklessness
•
Adverse/Stressful Life Circumstances:
- Interpersonal difficulties or losses
- Disciplinary or legal problems
- Bullying (victim or perpetrator)
- School or work issues
- Physical, sexual or psychological abuse
- Exposure to peer suicide
•
Family Characteristics:
- Family history of suicide or suicidal behavior
- Family mental health problems
- Divorce/death of parent/guardian
- Parental-child relationship
Warning signs are indications that someone may be in danger of suicide, either
immediately or in the near future. Warning signs include, but are not limited to:
•
Expressions such as hopelessness, rage, anger, seeking revenge, feeling trapped,
anxiety, agitation, no reason to live or sense of purpose
•
Recklessness or risky behavior
•
Increased alcohol or drug use
•
Withdrawal from friends, family, or society
•
Dramatic mood changes
Page 3 of7
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 4
Referral Procedures
Any Intermediate Unit employee who has identified a student with one (1) or more
risk factors or who has an indication that a student may be contemplating suicide,
shall refer the student for further assessment and intervention.
Documentation
The Intermediate Unit shall document the reasons for referral, including specific
warning signs and risk factors identified as indications that the student may be at
risk.
SC 1526
METHODS OF INTERVENTION
The methods of intervention utilized by the Intermediate Unit include, but are not
limited to, responding to suicide threats, suicide attempts in school or Intermediate
Unit programs, suicide attempts outside of school or Intermediate Unit programs,
and completed suicide. Suicide intervention procedures shall address the
development of an emotional or mental health safety plan for students identified as
being at increased risk of suicide.
Procedures for Students at Risk
An Intermediate Unit-approved suicide assessment instrument may be used by
trained mental health staff such as counselors, psychologists, social workers.
Pol. 806
Parents/Guardians of a student identified as being at risk of suicide shall be notified
by the Intermediate Unit. If the Intermediate Unit suspects that the student's risk
status is the result of abuse or neglect, Intermediate Unit staff shall immediately
notify Children and Youth Services.
The Intermediate Unit shall identify mental health service providers to whom
students can be referred for further assessment and assistance.
Mental health service providers - may include, but not be limited to, hospital
emergency departments, psychiatric hospitals, community mental health centers,
psychiatrists, psychologists, social workers, and primary care providers.
The Intermediate Unit programs may create an emotional or mental health safety
plan to support a student and the student's family if the student has been identified
as being at increased risk of suicide.
Page4 of7
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 5
Students With Disabilities
Pol. 103.1, 113,
113.2, 113.3,
114
For students with disabilities who are identified as being at risk for suicide or who
attempt suicide, the appropriate team shall be notified and shall address the student's
needs in accordance with applicable law, regulations and Board policy.
Pol. 103.1, 113,
113.2, 113.3,
114
If a student is identified as being at risk for suicide or attempts suicide and the
student may require special education services or accommodations, the Director of
Special Education shall be notified and shall take action to address the student's
needs in accordance with applicable law, regulations and Board policy.
Documentation
The Intermediate Unit shall document observations, recommendations and actions
conducted throughout the intervention and assessment process including verbal and
wTitten communications with students, parents/guardians and mental health service
providers.
SC 1526
METHODS OF RESPONSE TO SUICIDE OR SillCIDE ATTEMPT
The methods of response to a suicide or a suicide attempt utilized by the
Intermediate Unit include, but are not limited to:
1.
Identifying and training the Intermediate Unit crisis response/crisis intervention
team.
2.
Determining the roles and responsibilities of each crisis response team member.
3.
Notifying students, employees and parents/guardians.
4.
Working with families.
5.
Responding appropriately to the media.
6.
Collaborating with community providers.
Re-Entry Procedures
Pol. 103.1, 113,
113.2, 113.3,
117, 204
A student's excusal from school attendance after a mental health crisis and the
student's return to school and Intermediate Unit programs shall be consistent with
state and federal laws and regulations.
Page 5 of7
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 6
An Intermediate Unit-employed mental health professional, the program supervisor,
building principal or suicide prevention coordinator shall meet with the
parents/guardians of a student returning to school or Intermediate Unit programs
after a mental health crisis, and, if appropriate, meet with the student to discuss reentry and applicable next steps to ensure the student's readiness to return to school
and Intermediate Unit programs.
When authorized by the student's parent/guardian, the designated Intermediate Unit
employee shall coordinate with the appropriate outside mental health care providers.
The designated Intermediate Unit employee will periodically check in, as needed,
with the student to facilitate the transition back into the school community and
address any concerns.
SC 1526
REPORT PROCEDURES
Effective documentation assists in preserving the safety of the student and ensuring
communication among school staff, parents/guardians and mental health service
providers.
When an Intermediate Unit employee takes notes on any conversations or situations
involving or relating to an at-risk student, the notes should contain only factual or
directly observed information, not opinions or hearsay.
As stated in this policy, Intermediate Unit employees shall he responsible for
effective documentation of incidents involving suicide prevention, intervention and
response.
The suicide prevention coordinator shall provide the Executive Director with a copy
of all reports and documentation regarding the at-risk student. Information and
reports shall be provided, as appropriate, to guidance counselors, Intermediate Unit
mental health professionals and school nurses.
SC 1526
SUICIDE AWARENESS AND PREVENTION RESOURCES
A listing of resources regarding suicide awareness and prevention shall be attached
to this policy.
Page 6 of7
819. SUICIDE AWARENESS, PREVENTION AND RESPONSE - Pg. 7
References:
School Code - 24 P.S. Sec. 1526
State Board of Education Regulations -22 PA Code Sec. 12.12
BoardPolicy-103.1, 113, 113.2, 113.3, 114, 117, 146, 204, 207, 216, 236, 248,
249,333,805,806
Page7 of7
No. 218.2
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
TERRORISTIC THREATS
ADOPTED:
AUGUST 22, 2011
REVISED:
JANUARY 27, 2014
218.2. TERRORISTIC THREATS
1. Purpose
The Board recognizes the danger that terroristic threats by students presents to the
safety and welfare of students, staff and community. The Board acknowledges the
need for an immediate and effective response to a situation involving such a threat.
2. Definitions
18 Pa. C.S.A.
Sec. 2706
Communicate - shall mean to convey in person or by written or electronic means,
including telephone, electronic mail, Internet, facsimile, telex and similar
transmissions.
18 Pa. C.S.A.
Sec.2706
3. Authority
Title 22
Sec. 10.23
20U.S.C.
Sec. 1400 et seq
Pol. 103.1, 113.1,
113.2, 805.1
Terroristic threat - shall mean a threat, communicated either directly or indirectly,
to commit any crime of violence with the intent to terrorize another; to cause
evacuation of a building, place of assembly or facility or public transportation; or to
otherwise cause serious public inconvenience, or cause terror or serious public
inconvenience with reckless disregard of the risk of causing such terror or
inconvenience.
The Board prohibits any Intermediate Unit student from communicating terroristic
threats directed at any student, employee, Board member, community member or
property owned, leased or being used by the Intermediate Unit.
In the case of a student with a disability, including a student for whom an evaluation
is pending, the Intermediate Unit shall take all steps required to comply with state
and federal laws and regulations, the procedures set forth in the memorandum of
understanding with local law enforcement that has jurisdiction over the school
property of the Intermediate Unit and Board policies.
When the district where the Intermediate Unit program is located has an adopted
policy governing terroristic threats, Intermediate Unit employees shall comply with
such policy. Intermediate Unit employees working in locations without such policy
shall comply with this Board policy.
If a student is expelled for making terroristic threats, the Board may require, prior to
readmission, that the student provide competent and credible evidence that the
student does not pose a risk of harm to others.
Page 1 of3
218.2. TERRORISTIC THREATS - Pg. 2
4. Delegation of
Responsibility
SC 1302.1-A
Pol. 805, 805.l
The Executive Director or designee shall react promptly to information and
knowledge concerning a possible or actual terroristic threat. Such action shall be in
compliance with state law and regulations, the procedures set forth in the
memorandum of understanding with local law enforcement that has jurisdiction over
the school property of the Intermediate Unit and the Intermediate Unit's emergency
preparedness plan.
5. Guidelines
Title 22
Sec. 12.2
Staff members and students shall be made aware of their responsibility to inform the
building administrator or program supervisor regarding any information or
knowledge relevant to a possible or actual terroristic threat.
The building administrator or program supervisor shall immediately inform the
Executive Director after receiving a report of such a threat.
SC 1302.1-A,
1303-A
Title 22
Sec. 10.2, 10.22
Pol. 805.l
The Executive Director or designee may report incidents involving terroristic threats
at school or Intermediate Unit programs, on school property of the Intermediate
Unit, at any school function under the jurisdiction of the Intermediate Unit or on a
conveyance providing transportation to or from any school function under the
jurisdiction of the Intermediate Unit to the local police department that has
jurisdiction over the school property of the Intermediate Unit, in accordance with
state law and regulations, the procedures set forth in the memorandum of
understanding with local law enforcement and Board policies.
Title 22
Sec. 10.2, 10.25
Pol. 805.1
The Executive Director or designee shall notify the parent/guardian of any student
directly involved in an incident involving a terroristic threat as a victim or suspect
immediately, as soon as practicable. The Executive Director or designee shall inform
the parent/guardian whether or not the local police department that has jurisdiction
over the school property of the Intermediate Unit has been or may be notified of the
incident. The Executive Director or designee shall document attempts made to reach
the parent/guardian.
SC 1303-A
Pol. 805.l
In accordance with state law, the Executive Director shall annually, by July 31,
report on the designated form to the Office for Safe Schools for all programs except
its Alternative Education program, all new incidents committed by qualified students
with disabilities, including students for whom an evaluation is pending, which
occurred at school or Intermediate Unit programs, on school property of the
Intermediate Unit, at any school function under the jurisdiction of the Intermediate
Unit, or on a conveyance providing transportation to or from any school function
under the jurisdiction of the Intermediate Unit. For incidents that occur regarding
students with disabilities who attend the Alternative Education program, the
student's home school district shall make such reports.
Page 2 of3
218.2. TERRORISTIC THREATS - Pg. 3
References:
School Code - 24 P.S. Sec. 1302.1-A, 1303-A
State Board of Education Regulations - 22 PA Code Sec. 10.2, 10.22, 10.23, 10.25,
12.2
Terroristic Threats - 18 Pa. C.S.A. Sec. 2706
Individuals With Disabilities Education Act - 20 U.S.C. Sec. 1400 et seq.
Individuals With Disabilities Education Act, Title 34, Code of Federal Regulations 34 CFR Part 300
Board Policy- 103.1 113.1, 113.2, 218, 218.2, 225, 233, 805, 805.1
Page 3 of3
No. 248
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
UNLAWFUL HARASSMENT
ADOPTED:
August 22, 2011
REVISED:
248. UNLAWFUL HARASSMENT
1. Purpose
The Board strives to provide a safe, positive learning climate for students in
Intermediate Unit programs. Therefore, it shall be the policy of the Intermediate Unit
to maintain an educational environment in which harassment in any form is not
tolerated.
2. Authority
43 P.S.
Sec. 951 et seq
Title IX
20 U.S.C.
Sec. 1681 et seq
29CFR
Sec. 1606.8(a)
The Board prohibits all forms of unlawful harassment of students and third parties
by all Intermediate Unit students and staff members, contracted individuals, vendors,
volunteers, and third parties in the programs. The Board encourages students and
third parties who have been harassed to promptly report such incidents to the
designated employees.
The Board directs that complaints of harassment shall be investigated promptly, and
corrective action be taken when allegations are substantiated. Confidentiality of all
parties shall be maintained, consistent with the Intermediate Unit's legal and
investigative obligations.
No reprisals or retaliation shall occur as a result of good faith charges of harassment.
3. Definitions
29CFR
Sec. 1606.8(a)
For purposes of this policy, harassment shall consist of verbal, written, graphic or
physical conduct relating to an individual's race, color, national origin/ethnicity, sex,
age, disability, sexual orientation or religion when such conduct:
1. Is sufficiently severe, persistent or pervasive that it affects an individual's ability
to participate in or benefit from an educational program or activity or creates an
intimidating, threatening or abusive educational environment.
2. Has the purpose or effect of substantially or unreasonably interfering with an
individual's academic performance.
3. Otherwise adversely affects an individual's learning opportunities.
Pagelof5
248. UNLAWFUL HARASSMENT - Pg. 2
29CFR
Sec. 1604.ll(a)
For purposes of this policy, sexual harassment shall consist of unwelcome sexual
advances; requests for sexual favors; and other inappropriate verbal, written, graphic
or physical conduct of a sexual nature when:
I. Submission to such conduct is made explicitly or implicitly a term or condition
of a student's academic status.
2. Submission to or rejection of such conduct is used as the basis for academic or
work decisions affecting the individual.
3. Such conduct deprives a student of educational aid, benefits, services or
treatment.
4. Such conduct is sufficiently severe, persistent or pervasive that it has the purpose
or effect of substantially interfering with the student's academic performance or
creating an intimidating, hostile or offensive educational environment.
4. Delegation of
Responsibility
Pol. 103
In order to maintain an educational environment that discourages and prohibits
unlawful harassment, the Board designates the Supervisor of Fiscal Services as the
Compliance Officer for the Intermediate Unit.
The Compliance Officer shall publish and disseminate this policy and the complaint
procedure at least annually to students, parents/guardians, employees, independent
contractors, vendors, and the public. The publication shall include the position,
office address and telephone number of the Compliance Officer.
The administration shall be responsible to provide training for Intermediate Unit
students and employees regarding all aspects of unlawful harassment.
Each staff member shall be responsible to maintain an educational environment free
from all forms of unlawful harassment.
Each student shall be responsible to respect the rights of their fellow students and
Intermediate Unit employees and to ensure an atmosphere free from all forms of
unlawful harassment.
The building administrator or program supervisor shall be responsible to complete
the following duties when receiving a complaint of unlawful harassment:
1. Inform the student or third party of the right to file a complaint and the complaint
procedure.
Page 2 of 5
248. UNLAWFUL HARASSMENT - Pg. 3
2. Inform the complainant that s/he may be accompanied by a parent/guardian
during all steps of the complaint procedure.
3. Notify the complainant and the accused of the progress at appropriate stages of
the procedure.
4. Refer the complainant to the Compliance Officer ifthe building administrator or
program supervisor is the subject of the complaint.
5. Guidelines
Complaint Procedure - Student/Third Party
Step 1 - Reporting
A student or third party who believes s/he has been subject to conduct that
constitutes a violation of this policy is encouraged to immediately report the incident
to the building administrator, program supervisor or Intermediate Unit employee.
An Intermediate Unit employee who suspects or is notified that a student has been
subject to conduct that constitutes a violation of this policy shall immediately report
the incident to the building administrator or program supervisor.
If the building administrator or program supervisor is the subject of a complaint, the
student, third party or employee shall report the incident directly to the Compliance
Officer.
The complainant or reporting employee is encouraged to use the report form
available from the building administrator or program supervisor, but oral complaints
shall be acceptable.
Step 2 - Investigation
Upon receiving a complaint of unlawful harassment, the building administrator or
program supervisor shall immediately notify the Compliance Officer. The
Compliance Officer shall authorize the building administrator or program supervisor
to investigate the complaint, unless the building administrator or program supervisor
is the subject of the complaint or is unable to conduct the investigation.
The investigation may consist of individual interviews with the complainant, the
accused, and others with knowledge relative to the incident. The investigator may
also evaluate any other information and materials relevant to the investigation.
The obligation to conduct this investigation shall not be negated by the fact that a
criminal investigation of the incident is pending or has been concluded.
Page 3 of5
248. UNLAWFUL HARASSMENT - Pg. 4
Step 3 - Investigative Report
The building administrator or program supervisor shall prepare and submit a written
report to the Compliance Officer within fifteen (15) days, unless additional time to
complete the investigation is required. The report shall include a summary of the
investigation, a determination of whether the complaint has been substantiated as
factual and whether it is a violation of this policy, and a recommended disposition of
the complaint.
The complainant and the accused shall be informed of the outcome of the
investigation, including the recommended disposition of the complaint.
Step 4 - Intermediate Unit Action
If the investigation results in a finding that the complaint is factual and constitutes a
violation of this policy, the Intermediate Unit shall take prompt, corrective action to
ensure that such conduct ceases and will not recur. Intermediate Unit staff shall
document the corrective action taken and, where not prohibited by law, inform the
complainant.
Disciplinary actions shall be consistent with the Code of Conduct, Board policies
and program procedures, applicable collective bargaining agreements, and state and
federal laws, and may include educational activities and/or counseling services.
If it is concluded that a student has knowingly made a false complaint under this
policy, such student shall be subject to disciplinary action.
Appeal Procedure
1. If the complainant is not satisfied with a finding of no violation of the policy or
with the recommended corrective action, s/he may submit a written appeal to the
Compliance Officer within fifteen (15) days.
2. The Compliance Officer shall review the investigation and the investigative
report and may also conduct a reasonable investigation.
3. The Compliance Officer shall prepare a written response to the appeal within
fifteen (15) days. Copies of the response shall be provided to the complainant,
the accused and the building administrator or program supervisor who conducted
the initial investigation.
4. The Compliance Officer may confirm, refuse or modify any fmding or corrective
action as part of the appeal procedure.
Page 4 of 5
248. UNLAWFUL HARASSMENT - Pg. 5
References:
Pennsylvania Human Relations Act- 43 P.S. Sec. 951 et seq.
Federal Anti-Discrimination Law-20 U.S.C. Sec. 1681 et seq. (Title IX)
Harassment Regulations and Guidelines
Code of Federal Regulations-29 CFR Sec. 1604.1!(a),1606.8(a)
Office for Civil Rights - Revised Sexual Harassment Guidance: Harassment of
Students By School Employees, Other Students, or Third Parties
Board Policy- 103, 806
Page 5 of5
248. ATTACHMENT
REPORT FORM FOR COMPLAINTS OF UNLAWFUL HARASSMENT
Complainant: _______________________________
Home Address: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Home Phone:
School Building/Intermediate Unit P r o g r a m : - - - - - - - - - - - - - - - - - Date of Alleged Incident(s): _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
----~--------------------------
Alleged harassment was based on:
Race
Sex
Religion
(circle those that apply)
Color
Age
Sexual Orientation
National Origin
Disability
Name of person you believe violated the Intermediate Unit's unlawful harassment policy:
If the alleged harassment was directed against another person, identify the other person:
Describe the incident as clearly as possible, including what force, if any, was used; verbal
statements, i.e., threats, requests, demands, etc.; what, if any, physical contact was involved.
Attach additional pages if necessary: _______________________
When and where incident occurred: - - - - - - - - - - - - - - - - - - - - - - List any witnesses who were present: ______________________
has harassed me
This complaint is based on my honest belief that
or another person. I certify that the information I have provided in this complaint is true, correct
and complete to the best of my knowledge.
Complainant's Signature
Received By
Date
Date
No. 218.l
ALLEGHENY
INTERMEDIATE
UNIT3
SECTION:
PUPILS
TITLE:
WEAPONS
ADOPTED:
AUGUST 22, 2011
REVISED:
JANUARY 27, 2014
218.1 WEAPONS
1. Purpose
The Board recognizes that the physical safety of students, employees, and program
participants is essential for the safe operation oflntermediate Unit programs and for
the establishment of a positive environment for learning. Possession of weapons in
the school setting is a threat to the safety of students and staff and is prohibited by
law.
2. Definitions
SC 1301-A,
1317.2
Weapon - the term shall include but not be limited to any knife, cutting instrument,
cutting tool, nunchaku, firearm, shotgun, rifle, replica of a weapon, and any other
tool, instrument or implement capable of inflicting serious bodily injury.
The term does not include any device that is authorized by the Intermediate Unit for
a legitimate educational purpose and which is used in accordance with that
educational purpose.
Possession - a student is in possession of a weapon when the weapon is found on the
person of the student; in the student's locker; under the student's control while at
school or Intermediate Unit programs, on school property of the Intermediate Unit,
at any school function under the jurisdiction of the Intermediate Unit or on a
conveyance providing transportation or from any school function under the
jurisdiction of the Intermediate Unit.
3. Authority
SC1317.2
Pol.218
The Board prohibits students from possessing and bringing weapons and replicas of
weapons into any Intermediate Unit operated classroom or building; onto property
owned, leased or occupied by the Intermediate Unit; to any Intermediate Unit
sponsored activity; onto any public vehicle providing transportation to or from an
Intermediate Unit program or sponsored activity; or while the student is coming to or
from the site of an Intermediate Unit program.
Page 1of4
218.l WEAPONS -Pg. 2
SC 1317.2
Pol. 113.1, 233
The Board, in coordination with the school district of residence, shall expel from
participation in Intermediate Unit programs, for a period of not less than one (1)
year, any student who violates this weapons policy. Such expulsion shall be given in
conformance with formal due process proceedings required by law. The Executive
Director may recommend modifications of such expulsion requirement on a case-bycase basis, and shall follow federal and state laws and regulations for students with
disabilities.
SC 1317.2
Title 22
Sec. 10.23
20 u.s.c.
Sec. 1400 et seq
Pol. 103.1, 113.1,
113.2, 805.1
In the case of a student with a disability, including a student for whom an evaluation
is pending, the Intermediate Unit, in coordination with the student's school district
of residence, shall take all steps required to comply with state and federal laws and
regulations, the procedures set forth in the memorandum of understanding with local
law enforcement that has jurisdiction over the school property of the Intermediate
Unit and Board policies.
4. Delegation of
Responsibility
SC 1302.1-A
Pol. 805, 805.l
Intermediate Unit employees, students, and program participants shall report any
knowledge regarding possession of weapons on Intermediate Unit property to the
building administrator and the program supervisor, who will in tum report it to the
Executive Director.
The Executive Director, building administrator, program supervisor or designee shall
react promptly to information and knowledge concerning possession of a weapon.
Such action shall be in compliance with state law and regulations, the procedures set
forth in the memorandum of understanding with local law enforcement officials that
has jurisdiction over the school property of the Intermediate Unit and the
Intermediate Unit's emergency preparedness plan.
5. Guidelines
SC 1302.1-A,
1303-A,
1317.2
Title 22
Sec. 10.2, 10.21
Pol. 805.l
The Executive Director or designee shall immediately report incidents involving
weapons at school or Intermediate Unit programs, on school property of the
Intermediate Unit, at any school function under the jurisdiction of the Intermediate
Unit or on a conveyance providing transportation to or from any school function
under the jurisdiction of the Intermediate Unit to the local police department that has
jurisdiction over the school property of the Intermediate Unit, in accordance with
state law and regulations, the procedures set forth in the memorandum of
understanding with local law enforcement and Board policies.
Title 22
Sec. 10.2, 10.25
Pol. 805.l
The Executive Director or designee shall notify the parent/guardian of any student
directly involved in an incident involving weapons as a victim or suspect
immediately, as soon as practicable. The Executive Director or designee shall inform
the parent/guardian whether or not the local police department that has jurisdiction
over the school property of the Intermediate Unit has been or may be notified of the
incident. The Executive Director or designee shall document attempts made to reach
the parent/guardian.
Page2 of 4
218.l WEAPONS - Pg. 3
SC 1303-A
Pol. 805.l
In accordance with state law, the Executive Director shall annually, by July 31,
report on the designated form to the Office for Safe Schools for all programs except
its Alternative Education program, all new incidents committed by qualified students
with disabilities, including students for whom an evaluation is pending, which
occurred at school or Intermediate Unit programs, on school property of the
Intermediate Unit, at any school function under the jurisdiction of the Intermediate
Unit, or on a conveyance providing transportation to or from any school function
under the jurisdiction of the Intermediate Unit. For incidents that occur regarding
students with disabilities who attend the Alternative Education program, the
student's home school district shall make such reports.
The Executive Director or designee shall report any violation of this policy by a
student to the Superintendent of the school district ofresidence.
The Program Director shall annually inform staff, students and parents/guardians
about the Board policy prohibiting weapons and about their personal responsibility
for the health, safety and welfare of the school community.
SC 1317.2
An exception to this policy may be made by the Executive Director, who shall
prescribe special conditions or procedures to be followed.
18 U.S.C.
Sec. 921, 922
In accordance with federal law, possession or discharge of a firearm in, on, or within
1,000 feet of school grounds is prohibited. Violations shall be reported to the
appropriate law enforcement agency.
This policy does not limit the right of law enforcement officials and licensed and
approved security personnel, in the performance of their duties, to carry authorized
weapons on Intermediate unit property or any property owned, leased, or occupied
by the Intermediate Unit.
Transfer Students
SC 1317.2
When the Intermediate Unit receives a student who transfers from a public or private
school during an expulsion period for an offense involving a weapon, the
Intermediate Unit, in coordination with the student's school district ofresidence,
may assign that student to an alternative assignment or may provide alternative
education, provided the assignment does not exceed the expulsion period.
Page 3 of 4
218.l WEAPONS -Pg. 4
References:
Purdon's Statutes (School Code)-24 P.S. Sec. 13-1301-A, 13-1302.1-A,
13-1303-A, 13-1317.2
State Board of Education Regulations-22 PA Code Sec. 10.2, 10.21, 10.23,
10.25
Possession of Weapon on School Property-18 Pa. C.S.A. Sec. 912
Gun Control Act-18 U.S.C. Sec. 921, 922, 930
Individuals With Disabilities Education Act-20 U.S.C. Sec. 1400 et seq.
Gun-Free Schools Act-20 U.S.C. Sec. 7151
Individuals With Disabilities Education, Title 34, Code of Federal Regulations 34 CFR Part 300
Board Policy- I 03.1, 113.1, 113.2, 218, 225, 233, 805, 805.1
Page 4 of 4
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FOR YOUR
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II
II
ALLEGHENY COUNTY I CITY OF PITTSBURGH EARLY CHILDHOOD EDUCATION PROGRAMS
EARLY HEAD START· HEAD START· PRE- K COUNTS
PRE-SCHOOL
EARLY EDUCATION
FATHERHOOD
•Available to all males involved with
children ages 0-5
•Building support through activities
•Being a good role model and parent
•Understanding your child's development
• Becoming an active participant
•Available to families with children
ages 3-5
•Tuition-free pre-school
•Building skills for kindergarten
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• Family wellness
•Free health screenings
INFANTS/TODDLERS
PREGNANCY
•Available to families with infants and
toddlers
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•Moving and exploring the environment
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•Children from birth to age 3
•Baby development and nurturing
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·Keeping your baby safe
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I -1·. ·-!il·"J1.·.·.·.··.·~..•
iii
For information and enrollment opportunities
CALL NOW 1-866-214-KIDS (5437)
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Contact Information
My child's classroom is:
Site
Address
Phone Number
My child's teachers: _ _ _ _ _ _ _ _ _ _ _ _ _ _ and ____________
My Family Advocate: _ _ _ _ _ _ _ _ _ _ _ __
Phone
Educational Resource: - - - - - - - - - - - - -
Phone
Health Resource:
Phone
Classroom Hours:
_ _ _ _ _ _ _ _ _ _ _ to _ _ _ _ _ _ _ _ __
Days of Operation: Monday through Thursday
Classroom Emergency Evacuation Location: __________________
Summer 2015
VERBAL REQUEST FOR RELEASE OF CHILD
THIS FORM MUST BE COMPLETED TO DOCUMENT THE VERBAL REQUEST BY A PARENT FOR THE RELEASE OF A
CHILD TO ANY PERSON(S) NOT INDICATED ON THE EMERGENCY CONTACT FORM.
Date of Call
Name of Child
Time of Call
Name of Requesting Parent
Telephone No. From Which Parent is Calling
Name of Individual to whom
The Child is to be Released
Name of Staff Person
Taking Call
PRIOR TO PICK-UP, CALL THE PARENT BACK TO
CONFIRM THE INFORMATION
Confirming Parent (Same as Above)
Date
Name of Staff Person Confirming Information
Time
Signature af Person picking up child
Phone#
Name af Staff Person releasing child
Date
Date
BE SURE TO ASK FOR IDENTIFICATION WHEN THE INDIVIDUAL ARRIVES TO PICK UP THE CHILD
Summer 2015
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Family Code of Conduct Signature Page
I understand that by violating any item on this Family Code of Conduct, my
Allegheny Intermediate Unit/Early Childhood services will be terminated
immediately and I will not be permitted on AIU property. It is my responsibility
to notify all family members or temporary caregivers whom may accompany my
child or children on to AIU property of the contents of this policy and
procedure.
*I have read and understood the above information. Should I choose not to
provide my signature below I must abide by this Family Code of Conduct policy
and corresponding procedure.
__}__}_
Signature
Parent or Guardian (Print Name)
__}__}_
AIU Staff (Print Name)
Signature
Date
Grievance Procedure
If you feel that you have been unfairly withdrawn, you have 24 hours to call the
appropriate Head Start staff and I or administrator. A follow-up letter must be
received by this administrator (refer to the "Head Start Levels of Support" chart
on page 23) within five working days. (The vacancy will be held open for no
more than one day in uncontested cases.)
The Executive Committee of the Policy Council will hear all grievances and act as
the determining body. Decisions will be rendered immediately. You will be
required to come to the meeting and provide documentation about your
situation.
PROCEDURE FOR CODE OF CONDUCT AND PROFESSIONAL ETHICS
INCIDENTS OF NON-COMPLIANCE
Procedures:
1.
2.
3.
4.
All employees must first act for the safety of the children in their care (when applicable).
Report any violation of the Code of Conduct immediately (leave a detailed voice mail message,
text message and/or email) upon knowledge to your direct/immediate supervisor/designee.
Report detailed facts of the incident TO YOUR IMMEDIATE SUPERVISOR/DESIGNEE. The report
should include the following information:
a. Who was involved in the incident?
b. What occurred?
c. When did the incident take place? (Date and time)
d. Where did the incident take place?
e. What action was taken?
All parties involved must follow up regarding the violation on the next business day with staff,
Supervisor/designee and/or Human Resources.
I have read and understand the above information.
Printed Name
Signature
Date
I have received and
reviewed this
Family Handbook
Parent/ Guardian Signature
Classroom
Date
•
a1u
Allegheny Intermediate Unit
EDUCATIONAL OPPORTUNITIES
•INNOVATIVE SOLUTIONS•
LEADERSHIP
EXCELLENCE
The Allegheny Intermediate Unit is an equal opportunity education institution and will not discriminate on the basis of race, color,
national origin, ancestry, religion, sex, sexual orientation, age, handicap, or limited English proficiency in its educational programs,
services, facilities, activities, or employment practices as required by Title IX of the 1972 Educational Amendments, Title VI and VII
of the Civil Rights Act of 1964, as amended, Section S04 Regulations of the Rehabilitation Act of 1973, the Age Discrimination in
Employment Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act, the Americans with Disabilities Act, or any other
applicable federal or state laws. Any person who believes thats/he has been subjected to discrimination shall report all incidents of
such conduct to Patricia Connolly, Title VII/IX Compliance Officer, Allegheny Intermediate Unit, 475 East Waterfront Drive,
Homestead, PA 15120 (412) 394-5951 or Dr. Michael Brinkos, Assistant Executive Director for Operations and Educational Services,
Allegheny Intermediate Unit, 475 East Waterfront Drive, Homestead, PA 15120 (412) 394-5957.