Who is eligible for Southwest Head Start?

Children who are 3-4 years of age are considered to be age eligible for Head Start. First priority is given to low income families who meet the Federal Income Guidelines. 10% of the funded enrollment opportunities are made available to disable children meeting Head Start criteria. Our funded enrollment also includes 10% over income families. Based on selection criteria the neediest families are served first.

      How do I enroll my child in Head Start?

The first step towards enrolling your child into the Head Start program is to pre-register.  In January, pre-registrations are set in the seven counties served by Southwest Head Start.  These 3 day pre-registrations are advertised in the local newspapers, on cable TV, radio and flyers are posted around the community.   Our Head Start program also welcomes all referrals from individuals or community agencies.  If you miss the pre-registration days you can contact the Head Start center in your area to set up an appointment time with the Family Case Manager or call the Southwest Head Start Central Office and any staff will be able to assist you.  You will be asked to provide the following information at the time of your appointment:  verification of income (check stub, W2-form, 1040 tax form, statement from employer, TANF/SSI determination letters, etc.), birth certificate, up-to-date immunization record, medical insurance card and social security numbers on household members. You may contact us at the following phone numbers for an appointment:

    Asst. Director for FACP        Carrie Williams Buck                             1-800-372-6013, ext.1166

    Family Service Specialist        Mayriene Moten                                             989-5111, ext.1137

772-5557 or 772-0526

     What curriculum does the program use?

The Southwest HRA Head Start daily lesson plans are based on units from Southwest’s Curriculum Guide compiled by Glenda Britt, Assistant Director for Early Childhood Development and the teaching staff of the program.  This guide was written in 1981 and revised in 1996.  The teaching staff also use “A New Planning Guide to the Preschool Curriculum” as a resource in writing lesson plans.  Each teacher will use her own experiences, initiative, education, and creativity in planning units that meet the needs of the children.  Also, supplementary curriculums are used in small groups on a daily basis throughout the year.  These are: “Sounds & Symbols Early Reading Program,” “Keeping Kids Safe,” “PANDA” (Preventing the Abuse of Tobacco, Narcotics, Drugs, and Alcohol), and the “Food Groupie Early Nutrition Program.”

      What developmental screening/assessment system is utilized?

Each child’s development is assessed during the program year using the LAP-D (Learning Accomplishment Profile--Diagnostic) Screening instrument.  Each Teaching Team screens their children within 45 days of entry into the program. In October and then again in February, a team of seven people made up of the classroom teaching staff, Family Case Manager, Assistant Directors, Specialists and Area Managers assess the children (using the LAP-D Assessment Instrument) who fall below the “norms” on the screening instrument.  Information acquired during the first screening and assessment (when applicable) is shared with parents during the first Parent-Teacher Conferences scheduled in November. Also, the Teaching teams compile information using the Child Growth and Development Analysis (this analysis is conducted three times during the program year and documents each child’s growth concerning school readiness, each classroom’s strengths and areas of need, and the programs’ accountability concerning progress toward school readiness).  Documentation for each child’s Child Growth and Development Analysis is collected throughout the year and kept on file in the children’s portfolio.  The Teaching Staff and the parents develop an Individual Plan for each child based on the parent’s goal for their child, information from the LAP-D screening or assessment process, health observations, and the Child Growth and Development Analysis. The second assessment findings, observations, and analysis findings are shared with the parents during the second Parent-Teacher Conference in March and the Individual Pan for each child is up-dated.  The teaching staff completes page four of the lesson plan form each week using each child’s Individual Plan to present activities that will strengthen each   child’s development process.