“Believe in the Magic of Balance” Central California Migrant Head Start 2011 Pre-Service

1. “Believe in the Magic of Balance”Central California Migrant Head Start 2011 Pre-Service New and IMPORTANT ERSEA Updates! March 29 – March 30, 2011

2. Agenda Welcome /Introductions 1. Purpose of Training 2. Brief Overview about the purpose and use of the MSHS ERSEA Training Manual 3. Code of Ethical Conduct as it pertains to ERSEA/Working with Families. 4. New Tabs/Forms for Training Manual 5. Overview on Form Revisions 6. Questions (if time is available) 7. EVALUATIONS

3. Purpose of Training In light of the GAO Report, a critical spotlight is being shined on Head Start. It is imperative that staff not only have access to accurate information about ERSEA, but that we fully understand and appropriately apply the relevant regulations governing ERSEA Procedures. To receive “IMPORTANT” New UPDATED ERSEA material to add to your ERSEA Training Manual and to obtain in-depth knowledge and skills to help your program meet federal regulations and guidelines for all aspects of ERSEA.

4. Head Start Program Performance Standards Part 1305-ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLMENTAND ATTENDANCE IN HEAD START 1305.1 Purpose and scope 1305.2 Definitions 1305.3 Determining community strengths and needs 1305.4 Age of children and family income Eligibility 1305.5 Recruitment of children 1305.6 Selection process 1305.7 Enrollment and re-enrollment 1305.8 Attendance 1305.9Policy on fees 1305.10 Compliance

5. The NAEYC Code of Ethical Conduct: A Position Statement of NAEYC The National Association for the Education of Young Children Guidelines for Responsible Behavior in Early Childhood Education naeyc

6. The Code of Ethical Conduct • Offers guidelines for responsible behavior • Sets forth a common basis for resolving the principal ethical dilemmas encountered in early education & care From the Preamble to the Code naeyc

7. So, What Are Ethics Anyway? naeyc

8. To answer that question, we have to begin by looking at: • Values • Morality • Professional Core Values • Ethics • Professional Ethics • Ethical Responsibilities & Dilemmas We encourage all delegates to support/model grantee’s and/or your own: Mission Statement, CoreValues, Beliefs and Operating Principles which reflect ethical conduct. We also encourage all delegates to support NAEYC’s “Code of Ethical Conduct” which reflects ethical conduct such as: integrity, truthfulness, and honesty. naeyc

9. VALUES Values are things that an individual believes to be intrinsically worthwhile or desirable, that are prized for themselves (e.g., truth, beauty, honesty justice, respect for people and for the environment). naeyc

10. VALUES What Do You Value? naeyc

11. MORALITY • Morality involves peoples' views of what is good, right, or proper; their beliefs about their obligations; and their ideas about how they should behave. • Morality concerns duties and obligations to one another and is characterized by words such as right, ought, just and fair. naeyc

12. ETHICS • Ethics is the study of right and wrong, duties and obligations. • Ethics involves critical reflection on morality, including the ability to make choices between values and the examination of the moral dimensions of relationships. naeyc

13. PROFESSIONAL ETHICS The moral commitments of a profession that: • involve moral reflection that extends and enhances the personal morality practitioners bring to their work, • concern actions of right and wrong in the workplace, and • help individuals resolve moral dilemmas they encounter in their work. naeyc

14. Ethical Responsibilities & Ethical Dilemmas • Ethical Responsibilities: Behaviors that one must or must not enact. Ethical responsibilities are clear-cut and are spelled out in the Code of Ethical Conduct (e.g., never share confidential info about a child or family…). • Ethical Dilemma: A moral conflict that involves determining appropriate conduct when an individual faces conflicting professional values & responsibilities. naeyc

15. What Does a Code of Ethics Do? • Creates a profession’s sense of identity • Identifies the issues the profession cares about and wants new members to care about • Communicates with those outside the profession what they can expect from its members It defines the core values of the field & gives guidance for what professionals should do in situations in which they encounter conflicting obligations or responsibilities in their work. naeyc

16. The Code… • The goal of NAEYC’s Code of Ethical Conduct is to inform, not prescribe, answers in tough decisions that teachers and other early childhood professionals must make as they work with children and families. • The strategy inherent in the code is to promote the application of core values, ideals, and principles to guide decision-making about ethical issues. S. Feeney & N. Freeman, 1999. Ethics and The Early Childhood Educator: Using the NAEYC Code. naeyc

17. THE CODE ofETHICAL CONDUCT Has: • Core values • Conceptual framework • Ideals—reflect the aspirations of practitioners (exemplary practices) • Principles—intended to guide conduct and assist practitioners in resolving ethical dilemmas naeyc

18. Features of the Code • Ideals & principles direct practitioners to those questions that, when answered, provide basis for conscientious decision-making. • Many situations with ethical dimensions will require practitioner to combine guidance of the Code with sound professional judgment. naeyc

19. Sections of the Code • Section I: Ethical responsibilities to children • Section II: Ethical responsibilities to families • Section III: Ethical responsibilities to colleagues (coworkers, employers, employees) • Section IV: Ethical responsibilities to community and society • Statement of Commitment naeyc

20. Section II: Ethical Responsibilities to Families I-2.2 P-2.11 P-2.13 Section III: Ethical Responsibilities to Colleagues I-3B.1 I-3B.2 Section IV: Ethical Responsibilities to Community and Society P-4.1 P-4.2 P-4.6 naeyc

21. Breach of Ethics Warning Signs "Well, maybe just this once…" "No one will ever know…" "It doesn't matter how it gets done, as long as it gets done." "It sounds too good to be true." "Everyone does it." "Shred that document." "We can hide it." "No one will get hurt." "We didn't have this conversation” You can probably think of many more phrases that raise warning flags. If you find yourself using any of these, take the Quick Quiz, and make sure you are on solid ethical ground.

22. Breach of Ethics Quick Quiz • Are my actions legal? • Am I being fair and honest? • Will my action stand the test of time? • How will I feel about myself afterwards? • How will it look in the newspaper? • Will I sleep soundly tonight? • What would I tell my child to do?

23. The Code of Ethical ConductFinal Thoughts

24. New Tabs for ERSEA Training Manual(in folder) Definitions of Race and Ethnicity Identify Potential Fraud Breach of Ethics Warning Signs FAQ’s

25. Revised or New Forms Revised CFS Head Start Application & Hot Sheet (Slide # 44 ) Declaration of Intent to Work in Agriculture & New Hot Sheet (Slide # 33 ) Revised Migrant Preliminary Eligibility Worksheet (in the folder) Revised Migrant Certification of Income Verification & Hot Sheet (Slide # 43 ) Revised CFS Parent Survey & Hot Sheet (in the folder) New Self Certification of Income (Slide # 36) Revised Prioritization, Recruitment, Selection Policy New DRAFT Self Declaration of No Proof of Migratory Move (Slide # 30 & 31 )

26. ERSEA DEFINITIONS No Changes

27. ERSEA ELIGIBILITY Are we determining Age and Family Income by Head Start Standards?

28. Who is eligible for Migrant/Seasonal Head Start services? Types of eligible children are: INCOME ELIGIBLE • Low income • Near low income • Over income CATEGORICALLY ELIGIBLE • Homeless (ECKLC website, Family & Community Partnerships, Crisis Support, Homelessness, Online Lessons) ( Homeless must complete Self-Identification of Current Residency Form) • Foster Care • Recipient of Public Assistance (TANF or SSI) TANF-Temporary Assistance for Needy Families SSI-Supplemental Security Income Revised 2011 (Slide #13) Sec. 645 of the Head Start Act OHS-PC-I-080, 081, 085, 086

29. What income documents can be used to verify a child’s eligibility for Head Start? Verification must include examination of any of the following: • Individual Income Tax Form 1040, • W-2 forms, • Pay stubs • Written statements from employers • Documentation showing current status as recipients of public assistance. (TANF)” • Documentation from the court system (alimony, child support, etc.) • NEW – Self Certification of Income Form (Slide # 26) Performance Standards sec.1305.4 OHS-PC-I-082 PDM6A ERSEA questions # 23

30. What documents do we use to verify change of residency? (Proof of Migratory Move) ERSEA 50 Questions #13 • Wage stubs (proof of wage stubs earned away from area) • Utility / telephone receipts • Letters from previous employers • Rent receipts from previous location • School records of children enrolled in school out of area • Income tax returns • Property tax returns, • Immunization records (w/name, date stamps, proof of out of area) • Proof of public assistance (TANF), food stamps, or Social Security obtained out of the area • Proof of Unemployment Insurance Compensation received out of area • Certificate of Eligibility (COE) Migrant Ed. • Self-Declaration of Migratory Move CF/R-30 (Slide # 30) 30

31. What is an Affidavit?(Statement of Fact) Refer to Self Certification of Income CF/R-23 FORM CF/R-30 Self-Declaration of Migratory Move HOT SHEET CF/R-30 Self-Declaration of Migratory Move ERSEA 50 Questions # 16 • A written statement based on individual circumstances for which a family has no proof or documentation. • Accepted on RARE occasions on case by case basis. (Slide # 31) 31

32. When do you use the Declaration of Intent to Work in Agriculture Form? ERSEA Question # 14 , #29, #30 • If the family’ has moved for the purpose of engaging in agricultural work and does not meet the over 50% agriculture requirement but is found to be potentially eligible based on the intent to work in agriculture. • “A first time migrant is a family in transition into migrant labor who may not meet the agriculture work requirement. They have relocated for the purpose of engaging in agricultural work.” Hot Sheet CF/R-21 (Slide # 32) 32

33. When using the Declaration of Intent form, how long does the family have to show proof of agricultural employment? Within 45 calendar days If employment is not gained in agriculture work, the delegate will make every effort to transition family to an alternative childcare program as appropriate. (Slide #33) Refer to Declaration of Intent to Work In Agriculture Form R-21 Refer to Declaration of Intent to Work In Agriculture Hot Sheet Refer to Declaration of Intent to Work in Agricultural Tracking Form R-22 Performance Standards Sec.1305.4 ERSEA Question # 14 33

34. Review of the Eligibility Verification Form Each delegate should assure that a staff member is signing to verify that source documents from each family were reviewed. Management will review and approve the application, signing the application to indicate that she/he have reviewed the source documents prior to enrollment date. (Slide # 43) Refer to Migrant Certification of Income Verification Form R-12 Refer to Hot Sheet Performance Standards 1305.4 (e) 34

35. Review of the MSHS Application Printing the application from COPA before obtaining the signatures assures that “errors” are already corrected. Refer to CFS Head Start Application CF/R-1 Refer to CFS Head Start Application Hot Sheet 35

36. ERSEA RECRUITMENT Are we recruiting the greatest amounts of children/families? No Changes

37. ERSEA SELECTION Are we selecting the most needy children and families?

38. What are the general priorities for eligible Head Start children? Refer to the current Recruitment Selection Policies • All families must comply with the definitions provided for age eligibility and status as a migrant or seasonal farm worker. Families who move more recently will always be given a higher priority before those who have moved less recently. • Families in all priority levels must be low income. Every two years the family income will be checked to verify that their income is still under Federal Poverty Guidelines. • Yearly, the family income must be reviewed to ensure that income is primarily from agriculture. (Slide # 67) 38

39. Must I enter the application information into COPA after I completed it on paper? Performance Standards Sec.1305.6 (a) (d) Program Area PlansERSEA Page #9 • “Each Head Start program must have a formal process for establishing selection criteria and for selecting children and families that considers all eligible applicants for Head Start services.” • “Must enter the application information into COPA database, the COPA data management system will prioritize all applications entered to data base on the Recruitment, Prioritizing and Selection Procedures approved by the Policy Council.” (Slide # 68) 39

40. How can we ensure appropriate prioritization and selection is occurring? Once management staff approves you must move the child application to the Eligible Accepted List. Sample/Set-Up guidelines for the MSHS Selection/Enrollment Binder: • Place the current year’s CCMHS Program Policies and Procedures for the Recruitment and Selection of Children for the Migrant/Seasonal Head Start Program, Early Migrant Seasonal Head Start Program ( and include delegate’s) • Set up by months (March-Feb) • At the end of each month include a current copy/end of the month Eligible Accepted List Before enrolling a child, you must first print out the Eligible Accepted Children Report ( 231) from COPA. Then, insert the list in the month the child was enrolled. If the child you enrolled has a lower priority number (points), you MUST make a NOTATION why the other child with higher priority number (points) did not enroll. (Insert as Slide # 70-2 after page #70)

41. ERSEA ENROLLMENT RE-ENROLLMENT Are we maintaining full enrollment?

42. How long does a MSHS child remain income eligible for Head Start? (Slide #73) Performance StandardsSec.1305.7 (a) Head Start Act 645 (a)(1)(b)(v) ERSEA 50 Questions #3 #4 & #15 #26 “If a child has been found income eligible and is participating in a Head Start program, he or she remains income eligible through that enrollment year and the immediately succeeding enrollment year.” “The family can continue to qualify as long as they meet the criteria” (i.e. there is proof of a qualifying move, they meet the more than half agriculture income requirement, they are low income and the children are age eligible). Unlike Regional Head Start, they are not automatically eligible the next year. Programs need to re-verify % of agriculture income each year. 42

43. If family returns a second year was income eligible the previous year, BUT this year’s income makes them over-income, how do I document that they remain eligible based on previous year’s application? • Complete a new/current year paper CF/R-1 Head Start Application, (follow the Selection Policies and Procedures). This application will show that family is over income. • On the Migrant Certification of Income Verification form comment section write “Child remains income eligible based on previous year’s income per Performance Standards 1305.7 (c).” • If over income this fiscal year, use previous year’s income and enter that income into COPA for current year’s application. Sample-File Set-Up: • Previous Year MSHS Head Start Application (Paper or COPA), on top • Updated current program year’s MSHS Application, second • Migrant Certification of Income Verification form with notation in comment section. (Slide #73 –Part 2)

44. If a family was eligible for MSHS in November-February (Winter Program), do they keep same application or do a new one? ERSEA Questions #3, #19, #26, & #28 Performance Standards Sec. 1305.2 (m) • If a family is enrolled in a winter MSHS program, you must complete a new application for the new program year. MSHS Programs - March 1-February 28 (Slide # 74) 44

45. ERSEA ATTENDANCE Are we meeting the OHS’s requirement of Average Daily Attendance?

46. What do we do if the monthly average daily attendance falls below 85%? (Slide #80) • When the monthly average daily attendance rate in a center-based or FCCH program falls below 85%, the Head Start program will complete an Enrollment / Attendance Work Plan to analyze the causes of absenteeism and develop a plan of action to improve the monthly average attendance rate for their program. The analysis will state which factors contributed to enrollment or low attendance and what will be done to improve enrollment or attendance. Performance Standards 1305.8 (a)

47. What do we do if the monthly average daily attendance falls below 85%? (Slide #81) • “Grantee /Delegate staff will monitor attendance reports to determine if an agency has fallen below 85%.” • Grantee will work with delegate on a case by case basis to analyze the causes of absenteeism and document it on the monitoring report. Performance Standards 1305.8 (a)

48. ADDITIONAL QUESTIONS (If time is available)Please completeEVALUATIONS!! THE END