Start is simple: every Start is simple: every child, regardless of child, regardless of circumstances at circumstances at birth, has the ability birth, has the ability to reach their full to reach their full potential. potential.
-NationalHeadStartAssociation
The Denver Public Schools (DPS) Head Start program is part of the district’s Early Education Department and provides comprehensive child development services aligned with the federal Head Start Performance Standards Who is eligible?
Children must be 3 or 4 years old by October 1 of the enrollment year and meet federal income eligibility and DPS Early Education guidelines
Program Overview:
DPS Head Start serves 350 students across 22 classrooms in 9SI elementary schools
All classrooms are full-day (65 hours per day, 5 days per week), funded through a blend of Head Start and other resources
Each classroom typically has a teacher-to-child ratio of about 2 to 17
The program includes teachers, paraprofessionals, principals, family liaisons, nurses, coordinators, supervisors, and a director
Head Start and Early Head Start are comprehensive early childhood programs serving children from birth to age 5, pregnant women, and their families The goal is to increase children’s social competence their ability to effectively handle current environments and future responsibilities This includes support for social, emotional, cognitive, and physical development
Head Start is family-centered, recognizing parents as their children’s primary educators and nurturers, and offers families opportunities for growth, self-empowerment, and support.
Core Values of Head Start Include:
Creating a supportive learning environment for children, families, and staff
Valuing diversity and promoting respectful, culturally sensitive practices
Empowering families through shared governance and respect for their voices
Embracing a comprehensive approach to health and well-being.
Respecting all aspects of individual development and fostering community belonging.
Building partnerships with community agencies for ongoing family support
Providing a continuum of care that supports families and children during and after their Head Start experience
Services Provided:
Head Start offers individualized education, health, dental, mental health, nutrition, and family involvement services All services are tailored to respect each child and family’s unique developmental, cultural, ethnic, and linguistic backgrounds
The Head Start program has a long tradition of delivering comprehensive and high quality services designed to foster healthy development in low-income children. Head Start grantee and delegate agencies provide a range of individualized services in the areas of education and early childhood development, medical, dental, and mental health, nutrition, and parent involvement. In addition, the entire range of Head Start services is responsive and appropriate to each child and family’s developmental, ethnic, cultural, and linguistic heritage and experience. Page 5
"HEAD START IS DESIGNED TO ENSURE THAT ALL CHILDREN - REGARDLESS OF THEIR FAMILY'S INCOME, RACE, OR ETHNIC BACKGROUND - ARE ABLE TO ENTER KINDERGARTEN READY TO LEARN."
-LUCILLE
Head Start provides comprehensive services to maximize success for students and families
Our support team includes teachers, paraprofessionals, parents, family liaisons, nurses, coordinators, Denver Health staff, and Early Education personnel.
All Head Start staff are required to attend all Head Start Staff Development sessions in addition to all Early Childhood Education (ECE) Staff Development sessions
Timely submission of required documents is expected If you face challenges, please contact the Education Coordinator immediately
Head Start families should not be charged for field trips or classroom supplies due to program requirements
Every Head Start teacher must complete at least one home visit and one parent conference each semester. Documentation of goals with parents for each student must be submitted to FACE, along with the Home Visit Stipend Request and a copy of the visit log given to the Education Coordinator.
• Student Education Files must be kept in the classroom and managed by classroom teacher
• ESI-R screening for all children The screening allows Head Start to find concerns early and staff children through DPS disabilities
• Copy of DPS Head Start Teacher/Parent Goals and updates with parent signature
WelcometotheNewHeadStartSchoologyCourse!
Thiscourseisyourcentralhubforallrequireddocumentation(includingduedates),helpfullinks, andkeyresources.It’sdesignedtosupportbothTeachersandParaprofessionalsinmeetingthe expectationsofaHeadStartclassroom.
Byprovidingeasyaccesstonecessarydocumentsandasimplewaytosubmitthem,thehopeisto reducetimespentonpaperwork allowingyoutofocusmoreonwhatmattersmost:the interactionswithyourstudentsandfamilies.
Pleaseclickthelinkbelowtobeautomaticallyenrolledinyournew25-26HeadStartSchoology Course!
FieldTrips&SpecialEvents:InformyourEducationandDisabilitiesSpecialist(viaemail)ofany upcomingfieldtripsandspecialevents.
CoachingLogs:Submityourmonthlylog(viaSchoology)toyourEducation&Disabilities Specialist
If911iscalledforaHeadStartchildorstaffmember,youmustnotifytheHeadStart DirectorandOperationsCoordinatorIMMEDIATELY.
Childabusemustbereportedwithin24hours
August 26, 2025
Classroom Schedule
September 30, 2025
First Home Visit Log
October 3, 2025
Postings Checklist
Health & Safety Checklist
Individualization Plan
Toileting Plan
ESI-R Form (filed and results submitted)
October 24, 2025
Teacher Conference Summary Log
Parent/Teacher Goals
February 27, 2026
Second Home Visit
March 1, 2026
Submit Final Request to Order Classroom Supplies
Tuition Request Deadline
May 5, 2026
Second Parent/Teacher Conference Log
Allotment:
Head Start teachers are granted 8 substitute days for the 2025–26 school year.
Purpose:
These days are specifically for completing required Head Start tasks. Substitute coverage is provided while the teacher remains on school premises, engaging in program-specific duties.
Completing ESI assessments (must be done by October 3, 2025)
Preparing individualizations, holding planning meetings
Conducting Parent-Teacher Conferences and Home Visits (at school, during school hours, and without submitting for extra pay)
Completing any Head Start required documentation:
Safety lesson plans, individualization plans, toileting plans
ESI testing
Classroom checklists
�� Note: The 8 allotted days are expected to be sufficient. If you anticipate challenges, please consult your Education & Disabilities Specialist to explore alternative options.
Please follow these steps when requesting a substitute:
Obtain approval for the substitute request from your principal, leadership, or designated staff member
Submit the Request
Enter the substitute request into SmartFind Express following your school’s typical procedures.
(Note: At some schools, the secretary or office staff may handle this check with your site.)
Use the Correct Account Code
Provide the following DPS Head Start account number to your payroll secretary and ask them to contact payroll so this code overrides the school’s account code: #22400924004091232N8600010924004092123
Complete the Teacher Substitute Tracking Form
Submit the form to your Education & Disabilities Specialist
The room is organized and accessible, allowing children to find and return materials independently.
Materials are open-ended, offering opportunities for choice-making and problem-solving. Classroom centers promote free exploration throughout the day. Most materials are designed to foster creativity, independence, and engagement.
Children are actively engaged in meaningful activities, with minimal aimless wandering. Children guide their learning, choosing activities that interest them. Teachers are actively engaged in play, asking thought-provoking questions to support deeper learning.
Projects and displays reflect individual expression and student ownership.
Teachers help children work through unwanted behaviors by: Understanding the cause, Making plans for improvement, Supporting repair and resolution.
Clear routines and expectations create a safe and secure environment. Teachers regularly share insights about children's learning and classroom experiences with families.
Families are kept informed of classroom issues and provided with learning plans when challenges arise.
Communication methods are tailored to meet families' needs and preferences. Teachers follow FERPA guidelines when displaying any student information.
Wall displays are primarily child-created.
Work shown highlights individual creativity and expression, not just uniform products.
The Creative Curriculum (CC) and Tools Of The Mind Curriculum are research based and comprehensive curricula used in the Denver Public Schools Head Start Program. Both are based on an extensive literature-based research review of the most significant recent studies on early learning The curricula are used in conjunction with Teaching Strategies Gold (TS Gold) from which data is gathered to identify goals for children's development and learning CC and Tools define experiences through which children achieve these goals. The curricula include ideas for staff and parents to use to support children's learning across the domains of child development
TS Gold is completed three times per year and reflects children's development in the domains of the Head Start Child Development and Early Learning Framework. Teaching Strategies provides a web based system that aggregates the data on the Head Start domains of development. The fall, winter and spring reports include summary data that is analyzed for patterns of progress and accomplishment for groups of children Classroom teachers can access summary and individual child reports to support classroom planning. The TS Gold Family Conference Form is generated and shared with families. Goals are established for individual children and the progress is observed and measured based on the developmental guidelines included in TS Gold Trends are analyzed by the Education Coordinator in conjunction with the Project Director Staff development sessions as well as lesson plans are designed based on this analysis.
The Early Childhood Environmental Rating Scale and the Classroom Assessment Scoring System (CLASS) are utilized to evaluate classrooms and teacher effectiveness The results are integrated into a Quality Improvement Plan for each site The Classroom Assessment Scoring System (CLASS) and the DPS Framework for Effective Teaching (Framework) are both used to support teachers in gaining knowledge of effective teacher child interactions strategies. The tools provide a framework to analyze observable classroom practice so that teachers can identify effective practices to promote student learning
Teachers ensure that the classroom curriculum supports and respects the home language, culture and family composition of each child by gathering parent’s ideas during home visits and conferences. The parents are given the opportunity to carry out activities linked to the Head Start Child Development and Early Learning Framework The Denver Public Schools Parent-Child Activities outline options for these activities as does TS Gold and CC Teachers gather the parents input into curriculum four times a year and record it on the DPS Head Start Home Visit/Conference forms. They also share TS Gold results with parents 3 times a year based on the school district report card schedule
Page 12
School readiness means children are prepared to succeed in school and life. In Head Start, this includes support in key areas of development:
Language & Literacy
Cognitive Skills
Social-Emotional Development
DPS Head Start helps children build these skills and provides families with resources and education to support learning at home and in the community.
We use Teaching Strategies GOLD (TS GOLD) to assess and track progress throughout the year.
Assessments happen 3 times a year: Fall, Winter, Spring
Teachers observe and enter developmental data into TS GOLD
Centralized reports are generated to analyze growth and guide instruction
We aim for all children to meet or exceed expectations in all learning domains by the end of the school year.
Over 90% of children who are enrolled for all 3 checkpoints typically meet this goal by spring!
Participate in home visits and family conferences
Talk with your child’s teacher about their individual goals
Try simple learning activities at home
Encourage talking, playing, reading, and exploring together
What’s Required?
As part of the Head Start mandate, all teaching staff must conduct:
TWO home visits per school year for each family:
✔ Fall Visit (start of year)
✔ Spring Visit (end of year)
These visits are also a national best practice for building strong school-family relationships.
Fall Visit Goals:
Build trust and relationships
Listen to the family’s hopes and dreams for their child
Set individual learning and development goals
Spring Visit Goals:
Revisit developmental and learning goals
Reflect on the child’s progress Plan for transitions (e.g., kindergarten or next classroom)
Logistics & Documentation:
Visits are coordinated and compensated through the DPS Office of Family and Community Engagement (FACE)
FACE Home Visit Training is required before conducting Fall home visits
Submit documentation:
✔ To FACE (for official logging and compensation). FACE will pay for ONLY 1 Home Visit. Due to not being compensated for the 2nd Home Visit, it is recommended to use your substitute days to complete the 2nd home visit during school hours.
✔ To your Head Start Education Coordinator (for program tracking)
Need More Info?:
Visit the Parent-Teacher Home Visit (PTHV) page on The Commons for forms, scheduling tools, and guidance.
Home visits help foster equity, connection, and shared responsibility—key components in achieving school readiness for every child.
Head Start Requirement & Best Practice
What’s Required?:
As part of Head Start policy (and a proven best practice), all teaching staff must conduct:
Two Parent-Teacher Conferences per year per family
Fall Conference
Spring Conference
When to Hold Them:
Fall PTC: Early in the school year
Focus on relationship-building, sharing initial observations, and setting school readiness goals with families.
Spring PTC: Toward the end of the year
Focus on progress review, revisiting goals, and supporting transitions (to kindergarten or the next class).
Why They Matter:
Build strong partnerships with families
Support shared goal-setting for each child
Help families understand and contribute to their child’s growth and development
Ensure two-way communication and collaboration
Quick Tips:
Use the TS GOLD Family Conference Form to guide the discussion
Provide language support as needed
Include individualized goals and classroom examples
Schedule in a way that is flexible and respectful of family time
OurRole: To support the health, wellness, and school readiness of children and their families through collaborative care and ongoing communication.
✨ Weekly/OngoingTasks
Check in with teaching staff about any new health or behavior concerns.
Check red health folders for new documents families may give to classroom staff or Liaisons.
Follow up on incomplete documentation or overdue screenings.
Monitor health alerts and confirm action plans are in place.
Contact families about appointments, screenings, or referrals.
Respond to health-related questions from staff, Liaisons, and caregivers (e.g., lice, rashes, access to care).
Update health data in Infinite Campus and/or GoEngage.
�� MonthlyTasks
Review and update health tracking reports.
Monitor and update health screening follow ups.
Collaborate with Liaisons around chronic absenteeism and potential health-related concerns.
Share seasonal wellness tips with families (nutrition, hygiene, etc.).
Identify opportunities for parent engagement around health, wellness, and nutrition
�� QuarterlyTasks
Conduct needed health screenings (vision, hearing, dental, etc.).
Review compliance with Head Start Performance Standards.
⚠ As Needed
Assist with health and mental health referrals.
Provide support for new or ongoing health concerns.
Help interpret evaluations or medical reports for staff/families.
Share self-care and wellness tools with staff.
✨ Healthychildrenlearnandgrow.
For each child, complete the health enrollment information in GoEngage (GE) during spring and late summer enrollments, as well as throughout the school year as new children enroll.
Document as much health information as possible during the enrollment appointment. Collect the child’s most recent Physical Exam and enter data in GE.
Share a copy of the Physical with the classroom teacher.
Notify the Head Start RN of:.
Any chronic health conditions.
Any Medical Statements for Meal Modification (requires physician documentation).
The RN will ensure this information is shared with appropriate staff (e.g., teachers, food service) for meal planning.
Identify children who need a Dietary Preference Form for non-medical reasons:.
Religious, ethical, or cultural preferences.
Review, document, and upload completed Dietary Preference Forms to Infinite Campus (IC) and GE.
Share non-medical dietary information with applicable staff to support accurate meal planning.
Ensure documentation (medical or non-medical) is completed and shared immediately upon enrollment or once the need is identified.
2. Head Start RN Responsibilities (Julissa Gomez-Van de Velde)
Ensure children with chronic conditions (e.g., asthma, seizures) have required forms and medications at school.
Collaborate with caregivers whose children are missing immunizations to ensure compliance or exemption within 14 days of notification.
Verify Medical Statements for Meal Modifications are filed and shared immediately with food service staff.
Share hearing and vision results with families on caseload.
Complete hearing and vision rescreening for children identified as such in their initial screenings.
Refer children with failed hearing screens to the DPS Audiologist or physician and follow up with families to confirm care is received.
Ensure children with urgent dental needs (score of 1) receive follow up care, and help families identify providers as needed.
Complete health assessments for students undergoing initial evaluations or reevaluations for IEPs and share relevant information with staff.
3. Health & Wellness Coordinator Responsibilities (to be determined) (Position currently being hired)
Assist teachers in obtaining Physical Exams (PEs); if missing after 3 documented attempts in 3 weeks, notify Liaison and, if needed, school leadership.
Package and distribute toothbrushing supplies at the beginning of the school year and then every 8 weeks.
Assist Marion Downs Center with fall hearing and vision screenings. Share hearing and vision results with families on caseload.
Complete hearing and vision rescreening for children identified as such in their initial screenings.
Conduct hearing and vision screenings for children who were absent from Marion Downs screenings or who enrolled later in the year.
Conduct Fall height/weight screenings within the first 45 calendar days of school. Conduct Spring height/weight screenings in March before Spring Break.
Assist Denver Health Dental team with dental screenings within the first 90 days of school. Share dental screening results with families on caseload.
Follow up on children with a dental score of 2 (follow-up recommended); help families with referrals if needed.
Identify and coordinate parent engagement opportunities throughout the year related to health, wellness, nutrition, and oral care.
Emergency Reporting
If 911 is called for a Head Start child or staff member, you must notify the Head Start Director and Operations Coordinator IMMEDIATELY. Child abuse must be reported within 24 hours.
During a child’s first 90 days of attendance, Head Start requires the following:
Hearing & Vision Screening – Conducted by Marion Downs Center professionals to identify early concerns with hearing and vision.
Height & Weight Measurements – Performed by the DPS Head Start Health & Wellness Team.
Dental Screening – Provided by the Denver Health Pediatric Dental Team.
Documentation of Recent Well-Child Check (Physical Exam) – A Head Start requirement, separate from the Colorado licensing requirement. Please submit to the Health & Wellness Team.
Most screenings take place during the first semester. Children who are absent or enroll later receive make-up or ongoing screenings as needed throughout the year.
Toothbrushing is an important part of your daily classroom routine! Here is a link to Head Start oral health resources: https://headstart.gov/oral-health/article/helping-children-brush-their-teeth Basic Guidelines for Children Ages 3–5:
Help children brush their teeth with a pea-sized amount of fluoridated toothpaste. After brushing, have children spit the remaining toothpaste into a disposable cup do not rinse.
Encourage children not to place toothbrushes directly on classroom tables or other surfaces.
Do not allow children to play with toothbrushes. After brushing, children should wash their hands with soap and water for at least 20 seconds.
Clean and sanitize the brushing area (table or sink) after use.
The Health & Wellness Team will distribute toothbrushes, toothpaste, gloves, and cups several times throughout the year.
Need more supplies? Contact Liz Beindorff at liz beindorff@dpsk12.net.
�� Mental Health & Wellness
Mental and emotional well-being are just as important as physical health—for children and the adults who care for them.
DPS Head Start offers resources and support for:
Children experiencing behavioral or emotional challenges. Families navigating developmental or social-emotional concerns. Teachers and staff seeking support for stress, wellness, or consultation.
If you or someone else is having a mental health crisis: Call or text 988
Live chat at 988Colorado.com Visit https://bha.colorado.gov/988 for more information.
Denver Public Schools offers several ways for employees to access mental health, stress management, and work-life support. Whether you're looking for:
24/7/365 access to support
Consultation on work-life balance
Resources for dependents and family members
Mindfulness and meditation tools
Support through your Kaiser or UnitedHealthcare plans
You’ll find these and more on the DPS Employee Mental/Stress Management page.
�� Simply visit the link, read about your options, and select the resource that best fits: https://docs.google.com/document/d/1oWNIj2o0aJSfShj5fvdhp1hGW4iaTz4a_cWcdXqhQJk/edit? usp=sharing
Through our National Head Start Association (NHSA) Membership, all DPS Head Start staff and families have free access to Starling Minds an online program based in Cognitive Behavioral Therapy (CBT). CBT helps improve mental wellness by focusing on how thoughts, beliefs, and behaviors influence our emotions and well-being.
�� To access Starling Minds:
Go to: https://member.starlingminds.com/landing/
Select Register (first-time users) or Login
Choose Denver Public Schools as your member organization
Select your preferred language: English, Spanish, or French
Use the following access codes:
NHSAMEMBER – for staff and teachers
NHSAFAMILY – for Head Start families
This confidential resource is available to help you manage stress, build resilience, and support your emotional well-being—anytime, anywhere.
Goal: To support the social, emotional, and mental health and wellness of children and their families through collaborative care and ongoing communication.
Denver Public Schools Head Start partners with Denver Health to provide Early Childhood Mental Health Consultation (ECMHC). This service supports the adults who care for young children by building their capacity to foster healthy emotional development.
Early childhood mental health consultants help caregivers support healthy growth and development in young children. But, it’s not about ‘fixing’ children or providing therapy. (National Head Start Association’s 2025 LEAD Summit, Mental Health Consultation Session Slides)
Strong Relationships: Promotes connection and trust between caregivers (teachers, home visitors, etc.) and families.
Shared Understanding of Behavior: Partners with families and caregivers to better understand what babies and young children communicate through their behavior and cocreate effective, supportive strategies.
Caregiver Tools & Insights: Equips caregivers with strategies to support social-emotional growth and healthy behavior in young children.
Safe, Supportive Environments: Helps ensure that every child feels emotionally safe, supported, and valued in their learning environment.
Staff Well-Being: Supports the emotional wellness of staff through reflective practice, collaboration, and consultation.
✔ An indirect service benefitting children by supporting the adults around them
✔ Delivered by a master’s-level mental health professional
✔ Builds capacity of families and staff
✔ Supports healthy social-emotional development
✔ Happens in natural settings
✔ Focuses on staff well-being
❌ Direct therapy or treatment for children
❌ Solely focused on families
❌ Limited to center-based settings
❌ Group therapy or psychological services
❌ Just training
1. Child/Family Consultation Supports caregivers and families to better understand and meet a child’s individual needs.
Examples:
Observing an individual child
Consulting with families about concerns
Creating or coaching around a behavior plan
Modeling strategies for specific behaviors
Referring to community mental health services
Educating caregivers about a child’s mental health
Advocating on behalf of a child or family
2. Classroom/Group Consultation Supports classrooms and groups by improving social-emotional environments and relationship quality.
Examples:
Strengthening daily routines and transitions
Promoting emotional literacy and problem-solving
Coaching on large/small group strategies
Emphasizing practices that benefit all children
3. Programmatic Consultation/Relationship-based Reflective Processing (RRP) Focuses on organizational health and reflective practice at the team or system level.
Examples:
Facilitating Relationship-Based Reflective Practice sessions
Supporting team well-being and communication
Exploring classroom or program-wide policies
Supporting leadership and supervision practices
Enhancing staff-family relationships
�� Referral Types Include:
Child-focused consultation
English Forms (p. 1 completed by parent/caregiver, p. 2 completed by teacher/referring adult, p. 3 Service Agreement)
Spanish Forms (same as above)
Bi-Lingual Forms (p. 1 is in Spanish, p. 2 is in English, p. 3 is in Spanish)
The caregiver and the classroom teacher must also complete a DECA-Clinical assessment in addition to consultation request forms above:
DECA-C English
DECA-C Spanish
Classroom-focused consultation
English Form (p. 1 completed by teaching team and supervisor)
Spanish Form (same as above)
Relationship-Based Reflective Practice (RRP)
English Form (p. 1 completed by teaching team and supervisor)
Spanish Form (same as above)
Any other ECMHC service request: please email Liz Beindorff (liz_beindorff@dpsk12.net) or Sonia Torres (sonia.torres@dhha.org)
Important Update – Effective July 1, 2025
Starting 7/1/25, all referrals for Mental Health Consultation services will follow a centralized process through Denver Health.
�� To submit your referral/request:
Email completed, signed forms, including the DECA-C for a Child-focused consultation request, to:
�� sonia.torres@dhha.org
Sonia will assign the case to the appropriate consultant and email you a confirmation of receipt
Your assigned Consultant will reach out with next steps, questions, and other information
Classroom materials and supply budget = $820
• Type orders on the ORDER & TUITION FORM (Handwritten forms will not be accepted.)
• Save a copy of the form for your files, then email it to the Education & Disabilities Specialist for approval.
Head Start
Materials & Supplies money must be spent by March 1, 2026
• Head Start materials and supply funds are NOT to be used for field trips, transportation, or entrance fees. Please use your alternate funding sources for this purpose. To use your non-Head Start funds work with your school's requisition secretary
• REIMBURSEMENTS FOR HEAD START PURCHASES ARE NOT ALLOWED.
Talk to your liaison
Email Education & Disabilities Specialist
Extra clothing for classroom emergencies will be order by the Education & Disabilities Specialist and delivered to your classroom
Denver Public Schools Head Start welcomes volunteers in our classrooms and program. Volunteering is a key part of family engagement, and we strive to involve all families in meaningful ways.
To keep everyone safe and supported, all volunteers must complete the following steps: Volunteer Orientation
All volunteers must complete a volunteer orientation conducted by a Head Start staff member.
The Volunteer Handbook is available here: Volunteer Handbook on DPS Commons Volunteer Agreement
After orientation, volunteers must sign the Volunteer Orientation Agreement (last page of the handbook).
This signed agreement is collected by the Head Start Family Liaison and placed in the child’s GoEngage file.
Parents and caregivers must submit a DPS Volunteer and Background Check Request Form and follow up with the school office for approval steps: Volunteer Background Check Registration Start Volunteering!
Once approved, volunteers coordinate with Head Start teachers or staff to participate in upcoming volunteer opportunities. Thank you for supporting our Head Start community!
If you have any questions, please contact your Head Start Family Liaison or program
Please use the coaching log to track all coaching sessions you receive throughout the school year. Important:
The coaching log must be completed by the teacher and submitted via the Head Start Schoology Course by the first of every month (indicating the total number of hours of coaching received in the previous month). If there is a month that you did not receive any coaching, it is still required that you submit a form showing 0 total hours of coaching were received Thank you for your attention to this important trackingprocess!
The Early Screening Inventory, Third Edition (ESI-3) is a tool used to identify children who may need special education services It is an individually administered screening.
Two Versions of the ESI:
ESI-P Preschool: For children ages 3:0 to 4:5 (3 years to 4 years, 5 months)
ESI-K Kindergarten: For children ages 4:6 to 5:11 (4 years, 6 months to 5 years, 11 months)
Documentation: EVERY child is required to have an ESI assessment completed with the results on file. EVERY rescreen and refer result is required to have a follow up completed with the follow up results on file.
The ESI Result Form must be kept in each child’s file.
The ESI Result Form must be submitted to the Head Start Schoology Course for review and follow-up.
2. (Dedicated toll-free number for Denver Great Kids Head Start)
3.Tell them: What language do you need
4.Provide Access Code: 1860 (Denver Public Schools)
5.You will be connected to an interpreter who will assist you.
At the start, briefly explain the purpose of the call to the interpreter. You lead the conversation; the interpreter facilitates communication. Use short sentences, speak clearly and distinctly
Pause frequently to allow for interpretation.
Page 27
In consideration of the requirements set forth by the Federal Government's Head Start Act, Public Law 110-134 for Head Start programs, the parties agree as follows: Denver Public Schools (DPS) Early Childhood Education (ECE) Paraprofessionals assigned to a DPS Head Start classroom who meet at least one of the following requirements are eligible to receive a stipend in the amount of $150 per semester, total of $300 per school year, contingent on availability of funds in the DPS Head Start Delegate program The stipend is to be compensated in the Fall Semester (December) and in the Spring Semester (May) of the same school year in which the requirement is met. The requirements are separated into two groups: 1) DPS Head Start Paraprofessionals Who Have Not Met Head Start Qualifications (required); and 2) DPS Head Start Paraprofessionals Who Have Met Head Start Qualifications (optional)
To be eligible for these Fall and Spring stipends, a DPS Head Start Professional Development Plan for Paraprofessionals must be developed and approved by the DPS Head Start Education & Disabilities Specialist by the end of September of the practicing school year
Status updates or semester completion of requirements are to be submitted to the DPS Head Start Education & Disabilities Specialist by December 1 for the Fall semester stipend and by May 1 for the Spring semester stipend, of the school year in practice.
ECE Paraprofessionals assigned to a DPS Head Start classroom are required to participate in the development of a Head Start Professional Development Plan for Paraprofessionals leading to completion of requirements for Head Start staff qualifications within two years of assignment in the DPS Head Start classroom The requirements are as follows:
Adequate coursework enrollment and progress leading to the completion of an associate degree or baccalaureate degree in Early Childhood Education, Child Development or related field within two years of assignment in the Head Start classroom; or
Adequate coursework enrollment and progress leading toward the completion of a Child Development Associate (CDA) within two years of assignment in the Head Start classroom; or Adequate coursework enrollment and progress leading to the completion of Head Start CDA Equivalency plan (completion of courses ECE 101, 102, and 238 through the Colorado community college system); or Adequate progress leading to the completion of Colorado Child Care Director Qualification status
Paraprofessionals assigned to a DPS Head Start classroom who have met Head Start qualifications are encouraged to participate in the optional development of a Head Start Professional Development Plan for Paraprofessionals leading to advanced understanding of Early Childhood Education best practices The stipend requirements are as follows:
Adequate coursework enrollment and progress leading to the completion of an advanced degree in Early Childhood Education, Child Development or related field; or Adequate progress and development of a Professional Development Unit in collaboration with a DPS licensed teacher and successful completion by the end of the school year; or Self-designation of Champion for the Culture of Wellness Program (COWP) in your school’s ECE classrooms throughout the school year, with prior approval by teacher and principal; or 15-minute presentation during a DPS HS Professional Learning day after attending a conference, district training, or similar event which focuses on ECE, per semester; or Presentation at a conference or major event such as the Rocky Mountain Early Childhood Conference, in collaboration with a DPS licensed teacher or a member of the DPS Head Start Management Team during the school year; or Become the lead DPS HS staff contact and provider of knowledge and understanding about a special project such as Homework Activity Packets, 5x5, etc
Para-representative in school leadership group throughout the school year; or
Another related project presented to and approved by the DPS Head Start Education & Disabilities Specialist and Leadership
Foster strong connections between families, caregivers, and the school/classroom environment by providing relevant information, resources, personalized support, and attention. Gather, document, and maintain all required verifications, data, and information in compliance with federal regulations.
Build trusting relationships with families and caregivers to create Family Partnership Agreements, identify their unique needs, support both short- and long-term planning, and coordinate family service meetings.
Establish effective communication channels with teachers to share and exchange information about students' and families’ development and needs, ensuring a collaborative approach to support.
Serving as substitutes for teaching staff, paraprofessionals, or in roles involving student monitoring or supervision.
Creating lesson plans, assessing student performance, or sourcing instructional materials. Disclosing confidential information shared by families unless given explicit permission or required by law.
Thegoalofthesemeetingsistodevelopaholisticunderstandingofeachstudent inordertobettersupporttheiracademic,health,andmentalhealthneeds. Thesemeetingshelpguideindividualizedsupportsforbothstudentsandtheir families.
TopicsCovered:
Academic progress
Health and developmental updates
Mental health needs
Family supports and strengths
Classroom strategies
WhoAttends?
Classroom teacher
Health partner
Health & Wellness Supervisor
Family Service Liaison
Education & Disabilities Specialist
Paraprofessional (optional)
Special Service Providers (as needed)
The Education & Disabilities Specialist will send out 3-hour Google Calendar invites for each meeting.
The teacher is responsible for obtaining a substitute (using Head Start substitute hours) for their classroom, allowing the teacher to attend the meeting
If you have a scheduling conflict, please notify the Education & Disabilities Specialist as soon as possible so the meeting can be rescheduled.
Yourfullparticipationisessentialformakingthesemeetingsmeaningfuland supportiveforeachstudentandfamily.
The Active Supervision policy states that no child is left alone or unsupervised by staff, consultants, contractors or volunteers while under their care This was put into place due to incidences of children being lost and left alone while in the schools care, specifically during transition times. All staff are required to complete a mandatory active supervision training It is imperative that all staff follow the procedures in the Active Supervision policy:
NO staff breaks during transition periods -attendance verification, Name to Face- Name to Face should happen before, during, and after every transition while moving outside of the classroom space.ratios- 1:10 for 3 year olds, 1:12 for 4 year olds, 1:10 mixed age range 3 and 4 year olds -ratio board tracking -classroom doors remain closed at all times, playground fences and perimeters remain secure at all times - mandatory lost child reporting- must be reported ASAP but not longer than 24 hours
IMMEDIATELY after making a child abuse or neglect report, in addition to DPS school procedures, teachers will call or email the DPS Head Director and Operations Coordinator. The information shared should include the date the report was made, and whom it concerns without giving names. (No personally identifying information will be included in the report.)
The case will be reported to Denver Great Kids Head Start
Starting in the 2024-25 school year, DPS Head Start no longer participates in the CACFP (Child & Adult Care Food Program).
Your sign-in/out sheets or ROMS (Record of Meals Served) sheet will no longer be required or submitted
Parent/Caregiver signatures on your sign-in/out sheets will only be used for your classroom purposes and will no longer be required as monthly submissions
DPS Head Start will continue to meet CACFP Preschool Meal Patterns and serving requirements related to the Healthy, Hunger-Free Kids Act of 2010 for infants and preschoolers in the National School Lunch and School Breakfast Programs under 7 CFR 210.10 and 220.8.
This program ’ s goal is to help children learn to eat a wide variety of foods as part of a balanced diet by ensuring that foods appropriate to children’s nutritional needs are served in childcare centers. This goal includes:
Family-Style Meals*
Interactive adult participation
Appropriate menus that correspond with healthy and balanced food products such as products with whole grain-rich ingredients, low sugars, yogurt with sugar limits, healthy milk options, etc.
Appropriate serving utensils including serving spoons and tongs
Regular classroom reviews and monitoring which will be coordinated by the DPS Head Start Education & Disabilities Specialist and assisted by members of the management team &/or directors from the grantee, Denver Great Kids Head Start.
DPS Head Start teachers will continue to receive DPS Food Services menus via emails from Education & Disabilities Specialist on a monthly basis
All three menus must continue to be posted in the classroom
If your actual meals and snacks vary drastically from the menu, please inform the Education and Disabilities Specialist, Amanda Jackson, so we can follow up with the DPS Food Services Department
It's reasonable for menus to vary slightly since the DPS Food Services Department plans the menu 4 weeks in advance and schools sometimes run out of supplies. Similar substitutes should be provided in these cases.
However, if the same item is served three days in a row without a 2nd component, for example, the Education and Disabilities Specialist, Amanda Jackson, should be notified immediately.
*The Education & Disabilities Specialist is available to review the Family-Style Meal process or any of these changes with teachers and paraprofessionals if needed Simply reach out via email to schedule a time and method (in-person vs virtually)
CMDance is an internationally recognized dance and education nonprofit that brings the joy and culture of vernacular dancing to youth and adults in Denver and across Colorado.
CMDance:
Promotes solo and partnered traditional dances rooted in community and celebration
Preserves vintage and ancestral dance and music styles from the Americas.
Uses dance to help children and adults connect with culture, community, and creativity.
Delivers dynamic in-school programming, events, and workshops that make movement fun and inclusive
Through CMDance, students experience dance as a powerful form of self-expression, cultural appreciation, and physical activity.
COWP is a comprehensive wellness initiative aimed at improving nutrition and physical activity for preschoolers, families, and staff.
COWP supports our Head Start classrooms through:
Nutrition education for children
Staff trainings on physical activity integration
Parent wellness & family fun workshops
Health text messages for families
Workplace wellness for staff
Policy, System, and Environmental (PSE) changes for long-term health impact
COWP helps create a healthy school environment where students learn, play, and grow with the tools they need for lifelong wellness.
Understanding the MTSS Process - Multi-Tiered System of Supports (MTSS)
MTSS is a framework used in Denver Public Schools and DPS Head Start to ensure that every child receives the academic, behavioral, and social-emotional support they need to succeed. It is a proactive, data-driven, team-based approach to early intervention and instructional planning
Tier 1 – Universal Support:
High-quality, evidencebased instruction and behavior support for all students.
Tier 2 – Targeted Support: Additional support for students who need smallgroup or short-term interventions
Tier 3 – Intensive Support: Individualized interventions for students with significant academic, behavioral, or developmental needs
Supports whole-child development
Encourages early identification of learning and behavioral needs
Builds strong collaboration between teachers, families, and specialists
Promotes data-informed decision-making for interventions and supports
Ongoing classroom observation and data collection
Collaboration with the school-based MTSS team to review student needs Implementation of targeted interventions Progress monitoring and adjustment of strategies If needed, referral for special education evaluation or additional services
Who’sInvolved?
Classroom Teacher
Education & Disabilities
Specialist
School Psychologist or Social Worker
Family Liaison
Parents/Guardians
Other Specialists (eg, Speech, OT, PT, Mental Health)
Families are essential partners in the MTSS process Teachers and staff will: Keep families informed about concerns and supports
Share progress updates
Involve them in goal-setting and planning
Page 34
José Paz, Head Start Director (x33047, jose paz@dpsk12.net)
Liz Beindorff, Health and Wellness Supervisor (x32689 liz beindorff@dpsk12.net)
VACANT
Ed. & Dis. Specialist (TBD)
Stacy Allen, Family Services Manager (x32179, stacy allen@dpsk12.net)
Rosy Hernandez, Operations Coordinator (x32378, rosy hernandez@dpsk12.net)
Andrea Hill, Office Support 2 (x33577, andrea hill2@dpsk12.net)
Amar Vaanchig, Budget Analyst (x32119, amar vaanchig@dpsk12.net)