Institute Content:Curriculum and Assessment:Program Performance Standards

Curriculum and Assessment

Program Performance Standards

Print version of the Curriculum and Assessment Program Performance Standards

Below are some of the Head Start Program Performance Standards that define "curriculum" and require developmentally appropriate curriculum, screening, and assessment. The accompanying rationale statements explain the importance of each Program Performance Standard listed.

1304.3(a)(5) Definition. Curriculum means a written plan that includes:

(i) The goals for children’s development and learning;
(ii) The experiences through which they will achieve these goals;
(iii) What staff and parents do to help children achieve these goals; and

(iv) The materials needed to support the implementation of the curriculum.

The curriculum is consistent with the Head Start Program Performance Standards and is based on sound child development principles about how children grow and learn.

Rationale: A philosophy shared by the program and the parents, and a planned, organized, consistently implemented curriculum support child development and education, meet the goals for children’s development and learning, provide experiences to meet such goals, identify the roles of staff members and parents, and identify appropriate materials and equipment. (This rationale serves 45 CFR 1304.21(c)(1)).

1304.20(b) Screening for developmental, sensory, and behavioral concerns . . .

Rationale: A timely and systematic approach toward screening indicates which children require a formal assessment of their developmental needs. An approach which uses multiple sources of information and is sensitive to a child’s cultural background provides a more valid "picture" of the child.

1304.20(c)(4) Extended follow-up & treatment.
Grantee and delegate agencies must assist with the provision of related services addressing health concerns in accordance with the Individualized Education Program (IEP) and the Individualized Family Service Plan (IFSP).

Rationale: Addressing the health concerns of children with disabilities will enhance their opportunity to participate in, or fully benefit from, the Early Head Start and Head Start experience.

1304.20(e) Involving parents in conducting the process . . .

Rationale: As the primary caregivers and advocates for their children, it is important that parents be involved in all decisions regarding their children’s health care. Parents should be consulted when a health problem is suspected, informed of the reasons and benefits of all procedures recommended, and told about the results of all procedures. In addition, parents should be encouraged to prepare their children for health and developmental procedures, in order to increase their children’s comfort levels, reduce their fears and anxieties, and optimize children’s performance and the validity of the procedure.

1304.20(d) Ongoing care. In addition to assuring children’s participation in a schedule of well child care, grantee and delegate agencies must implement ongoing procedures by which Early Head Start and Head Start staff can identify any new or recurring medical, dental, or developmental concerns so that they may quickly make appropriate referrals. These procedures must include: periodic observations and recordings, as appropriate, of individual children’s developmental progress, changes in physical appearance (e.g., signs of injury or illness) and emotional and behavioral patterns. In addition, these procedures must include observations from parents and staff.

Rationale: Because of the rapid development of young children, annual observations are not sufficient to record changes that have an impact upon a child’s health and development. It is important, therefore, to implement ongoing evaluation procedures that identify health or developmental concerns in a timely fashion.

1308.6 (a-e) Assessment of children. The disabilities coordinator must be involved with other program staff throughout the full process of assessment of children . . .

(1) All children enrolled in Head Start are screened as the first step in the assessment process;

(2) Staff also carry out on-going developmental assessment for all enrolled children throughout the year to determine progress and to plan program activities; . . .

1304.20(f)(1) Individualization of the program. Grantee and delegate agencies must use the information from the screenings for developmental, sensory, and behavioral concerns, the ongoing observations, medical and dental evaluations and treatments, and insights from the child’s parents to help staff and parents determine how the program can best respond to each child’s individual characteristics, strengths and needs.

Rationale: Each child has an individual pattern of growth and an individual learning style. Most children will not require special education services to address their needs. However, children with disabilities often require a particular set of special services.

1308.19(a) Developing Individualized Education Programs (IEPs) [for 3-5 year olds]. When Head Start provides for the evaluation, the multidisciplinary evaluation team makes the determination whether the child meets the Head Start eligibility criteria. The multidisciplinary evaluation team must assure that the evaluation findings and recommendations, as well as information from developmental assessment, observations and parent reports, are considered in making the determination whether the child meets Head Start eligibility criteria.

1304.21(a) Child development and education approach for all children.
(1) In order to help children gain the social competence, skills and confidence necessary to be prepared to succeed in their present environment and with later responsibilities in school and life, grantee and delegate agencies’ approach to child development and education must:

(i) Be inclusive of children with disabilities, consistent with their Individualized Family Service Plan (IFSP)[for infants and toddlers] or Individualized Education Program (IEP) [for preschoolers].
Rationale: Agencies honor the individuality of each enrolled child with disabilities by following the child’s IFSP or IEP and by ensuring that each child receives the specialized education and support he or she requires.

(2) Parents must be:

(i) Invited to become integrally involved in the development of the program’s curriculum and approach to child development and education;
Rationale: Parents are integral partners in the processes of planning and implementing curriculum, as they can share knowledge about their children, and are crucial in reviewing the effectiveness of the curriculum. Parent participation is valuable in assisting parents to increase their knowledge about child development and education, thereby enhancing their ability to serve as their children’s primary teacher and to help staff make the curriculum meaningful for children.
(ii) Provided opportunities to increase their child observation skills and to share assessments with staff that will help plan the learning experiences; and
Rationale: Parents increase their observational skills through participation with their children in group settings and in the home, and through training with staff to become more effective in using child observations to plan the curriculum.
(iii) Encouraged to participate in staff-parent conferences and home visits to discuss their child’s development and education.
Rationale: Staff-parent conferences and home visits enhance adult’s knowledge and understanding of the developmental progress of children in the program (See CFR 1304.40(e)(4) and 1304.40(i)(2)).

1304.21(c) Child development and education approach for preschoolers.
(1) Grantee and delegate agencies, in collaboration with the parents, must implement a curriculum... (see also 45 CFR 1304.3(a)(5)).

(2) Staff must use a variety of strategies to promote and support children’s learning and developmental progress based on the observations and ongoing assessment of each child.

Rationale: Flexible and dynamic programs support children’s development and changing knowledge and skills, as well as their individual strengths and needs (see 45 CFR 1304.20(b, d, & e), and 1304.24(a)(3)(i)).

1304.24(a)(3) Mental health services. Mental health program services must include a regular schedule of on-site mental health consultation involving the mental health professional, program staff, and parents on how to:

(i) Design and implement program practices responsive to the identified behavioral and mental health concerns of an individual child or group of children.
Rationale: Regularly scheduled mental health services help to ensure that day-to-day program practices promote mental health.

1308.4(c) Purpose and scope of disabilities service plan. The plan must include provisions for children with disabilities to be included in the full range of activities and services normally provided to all Head Start children and provisions for any modifications necessary to meet the special needs of the children with disabilities.

1308.4(o)(2) Evaluation of children. When warranted by screening or rescreening results, teacher observation or parent request, arrangements must be made for evaluation of the child’s development and functioning. If, after referral for evaluation to the LEA, evaluations are not provided by the LEA, they are an allowable expenditure.

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