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ERSEA Procedure 2018-2019
Revised 01/28/2019
08.002.36
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Purpose
The ERSEA (Eligibility, Recruitment, Selection, Enrollment, Attendance) Procedure walks staff through the steps required to recruit and enroll children and families. This procedure includes links to all ERSEA-related forms, including Heath/Nutrition Enrollment. Any fillable versions of forms are posted on www.earlylearningwa.org. If it would be helpful, create your own binder containing this document and its related forms.
The cycle below shows that any ERSEA component can begin at any time during the program year, depending on when a slot needs to be filled. Documentation is required to monitor for PSESD compliance and State and Federal reviews. Review PSESD’s Documentation Protocols.
Procedure items that are only applicable to specific programs are represented by the icons shown in the chart below and bordered with dashed lines. If no icon is present, the procedure applies to all programs.
ICON KEY
Head Start ECEAP Shared Waitlist Sites
(One Waitlist for HS & ECEAP)
Early Head Start
Early Head Start
Home-Based
Important Note
Coaching Opportunity
EHS EHS-HB ECEAP
HS SWLS
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Table of Contents – This table of contents is hyperlinked
RECRUITMENT ............................................................................................................................................. 4
R-1. Priority Populations ................................................................................................................................................................................. 4
R-2. Recruitment Tools .................................................................................................................................................................................... 5
R-3. Recruitment Plan ....................................................................................................................................................................................... 5
ELIGIBILITY .................................................................................................................................................. 6
EL-1. Eligibility Factors by Program Model ............................................................................................................................................. 6
EL-2. Applications by Program ..................................................................................................................................................................... 7
EL-3. Application and Selection Process at a Glance............................................................................................................................ 8
EL-4. How to Verify Child’s Age .................................................................................................................................................................. 12
EL-5. How to Verify Authority to Enroll .................................................................................................................................................. 13
EL-6. How to Verify Family Size ................................................................................................................................................................. 14
EL-7. How to Verify Income ......................................................................................................................................................................... 16
EL-8. Income Exceptions ............................................................................................................................................................................... 18
EL-9. How to Determine Public Assistance ............................................................................................................................................ 19
EL-10. How to Verify Homelessness ......................................................................................................................................................... 20
EL-11. How to Verify Official Foster Care/Kinship Care .................................................................................................................. 21
EL-12. How to Determine Priority for Unofficial Kinship Care ..................................................................................................... 22
EL-13. How to Point an Application .......................................................................................................................................................... 23
EL-14. How to Review an Application with a Family......................................................................................................................... 24
EL-15. How to Document Eligibility Verification ................................................................................................................................ 27
SELECTION ................................................................................................................................................. 28
S-1. How to Add a Child to a Waitlist ........................................................................................................................................................ 28
S-2. Master Waitlist File Drawer ................................................................................................................................................................ 29
S-3. How to Print Waitlist Reports ............................................................................................................................................................ 30
S-4. How to Select Children from a Waitlist........................................................................................................................................... 33
S-5. How to Fill Over Income Slots – Head Start and Early Head Start ...................................................................................... 36
S-6. How to Fill Over Income Slots - ECEAP........................................................................................................................................... 37
S-7. How to Nurture Your Waitlist ............................................................................................................................................................ 38
S-8. Previously Waitlisted Children .......................................................................................................................................................... 38
S-9. Break in Service ........................................................................................................................................................................................ 38
ENROLLMENT ............................................................................................................................................ 39
EN-1. How to Prepare for an Enrollment Visit ..................................................................................................................................... 39
EN-2. How to Complete an Enrollment Visit ......................................................................................................................................... 41
EN-3. How to Maintain Full Enrollment .................................................................................................................................................. 45
EN-4. Transitions .............................................................................................................................................................................................. 47
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ATTENDANCE ............................................................................................................................................ 54
A-1. How to Document Attendance ........................................................................................................................................................... 54
A-2. How to Monitor Attendance and Collaborate with Families ................................................................................................. 55
A-3. How to Follow Up/Address Chronic Absenteeism .................................................................................................................... 56
A-4. How to Write an Attendance Plan for the Classroom .............................................................................................................. 57
A-5. Alternative Attendance Plans ............................................................................................................................................................. 58
ERSEA FORMS INDEX ................................................................................................................................. 60
Recruitment ........................................................................................................................................................................................................ 60
Applications ........................................................................................................................................................................................................ 60
Eligibility .............................................................................................................................................................................................................. 62
Selection ............................................................................................................................................................................................................... 62
Enrollment ........................................................................................................................................................................................................... 62
Attendance .......................................................................................................................................................................................................... 63
Documentation .................................................................................................................................................................................................. 63
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RECRUITMENT
Performance Standards
1302.13
B-200
(click on this number in the Table of Contents)
R-1. Priority Populations
Staff must conduct intentional recruitment throughout the year and must focus their recruitment efforts to locate families with age-eligible children in these priority populations:
HS ECEAP
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R-2. Recruitment Tools
Staff may use the recruitment flyers provided by PSESD listed below or create their own that include information applicable to their center/site/model. Fillable flyer versions are available in the ERSEA Forms Index.
Recruitment Flyers by Program
Printable Flyer
Printable Flyer
Printable Flyer
Printable Flyer
Printable Flyer
If your center/site decides to create its own recruitment flyers, email a copy to [email protected] with “RECRUITMENT” in the subject line. PSESD will provide feedback and edits, and publish your flyer to the “Family Support & Engagement Resources” page on the Early Learning Website. Include your Family Engagement Coach in the email.
Staff must follow their own organization’s or PSESD’s policies and procedures to use social media as a recruitment tool.
It is helpful to track families’ answers to the question “How did you hear about our program?” so that recruitment efforts can be reviewed and improved.
A Community Contacts List is also available to help create recruitment strategies and establish relationships with community service providers, leaders, and businesses. These partnerships will help Family Support staff gather information about resources and opportunities that are available to families.
Staff should also use the following data to inform outreach strategies:
1. PSESD Community Needs Assessment 2. King County Homeless Data 3. King County Public Health Data 4. Pierce County Homeless Data 5. Pierce County Public Health Data
R-3. Recruitment Plan
Strong recruitment efforts and plans generate more applications than funded slots, which then create an active and up-to-date waitlist. A recruitment plan is a systematic way of getting the word out about PSESD’s Early Learning Programs. Center Directors are responsible for the oversight of the recruitment plan.
Family Support staff must document their center/site’s recruitment plan on the appropriate form/database and carry out activities listed on the plan.
Complete the Annual Recruitment Plan and submit to [email protected] by the last week of April of the program year. Copy your Family Engagement Coach in the email. Put a copy in your Family Engagement Notebook.
Enter your recruitment plan in ELMS by the last week of April of the program year. ECEAP staff at Shared Waitlist Sites (SWLS) may copy and paste the Annual Recruitment Plan into ELMS. Put a copy in your Family Engagement Notebook.
HS ECEAP
SWLS EHS EHS-HB
EHS-HB EHS HS ECEAP
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ELIGIBILITY
Performance Standards
1303.12
B-201 to B-209 (click on these numbers in the Table of Contents)
EL-1. Eligibility Factors by Program Model
HS ECEAP
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EL-2. Applications by Program
Find your program model to see which application is appropriate to the child/mother. School districts may attach their own McKinney-Vento intake form in place of the “Housing Questionnaire.” A completed “Housing Questionnaire” must be kept in the family file and does not need to be submitted to PSESD unless requested.
Program Applications
(including SWLS and Family Child Care)
Early Learning Application (including Housing Questionnaire)
• New children age 3-4 • New children age 5 if not yet eligible for Kindergarten • Children returning for their 3rd or 5th year (Income must be re-verified.)
• Children transitioning from other programs: see EN-4. Transitions
(including SWLS and Family Child Care)
Early Learning Application (including Housing Questionnaire)
• New children age 3-4 • New children age 5 if not yet eligible for Kindergarten • Children returning for their 3rd or 5th year (Income must be re-verified.)
• Children transitioning from other programs: see EN-4. Transitions
(including Family
Child Care)
Early Learning Application (including Housing Questionnaire)
• New children age 0-3 • Children transitioning from other programs: see EN-4. Transitions
(including WCCW)
Early Learning Application (including Housing Questionnaire)
• New children age 0-3, including newborns taking the mother’s place
• Children transitioning from other programs: see EN-4. Transitions
Expectant Mother Application (including Housing Questionnaire)
• Expectant mothers
Note on Returning Children: Complete the “Returning Child Information” page of the Early Learning Application if child is returning for the next program year (See Temporary Guidance on returning children for ’18-’19).
If the child is returning to a different program than the one attended the previous year, refer to EN-4 Transitions for more information.
HS
ECEAP
EHS
EHS-HB
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EL-3. Application and Selection Process at a Glance
Follow the steps in the flow chart for your program/site to process each application. All programs must complete the Eligibility Verification Form (EVF). See S-4. How to Select Children from a Waitlist for more on selection.
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EL-3, cont. – Application and Selection Process at a Glance
1. ECEAP staff must complete the ECEAP Eligibility Training module. Register and start the training at http://eceap.deltraining.com. Staff must pass with an 80% or higher. When completed, send a copy of your certificate to Venissia Buyco ([email protected]).
2. When children are not eligible on the first page of the Prescreen, contact Sue Gettmann to see if the child has already been entered in ELMS. Call 425-917-7887/ (253) 778-7887 or email [email protected]. Provide the following information: Child’s First Name and Last Name, Child’s Date of Birth, Parent/Guardian Name
3. Remember to enter the parent signature date on the Early Learning Application in ELMS for “Date Parent Signed Application.” Applications do not have to be entered in ELMS on the same day if this date is entered.
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EL-3, cont. – Application and Selection Process at a Glance
1. Head Start staff, contact your Family Engagement Coach for ELMS Prescreen access. Staff must be trained in ELMS by the Family Engagement Coach prior to gaining ELMS access. After training is complete, the Family Engagement Coach will connect with Sue Gettmann, who will then provide log in information to staff.
2. ECEAP staff must complete the ECEAP Eligibility Training module. Register and start the training at http://eceap.deltraining.com. Staff must pass with an 80% or higher. When completed, send a copy of your certificate to Venissia Buyco ([email protected]).
3. When children are not eligible on the first page of the Prescreen, contact Sue Gettmann to see if the child has already been entered in ELMS. Call 425-917-7887/ (253) 778-7887 or email [email protected]. Provide the following information: Child’s First Name and Last Name, Child’s Date of Birth, Parent/Guardian Name
4. Remember to enter the parent signature date on the Early Learning Application in ELMS for “Date Parent Signed Application.” Applications do not have to be entered in ELMS on the same day if this date is entered.
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EL-3, cont. – Application and Selection Process at a Glance
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EL-4. How to Verify Child’s Age
Staff must keep copies of eligibility documents in the family file. Documents to verify age are listed in the EVF and shown below:
Staff cannot require families to provide documents that confirm a child’s age if doing so creates a barrier for the family. Please describe the reason the family cannot locate these documents on the EVF. For EHS-HB, it is not necessary to verify the expectant mother’s age.
Staff have up to 90 calendar days to verify eligibility under certain circumstances when documentation is not immediately available, such as homelessness, natural disasters, fire, or domestic violence. Children may begin class if presumed eligible and high priority. If the ELMS application is locked, staff must contact ELMS support to update the application within 90 calendar days, counting the child’s first day attending class as day one.
EHS-HB EHS HS SWLS ECEAP
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EL-5. How to Verify Authority to Enroll
Staff must keep copies of eligibility documents in the family file. Documents to verify authority to enroll are listed in the EVF and shown below:
A person has the authority to enroll a child if they are:
1. The child’s biological, adoptive, step, or foster parent.
2. Awarded custody by a court via a Non-Parental Custody Decree.
3. Granted temporary custody via a written temporary parental consent agreement, which:
a. Must be signed by both parents or explain why one parent is not available.
b. Must be agreed by the parent and the person assigned temporary custody.
c. Need not be approved by a court or notarized.
4. Acting in loco parentis (in place of a parent) by intentionally assuming the duties of a parent and responsible for exercising the day-to-day care and control of the child.
For example, if a babysitter or grandparent made the first contact with staff because the parents are unavailable, the parents would be listed in the application and their authority to enroll would be noted.
Because guardian and kinship caregiver are examples of caregiving that could be absent of a legal binding document, staff may use “Other” on the EVF checklist and must write “Parent/guardian report” on the line.
A person who has the authority to enroll must meet the definition of parent:
• a child’s mother/father
OR
• another family member who is the primary caregiver
OR
• a foster parent, authorized caregiver, guardian, or the person the child has been placed with, for purposes of adoption pending final adoption decree
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EL-6. How to Verify Family Size
Staff must keep copies of eligibility documents in the family file. Documents to verify family size are listed in the EVF and shown below:
Staff cannot require families to provide documents that confirm family size if doing so creates a barrier for the family. Please describe the reason the family cannot locate these documents on the EVF.
Staff have up to 90 calendar days to verify eligibility under certain circumstances when documentation is not immediately available, such as homelessness, natural disasters, fire, or domestic violence. Children may begin class if presumed eligible and high priority. If the ELMS application is locked, staff must contact ELMS support to update the application within 90 calendar days, counting the child’s first day attending class as day one.
To determine Federal Poverty Level (FPL), staff must count all people who meet the criteria shown in the flow chart on the next page. If the family size has changed mid-year for an enrolled family, remember that the EVF is valid for two program years, so family size does not need to be reverified. Update the application and the EVF for a family still on the waitlist, then update in ELMS or resend to [email protected].
EHS-HB EHS HS SWLS ECEAP
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EL-6, cont. – How to Verify Family Size
AND
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EL-7. How to Verify Income
Review EL-6. How to Verify Family Size before verifying income. The timeline to count income is either the previous calendar year OR the last 12 months, whichever more accurately reflects the needs of the family at the time of application, and start with the month before the application is submitted. If helpful, use the 12-Month Income Verification Chart.
Staff must document how income was verified on the EVF and keep copies of income documents in the family file. If the family size has changed mid-year for an enrolled family, remember that the EVF is valid for two program years, so family size does not need to be reverified. Update the application and the EVF for a family still on the waitlist, then update in ELMS or resend to [email protected].
Below is a comprehensive list of income to count, and documents to verify income are listed in the EVF.
1. Gross wages or salaries, before taxes and deductions
2. Net income from self-employment
3. Income received in a regular or periodic manner such as: a. Alimony b. Annuity payments c. Child support, only if required by a legally-binding child support order d. Emergency Assistance and cash payments e. Foster care grant f. Insurance payments that are regular (not one-time) g. Retirement or pension payments h. Scholarships/grants/fellowships for living expenses i. Social Security j. Strike benefits k. Supplemental Security Income l. All TANF grants including “Non-Needy Relative,” “In Loco Parentis,” or “Legal Guardianship” grants m. Training stipends n. Tribal income, if taxable o. Unemployment or Worker’s Compensation p. Veteran’s benefits q. Other regular support from an absent family member or someone not living in the household
4. Interest and dividends from assets
5. For uniformed services members, all entitlements (pay and allownaces) reported on Leave and Earnings Statements, except Basic Allowance for Housing (BAH), Basic Allowance for Subsistence (BAS), Family Separation Housing (FSH), and Hostile Fire Pay/Imminent Danger Pay (HRP/IDP)
6. Gambling or lottery winnings
Staff may use the Income Worksheet to calculate multiple types of income, but it does not need to be sent to PSESD or entered in ELMS.
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EL-7, cont. – How to Verify Income
Do not count the following as income:
1. Assets drawn down, such as cash from sale of an asset or bank withdrawals
2. Capital gains
3. Disability payments made to disabled children of Vietnam veterans as prescribed by the Secretary of Veterans Affairs
4. Food or housing received in lieu of wages
5. Tax refunds
6. Non-cash benefits such as food stamps, housing assistance, Medicaid, Medicare, school lunches, employer-paid fringe benefits
7. One-time gifts, loans, inheritances or insurance settlements
8. Scholarships/educational grants for tuition
Returning children: Unless the child is returning for the 3rd or 5th year, it is not necessary to re-verify income for children who were enrolled the previous year, are still age-eligible, and are returning to the same program. See EN-4. Returning Children for more information. See also EN-4. Transitions.
In ELMS: If the application is locked and income needs to be updated prior to enrollment, contact ELMS support ([email protected]). If the child is already enrolled, update income when the child exits the program/program year.
SWLS ECEAP
ECEAP
HS
1. New Federal Poverty Guidelines are effective at the end of January of each year. Staff will be notified by PSESD when the change occurs, with an updated Federal Poverty Level (FPL) chart.
2. The Guidelines are updated in ELMS and ChildPlus, and it will automatically recalculate FPL for children on your waitlists or with completed applications, as well as all children entered in ELMS/ChildPlus in the future.
3. Pointed applications do not need to be re-pointed after this change has been made. However, crosscheck your program’s Waitlist Report with your File Drawer to make sure that the priority order of children is still valid.
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EL-8. Income Exceptions
All exceptions must be documented in the Family Contact Log.
Cannot Provide Proof of Income
1. Staff may accept written statements from employers, or a written self-declaration for individuals who are self-employed.
2. Determine the total annual income for the previous calendar year/last 12 months, with appropriate multipliers.
No Income
1. Staff may accept a signed statement of no income from the family, if staff describes the efforts made to verify the family’s income and explains how the family’s total income was calculated (no official PSESD form is needed, but staff may use the Statement of No Income Form, if helpful). Collect and file the signed statement, then complete Section 3 of the EVF.
2. If the family gives written consent, staff may check information from third parties (e.g. case worker, school staff who work with family’s older children, etc.) about the family’s eligibility. Staff must then adhere to program safety and privacy policies and procedures.
Change in Income
1. If the family can demonstrate significant change in income due to death, divorce, unexpected job loss or similar extenuating circumstance, staff must review all annual income for the previous calendar year or the last 12 months, but only consider either the previous month’s or current month’s income. See Section 5 of the EVF.
Staff cannot require families to provide documents that verify income if doing so creates a barrier for the family. Please describe the reason the family cannot locate these documents on the EVF.
Staff have up to 90 calendar days to verify eligibility under certain circumstances when documentation is not immediately available, such as homelessness, natural disasters, fire, or domestic violence. Children may begin class if presumed eligible and high priority. If the ELMS application is locked, staff must contact ELMS support to update the application within 90 calendar days, counting the child’s first day attending class as day one.
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EL-9. How to Determine Public Assistance
Incomes considered as Public Assistance are:
1. Supplemental Security Income (SSI) for disability 2. Temporary Assistance for Needy Families (TANF) cash assistance, including:
• Child-only TANF • WorkFirst • Working Connections Child Care Subsidy. WCCC applies to HS Full Day (10 hr.) Full Year and EHS
CB/CCP. For ECEAP Extended Day, families are not required to have a subsidy, but should receive TANF points if they receive a grant.
Working Connections Child Care (WCCC) helps families with low incomes pay for child care while they work or meet WorkFirst participation requirements. When a family qualifies for child care subsidy benefits and chooses an eligible provider, the State pays a portion of the cost of child care. The parent is also responsible to pay a copayment to the provider each month. To be eligible for WCCC, families must be at or below 200% FPL. Since this income level is Over Income for both HS and ECEAP, families receiving WCCC may receive priority points for Public Assistance, due to our State’s unique use of TANF dollars as part of child care subsidy.
See below for how to determine priority points for SSI/TANF.
1. If the child is not the SSI/TANF recipient, all other income must be collected. This is in case a child transitions between programs (HS → ECEAP or ECEAP → HS). See EL-8. Income Exceptions if unable to collect a total of 12 months.
2. Head Start and ECEAP Performance Standards state that income received for the previous calendar year or the last 12 months must be counted. See EL-8. Income Exceptions if unable to collect 12 months.
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EL-10. How to Verify Homelessness
McKinney-Vento Definitions
1. The terms “enroll” and “enrollment” include attending classes and participating fully in school activities.
2. The term homeless children and youths —
a. means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of section 103(a)(1)); and
b. includes —
i. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals;
ii. children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings (within the meaning of section 103(a)(2)(C));
iii. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
iv. migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).
3. The term “unaccompanied youth” includes a youth not in the physical custody of a parent or guardian.
For more information on McKinney-Vento, see the National Association for the Education of Homeless Children and Youth’s Most Frequently Asked Questions.
When a family checks “Other” on the application, they are asked to fill out the “Housing Questionnaire”. To verify that a family is homeless, staff must know the McKinney-Vento definition of homeless and review the “Housing Questionnaire” with the family.
1. If the family marks that they live in someone else’s house or apartment with another family by choice (i.e. not due to loss of housing, economic hardship, or a similar reason), do not give homeless points.
2. If the family marks that the “Child is unaccompanied,” staff may give 100 pts, unless the child has already received 100 pts from another priority factor. See EL-11. How to Verify Foster Care/Kinship Care and EL-12. How to Determine Priority for Unofficial Kinship Care for additional guidance.
3. Once staff determines that a family is homeless, services must be provided as soon as possible.
If the family gives written consent for staff to contact third parties, staff may also accept a written statement from a homeless service provider, school personnel, or other service agency attesting that the child is homeless.
All staff have up to 90 calendar days to verify age and income eligibility for children who are homeless, if documentation is not immediately available. If it is past 90 calendar days and staff have done their due diligence to assist families with locating these documents, update the EVF as needed (mark “Other” and explain, or describe in the HS/EHS “Note” section.)
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EL-11. How to Verify Official Foster Care/Kinship Care
Definitions
Official Foster Care/ Kinship Care
1. There is a caregiver authorization (with Case # or Client ID #) from the State or a tribe that says the child is in a foster placement.
2. Has legal documentation to establish guardianship of the child such as: o Placement from Child Protective Services (CPS) or Indian Child Welfare (ICW),
sometimes with a grant from DSHS o A court ordered non-parental custody agreement o A relative that is a licensed foster care provider for the child
3. Staff must accept one of these documents: o A court order or other legal or government-issued document o A written statement from a government child welfare official that demonstrates
the child is in foster care o Proof of a foster care payment
Unofficial Kinship Care
1. A relative (aunt, uncle, grandparent, etc.) or another adult is caring for a child in place of a parent.
2. There may not be official documentation, but a relative or other adult is acting as a guardian for the child.
3. These families are usually not involved in CPS or ICW and may or may not have an agreement between parties that is legally binding.
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EL-12. How to Determine Priority for Unofficial Kinship Care
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EL-13. How to Point an Application
Use one of these:
• Early Learning Application Pointing Tool with Guidance • Expectant Mother Application Pointing Tool with Guidance
All Pointing Tools include the Federal Poverty Level (FPL) chart.
Important Points to Remember
Priority Points (only select one) Returning/Transition Points
• 100 – OFFICIAL FOSTER/KINSHIP Currently in official foster/ kinship placement.
• 100 – HOMELESS (Unofficial kinship and Unaccompanied Child) Unofficial Kinship points can be given through the Homeless McKinney-Vento definition as “unaccompanied child” if the adult does not receive a grant
• 100 – HOMELESS (Housing) Review “Housing Questionnaire”
• 100 – SSI or TANF Currently receiving SSI or TANF
• 100 – CPS/FAR/ICW Currently receiving services through CPS or FAR or ICW
• 1000 – Child previously attended any Head Start, Early Head Start, or ECEAP Program in King or Pierce County, WA
• 1000 – Child returning for the next program year
• 1000 – Child withdrew from PSESD program and returned within 120 days
• 3 – Child previously attended any Head Start, Early Head Start, or ECEAP Program outside of King or Pierce County, WA
• 3 – Child attended any of these other programs: o Birth-to-Three Home Visiting Program o Early Support for Infants and Toddlers o Parents as Teachers
See EN-4. Transitions for more information
1. New Federal Poverty Guidelines are effective at the end of January of each year. Staff will be notified by PSESD when the change occurs, with an updated Federal Poverty Level (FPL) chart.
2. The Guidelines are updated in ELMS and ChildPlus, and it will automatically recalculate FPL for children on your waitlists or with completed applications, as well as all children entered in ELMS/ChildPlus in the future.
3. Pointed applications do not need to be re-pointed after this change has been made. However, crosscheck your program’s Waitlist Report with your File Drawer to make sure that the priority order of children is still valid.
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EL-14. How to Review an Application with a Family
Upon receiving the application and supporting documents, staff must connect with families in person to review their application and verify eligibility. Staff may interview over the phone if it is not possible or convenient for the family to connect in person. Document all attempts to connect with the family and reason for phone vs. face-to-face interview in the Family Contact Log. The goal is to get a complete application. More information about the family’s story may be collected at enrollment.
Application Question Follow Up Considerations Community child (in “STAFF ONLY” box)
If yes to either question, confirm with the family that the community child or sibling is currently enrolled at a PSESD HS Full-Day Full-Year/EHS CB or CCP/ECEAP Extended Day center.
Child’s date of birth Did the family submit documentation? If “no”, discuss how and when to submit documentation, or provide resources for how to get it (e.g. how to order a birth certificate, apply for a passport/ID, etc.).
Home language, race, and ethnicity
Child’s home language
Child’s race/ethnicity
PSESD aims to serve children and families that are marginalized and find themselves impacted by the Opportunity Gap due to their race, economic status, language, and abilities.
Research has shown that data pertaining to race, ethnicity, and language is most accurate when people can describe their own identity and their language in their own words.
Confirm with the family that the language information is accurate. Ask the family if the child speaks:
☐ Only English
☐ Mostly English, and some of another home language
☐ Some English, but mostly another home language
☐ English and another language at age level (bilingual)
☐ Only a home language other than English
This information should be shared with the teacher to consider supports from Bilingual Assistants or DLL coaches.
The questions of one’s race and ethnicity can be uncomfortable. Therefore, a face-to-face conversation with the family about this topic is recommended but can be more in-depth during the enrollment visit if it is not possible or convenient for the family to meet in person.
Suggested script during application follow up: “We want to make sure that all our families get the best care possible. If you would feel comfortable doing so, we would like you to tell us your racial and ethnic background. Collecting this information helps us determine the most culturally appropriate services and supports unique to your child and family. For us, this information will help to identify policies and practices that cause unintended consequences or have a negative impact on any family. Your application lists the governmental/census categories of race. You marked [race family marked on application]. Would you like to tell me more about your family’s heritage? Please know that services to your child and family will not be affected if you decide not to provide this information.”
Use the Race and Ethnicity List to help guide your conversation.
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EL-14, cont. – How to Review an Application with a Family
Application Question Follow Up
Previously attended programs
If any are checked, confirm with the family that the information is accurate and consider the length of time since the child was last enrolled in the previous program. See S-7. Break in Service for more information.
Official Foster/Kinship care Check income information on the application. Has the child been placed in the home with State or tribal welfare involvement? Does the family receive a grant for the child? If “yes”, what is the Case # or Client ID #?
Child asked to leave a child care center or preschool because of behavior issues
Child experienced abuse or neglect
Inform the family that answering “yes” to these questions will not make them ineligible. If “yes” to any of these, ask the family if they are willing to share more. Parents may not disclose initially. However, consider how to support the family and what supports may be useful in the classroom.
Child diagnosed with one or more serious/chronic health conditions
Suspected developmental delay or disability
“Chronic” is defined as an ongoing health condition that is not cured by medication or surgery. “Serious” is defined as a potentially life-threatening condition. Gathering all the information with the family during application review will help staff to identify children who will need a Child Health Plan, per health condition/disorder.
IFSP – Individualized Family Service Plan for a child birth to age 3 with a diagnosed disability
IEP – Individualized Education Plan for a child age 3 and older with a diagnosed disability
If “yes”, did the family submit a copy of the IFSP/IEP? 1. If the family has included a copy, verify that the categories the family
checked on the application match the information in the document. 2. If the family has not included a copy, discuss how and when to submit.
IEPs: Check what school district issued it.
Concerns about health and development
If any are checked, ask the family if they are willing to share more. Health and development information is collected to help understand the potential needs of the child and consider supports. For instance, will the child need a Child Supplemental Food Plan or a Parent/Guardian Request for Milk Substitute?
Medical/dental insurance/clinic
If “no” to any of these, ask the family if they need resources for how to access medical/dental coverage/care. Ask for the name and contact information of the clinic/provider, if readily available.
Parent’s/guardian’s age when child was born
If the biological parent was a teen when the child was born, give points according to the Application Pointing Tool.
Address, phone number, email
Confirm with the family that the information is accurate. If any of these has changed, draw a single line through the parent’s old information and put your initials. Write in the current information.
Interpreter and language(s) Confirm with the family that the information is accurate. Some families may say “no” because they speak a fair amount of English. Staff may share that academic language is often used in conferences, parent events, etc. so an interpreter may be very helpful. Asking about their language(s) recognizes its importance and helps prepare for interpreter needs.
Parent’s/guardian’s education level
Confirm with the family that the information is accurate.
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EL-14, cont. – How to Review an Application with a Family
Application Question Follow Up
Employment/job training/school
If “yes” to any of these, ask about where they work and what they do. For ECEAP and SWLS, this information is needed for ELMS and is a family engagement opportunity for all programs.
WorkFirst activity
Active Military duty/National Guard/Military Reserve
If “yes”, confirm with the family that the information is accurate.
Areas of concern If any are checked, ask the family if they are willing to share more. Consider supports for the child and family.
Who child lives with and family size
Confirm with the family that the information is accurate. Use the Family Size flowchart. Keep in mind that families vary. It is imperative that staff collect all documentation that supports family size and ask who in the family works/receives income.
If the child lives in two households, gather contact information for the second household, if not already given in the application.
Child lives with someone other than parent/foster parent
If “yes”, is the child’s biological parent consistently involved? Is the living arrangement for the child long-term and consistent? Does the arrangement provide the child with a consistent routine and environment? If the family’s answers to these questions are “no,” the child can be considered as an “unaccompanied youth,” per McKinney-Vento definitions.
If the family receives a payment for the child, the child is considered a foster care child. See EL-10. How to Verify Homelessness and EL-12. How to Determine Priority for Unofficial Kinship Care for more information.
Income (including SSI/TANF and Foster Child income)
Confirm with the family that the income documents support the family’s information on the application. WCCC applies to HS Full Day (10 hr.) Full Year and EHS CB/CCP. For ECEAP Extended Day, families are not required to have a subsidy, but should receive TANF points if they have it.
CPS/FAR/ICW Inform the family that answering “yes” to these questions will not make them ineligible. If “yes” to any of these, ask the family if they are willing to share more. Parents may not disclose initially. However, consider how to support the family and what supports may be useful in the classroom.
Housing If “Other” is checked, review the “Housing Questionnaire” with the family. If the family marks that they live in someone else’s house or apartment with another family by choice (i.e. not due to loss of housing, economic hardship, or a similar reason), do not give homeless points. See EL-10. How to Verify Homelessness for more information.
Survey for statewide planning
Ask the family this question, required in ELMS: “If you could choose the length of day for your child’s preschool, which is best for your child and family?
☐ Part Day – 3 hours, 3-4 days a week
☐ Full School Day – 6 hours, 4-5 days a week
☐ Extended Day – available all day, all year, like a child care center”
Explain that this is for information-gathering only and that these options may not all be available at your center/site.
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EL-14, cont. – How to Review an Application with a Family
Remember to draw one line across and write your initials on any changes made on the application. Once the application review is complete, inform the family that all children who apply are placed on the waitlist and that they will be notified once the child is selected for a slot. Provide additional information about your site (e.g. models/class sessions, transportation, etc.). Document your conversations with the family in the Family Contact Log.
Proceed to point the application, complete the EVF, and add the child to the appropriate waitlist. See EL-13. How to Point an Application and S-1. How to Add a Child to a Waitlist for more information.
EL-15. How to Document Eligibility Verification
1. Complete the EVF. If necessary,
use the Income Worksheet as a tool to calculate multiple types income.
2. Send the application and the EVF to app line and keep in family file.
3. Document in the Family Contact Log.
1. Complete the EVF. If necessary, use the Income Worksheet as a tool to calculate multiple types income.
a. ECEAP: Enter Prescreen, application, and EVF in ELMS. Keep in family file.
b. HS: Enter Prescreen questions only in ELMS. When selected, send EVF and application to the app line. Keep in family file.
2. Document in the Family Contact Log.
a. ECEAP: document here until the family has attended their enrollment visit.
1. Complete the EVF. If necessary, use the Income Worksheet as a tool to calculate multiple types income.
2. Enter Prescreen, application, and EVF in ELMS and keep in family file.
3. Document in the Family Contact Log until enrollment is completed.
For the purpose of PSESD Eligibility Monitoring, staff must document in the Family Contact Log to this effect:
“[Your Family Support role] reviewed application with family [in-person/over the phone]. During interview, [your Family Support role] verified age, verified income, and verified household size. See EVF for documents used to verify.”
Staff must also document homelessness/foster care/kinship care verification and any income exceptions, if applicable to the family.
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SELECTION
Performance Standards
1302.14
B-210 to B-212
(click on these numbers in the Table of Contents)
S-1. How to Add a Child to a Waitlist
The ELMS Eligibility and Enrollment Manual provides instructions for how to enter eligibility information in ELMS so that staff may add children to the waitlist. This manual has additional information on waitlists. It is highly recommended that this manual is printed and filed for reference. Staff may also view the ELMS Waiting List and Enrollment video.
Complete the Prescreen for each child in ELMS. The last page of the Prescreen, shown below, is where staff may add a child to a waitlist.
ECEAP staff at both ECEAP Only Sites and SWLS may choose to continue with the application or end with the Prescreen until enrollment (applications must be completed in ELMS prior to enrollment). Head Start staff at SWLS can only complete the Prescreen and must remove the child from the ELMS waitlist if enrolling in HS.
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S-1, cont. – How to Add a Child to a Waitlist
Staff at HS/EHS/EHS-HB Only Sites must submit applications and EVFs to the application line for PSESD to add children to ChildPlus.
Email: [email protected]
Fax: 1-888-979-5898
S-2. Master Waitlist File Drawer
A centralized filing system is needed to keep all applications in one location. File drawers should include the following tabs:
1. Unprocessed Apps 2. 1000+ pts (Returning children, classroom changes, EHS transitions) 3. 200+ pts 4. 150+ pts 5. 100+ pts 6. 80+ pts 7. 65+ pts 8. Moved out of area 9. No longer interested 10. Too young (ECEAP/HS/SWLS only)
Applications in the file drawer should be kept in order of the highest points (i.e. an application with 170 total points will be in front of an application with 168 total points). Always keep sensitive information locked and secure. A file drawer key must be accessible to PSESD staff during monitoring and file review.
Over Income applications (with or without Priority Points) must also be filed in the drawer in the order of the highest points. If a child is next on the waitlist to be selected for a slot and is Over Income, follow the flow chart for your program in S-5. How to Fill Over Income Slots.
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S-3. How to Print Waitlist Reports
1. In ELMS, click on the “Reports” tab. The “Waiting List Roster” can be found either on the “All Reports” tab or the “Child” tab.
2. Click on “Waiting List Roster” and click on each drop-down menu to select the appropriate fields. Click “Run Report.”
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S-3, cont. – How to Print Waitlist Reports
, cont. 3. ELMS will generate your roster, as shown below, with children listed. Click on the arrows to sort children
by Priority Points either in descending or ascending order.
To print your waitlist, click the “Save” icon and choose either PDF or Excel. ELMS will generate your waitlist into the file chosen and you may proceed to print. Staff must sort the list prior to printing.
1. In ChildPlus, click on the “Reports” tab. Click “Enrollment” on the left-hand side, then click “2025 – Enrollment Priority Listing."
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S-3, cont. – How to Print Waitlist Reports
, cont.
2. Click on the drop-down menus and select the appropriate fields.
3. Check on the parameters that you would like the waitlist to show. For EHS: Prioritize the report by age to determine the child’s classroom placement. Click “Preview” to make sure that ChildPlus generates the report correctly.
4. Your waitlist will look like the picture shown below, with a list of children. Staff may choose to “Save as PDF, Excel, etc.” or print.
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S-4. How to Select Children from a Waitlist
Follow the steps in the flow chart for your program/site to select children from the waitlist.
PHASE 1: Submit your center/site’s Annual Selection Plan to PSESD for approval every April. Also review EL-3. Application and Selection Process at a Glance.
PHASE 2: Follow the chart below:
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S-4, cont. – How to Select Children from a Waitlist
PHASE 1: Submit your center/site’s Annual Selection Plan to PSESD for approval every April. Also review EL-3. Application and Selection Process at a Glance.
PHASE 2: Follow the chart below:
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S-4, cont. – How to Select Children from a Waitlist
PHASE 1: Submit your center/site’s Annual Selection Plan to PSESD for approval every April. Also review EL-3. Application and Selection Process at a Glance.
PHASE 2: Follow the chart below:
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S-5. How to Fill Over Income Slots – Head Start and Early Head Start
Staff must fill any vacant slot as soon as possible within 30 calendar days.
PSESD Early Learning may fill funded slots with Over Income (OI) children up to 10%, determined by the Office of Head Start. When presented with an OI, follow the chart below:
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S-6. How to Fill Over Income Slots - ECEAP
Staff must fill any vacant slot as soon as possible within 30 calendar days.
PSESD Early Learning may fill funded slots with Over Income (OI) children up to 10%, determined by the Department of Children, Youth, and Families. When presented with an OI, follow the chart below:
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S-7. How to Nurture Your Waitlist
Strong recruitment efforts and plans generate more applications than funded slots, which then create an active and up-to-date waitlist. To nurture your waitlist, conduct ongoing recruitment throughout the year and periodically contact families waiting for an opening at your center/site. Ask the family if any of the information on their application has changed and document the conversation in the Family Contact Log.
S-8. Previously Waitlisted Children
Mail a new application to families with children that remained on the waitlist throughout the program year and are still age-eligible for the next program year.
S-9. Break in Service
If a family withdraws at any time during the program year, they have 120 calendar days to stay on the waitlist with 1000 return/classroom change pts. Any days past that time is considered a break in service and the family cannot receive 1000 pts.
1. New Federal Poverty Guidelines are effective at the end of January of each year. Staff will be notified by PSESD when the change occurs, with an updated Federal Poverty Level (FPL) chart.
2. The Guidelines are updated in ELMS and ChildPlus, and it will automatically recalculate FPL for children on your waitlists or with completed applications, as well as all children entered in ELMS/ChildPlus in the future.
3. Pointed applications do not need to be re-pointed after this change has been made. However, crosscheck your program’s Waitlist Report with your File Drawer to make sure that the priority order of children is still valid.
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ENROLLMENT
Performance Standards
1302.15, 1302.70, 1302.71, 1302.72, 1302.41, 1302.41,
1302.50, 1302.51, 1302.52
B-214, D-201, D-209, D-220, F-201 to F-205
(click on these numbers in the Table of Contents)
EN-1. How to Prepare for an Enrollment Visit
An enrollment visit consists of two parts: Health/Nutrition and Family Engagement. The enrollment visit must be:
1. Face-to-face with the parent/guardian or the person who has authority to enroll.
2. In a location agreed upon with the family.
3. Scheduled based on individual family needs. Document every effort made to schedule or reschedule the visit in the Family Contact Log.
4. Planned with individualized content for each family.
To better meet the needs of families with children in multiple programs, staff should make efforts to combine enrollment visits, whenever possible.
The forms in the tables below are required per program model and will be monitored for completion by PSESD. Each form has its own procedure for how to complete.
Health/Nutrition
Emergency Treatment and Consent Form ✓ Certificate of Immunization Status (CIS) OR Certificate of Exemption (COE)
✓
Health History (1-5 years) ✓ Health History (0-12 months) ✓ ✓ Pregnancy Health History ✓ Food Introduction Record ✓ ✓ Authorization to Release and Exchange Confidential Health Information ✓
USDA Enrollment Form (complete after July 1st) ✓ AS NEEDED: Child Supplemental Food Plan ✓ Parent/Guardian Request for Milk Substitute ✓ Declining Early Learning Health Services ✓
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EN-1, cont. – How to Prepare for an Enrollment Visit
Health/Nutrition, continued
AS NEEDED:
Child Health Plan and Provider Orders – Non-Food Allergies ✓ CHP only
Child Health Plan and Provider Orders – Dietary Accommodations – Food Allergies/Intolerances ✓ CHP only
Child Health Plan and Provider Orders – Respiratory Disorder ✓ CHP only
Child Health Plan and Provider Orders – Seizure Disorder ✓ CHP only
Child Health Plan and Provider Orders – Skin Condition ✓ CHP only
Child Health Plan and Provider Orders – Reflux – Infants and Toddlers ✓ CHP only
Child Health Plan and Provider Orders – Other Health Conditions ✓ CHP only
STAFF RESOURCES:
Health History Tool (0-12 months) ✓ ✓ Health History Tool (1-5 years) ✓ Lead Letter to Providers ✓ Diabetes Management in the Classroom ✓ Dietary Accommodations and Food Preferences Flowchart ✓
Medical and Dental Exam Letter ✓ Immunization Requirements Procedure ✓ Child Health Plans Procedure ✓ Health/Nutrition Enrollment Flowchart ✓
Family Engagement
Family Connections (pages 1 through 6) ✓ Family Connections – EHS Home-Based (pages 1 through 6) ✓
AS NEEDED:
Consent for Use of Interpreter ✓ Family Strengths and Goal Planning Form ✓ STAFF RESOURCES:
Family Engagement Opportunities ✓ Family Engagement Guidance ✓ Race and Ethnicity List ✓
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HS EHS EHS-HB
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EN-2. How to Complete an Enrollment Visit
Health/Nutrition
Gather all health information from the appropriate forms listed in the Health/Nutrition Enrollment Flowchart (Parts 1 and 2) below. Click on the flowchart to view a larger size.
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EN-2, cont. – How to Complete an Enrollment Visit – Health/Nutrition
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EN-2, cont. – How to Complete an Enrollment Visit – Health/Nutrition
At the enrollment appointment, review the health status of the child with the family, based on all the information available on the forms. Decide together if a Child Health Plan (CHP) must be put in place (see Child Health Plans Procedure) and document the accommodations that are needed for the child to be safe in the program. A CHP must be completed for any child who requires accommodation for special health or nutrition needs.
Determine if the child has access to health coverage, has a medical/dental home, and is on a schedule for well-child and dental exams, then follow up throughout the program year, as needed. All the forms needed are listed in EN-1. How to Prepare for an Enrollment Visit.
Certificate of Immunization (CIS)
Children must meet WA State Immunization Law requirements. See Department of Health Immunization Manual. Parents can access their child’s CIS through the Washington State Immunization System at https://myir.net/. Make sure the CIS is filled out completely. Continue to work with families whose child’s status is “conditional” to make sure that the child stays on schedule with needed immunizations. Refer to the Susceptible List Procedure for children who are exempt, conditional, or non-compliant with immunizations.
If not already completed during the Eligibility process, update section #7 on the EVF and update in ELMS.
Upload the CIS to ChildPlus annually, and whenever updates occur.
Health Histories
Prior to the child’s participation in your Early Learning program, complete the appropriate Health History form with the parent. See the Health History Tool (1-5 years) or (0-12 months) for guidance.
All health information is confidential. Written permission must be obtained before sharing with anyone. Health records must be kept secure at all times and shredded when no longer needed.
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EN-2, cont. – How to Complete an Enrollment Visit – Family Engagement
Family engagement begins when a family first contacts your program (as early as recruitment) and deepens throughout the time of their involvement.
For enrollment to count as one of the required family support visits, the family engagement portion must be a minimum of 30 minutes.
1. Review Starting the New Year in ELMS to make sure your site has completed the necessary steps.
2. Documentation in ELMS begins every July 1st of the new program year. While you may enroll families for the new program year before July 1st, minutes you spend on the family engagement portion of enrollment will not be counted as a formal family support visit in ELMS.
3. After July 1st, a family’s first home visit may take place during the enrollment visit in a location agreed upon with the family, as long as family engagement is at least 30 minutes.
EXAMPLE 1: The Doe Family has an enrollment visit on July 2nd at 10:00 am and their first home visit is at 11:00 for a minimum of 30 minutes. Both visits are scheduled to occur at the site.
EXAMPLE 2: The Doe Family completed their enrollment visit on April 27 for the 2018-2019 program year. While at the Enrollment visit, the Doe Family also scheduled their first home visit on July 2nd in their home.
Make sure to discuss the following: 1. Orient the family to the program, including PSESD Early Learning policies and procedures, and schedules,
routines, and systems that your center/site has in place.
2. Get to know the family using Family Connections (see EN-1. How to Prepare for an Enrollment Visit for a link to the appropriate document).
3. Discuss the parent/guardian’s role as their child’s first and most important teacher. Share the Family Engagement Opportunities web to help families see how they can be involved in their child’s learning and development, and how they can have learning experiences of their own. Encourage families to find the program opportunities that are the best fit for their interests, cultural traditions, goals, and time availability. Discuss school readiness and transition to Kindergarten or EHS transition to Preschool.
4. Learn about family strengths, interests, needs, and goals. Use additional information in the Family Engagement Guidance to guide your conversation.
5. Introduce the goal setting process that will happen in the future. If the family is currently working on a goal with another program, collaborate with parent on setting the same or similar goal on the Family Strengths and Goal Planning Form.
6. Connect families with relevant community resources and referrals as needed.
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EN-3. How to Maintain Full Enrollment
Staff should maintain full enrollment (100%) in each classroom from the first day of class and must fill any vacancy as soon as possible within 30 calendar days.
At the end of the program year, fill vacant slots according to your program model:
Required
Until 30 calendar days left in the current program year
Optional
Until 60 calendar days left in the current program year
The above does not apply to HS Full Day-Full Year and ECEAP Extended Day programs.
Follow the steps below for your program:
(including ECEAP staff at SWLS)
1. The ELMS Eligibility and Enrollment Manual provides instructions for how to enroll in ELMS. It is highly recommended that this manual is printed and filed for reference. Staff may also view the ELMS Waiting List and Enrollment video.
2. A child is not considered enrolled in ELMS until an “Actual Start Date” is entered. This means the first day that the child attended class in person, which may differ from the “Expected Start Date.”
a. The “Actual Start Date” must be entered in ELMS within five business days either in “Bulk Updates” or the class “Monthly Report” page.
3. A vacant slot must be filled within 30 calendar days of the last day a child attended. For example, if a family states that the child will no longer attend starting on March 15, 2018, but the actual last day that the child attended is February 28, 2018, staff must count 30 calendar days from February 28.
4. See the ELMS Resource Page for additional ELMS support.
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EN-3, cont. – How to Maintain Full Enrollment
(including HS staff at SWLS)
A child cannot start class until staff is notified by Tiffany that enrollment is complete and child’s status in ChildPlus has been switched to “Enrolled.” See the ChildPlus Resource Page for additional ChildPlus support.
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EN-4. Transitions
The types of transitions are listed below. Click on the links for more information on each.
• Return to Next Program Year o Follow Classroom Change procedures if returning to different program model
• Classroom Change – Same Program Model
• Classroom Change – Different Program Model
• Transition to Preschool
• Transition to Kindergarten
• Transfer to PSESD Early Learning o Review EL-15. How to Point an Application or the Early Learning Application Pointing Tool with
Guidance to determine points for different transfer locations.
• Transfer from PSESD Early Learning
Return to Next Program Year
1. Complete the “Returning Child Information”
section of the child’s original application at the family’s Transition Visit.
2. Send the “Returning Child Information” page only to the app line ([email protected]) as soon as possible.
3. Update forms as necessary as part of your Re-enrollment Visit (see “Re-Enrollment Forms” table on next page).
1. Complete the “Returning Child Information” section of the child’s original application at the family’s Transition Visit.
2. Update the child’s information in ELMS and exit the child from the current program year.
3. When ELMS has done its annual update to include the next program year, add the child to that year’s waitlist. Make sure to check your waitlist - ELMS may or may not move the child to the next program year automatically.
Extended Day and Family Child Care: If the child is transitioning to Kindergarten in the fall, exit the child from ELMS and re-enroll for July through the Kindergarten start date. Exit the child from ELMS to align with the Kindergarten start date.
4. Enter the child’s “Expected Start Date” and update with the “Actual Start Date”, if necessary.
5. Update forms as necessary as part of your Re-enrollment Visit (see “Re-Enrollment Forms” table on next page).
Expectant Mothers
1. Check “Return” on the top of the Expectant Mother Application.
2. Send the application to the app line ([email protected]) as soon as possible.
3. Update forms as necessary as part of your Re-enrollment Visit (see “Re-Enrollment Forms” table on next page).
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EN-4, cont. – Transitions
Return to Next Program Year
1. It is not necessary to re-verify income for children who were enrolled the previous year, are returning to the
same program, and are still age-eligible.
2. For children returning for 2018-2019: follow the Temporary Guidance.
Re-Enrollment Forms for Returning Children
Document Action
Emergency Treatment and Consent Form New form required
Certificate of Immunization Status (CIS) Update as needed
Health History (1-5 years) or Health History (0-12 months)
Review and Re-Sign
New form required for 3rd year
Food Introduction Record - EHS Update as needed
Authorization to Release and Exchange Confidential Health Information New form as needed
Child Supplemental Food Plan New form as needed
All Child Health Plans New form as needed
Declining Early Learning Health Services New form as needed
Family Connections or Family Connections – EHS Home-Based
Update as needed
Consent for Use of Interpreter New form as needed
Re-Enrollment Forms for Expectant Mother
Document Action
Emergency Treatment and Consent Form New form required
Pregnancy Health History Review and Re-Sign
Authorization to Release and Exchange Confidential Health Information New form as needed
Family Connections – EHS Home-Based Update as needed
Consent for Use of Interpreter New form as needed
Refer to the Required 45-Day Screenings Summary Procedure for a list of new required screenings.
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EN-4, cont. – Transitions
Classroom Change – Same Program Model
1. Sending FSS/FA will complete a Notice of Intent to Transfer/Transition Child or Pregnant Mother and Records form in partnership with the family and document ongoing efforts.
2. Sending FSS/FA will connect with Receiving FSS/FA to determine if/when a slot is open.
3. Once a slot opens, Receiving FSS/FA will follow their center’s Selection Plan to ensure equitable transition.
4. Both Sending and Receiving staff will work together with the family to schedule a time to observe child’s new classroom and meet new teaching staff.
5. When the child is ready to transition to the new classroom, both Sending and Receiving staff will connect to discuss the family (e.g. phone call, complete Interdisciplinary Staffings with the new teaching staff, etc.). Sending FSS/FA will give originals of the entire family file to the Receiving FSS/FA.
6. Notify:
Tiffany Lyons: 425-917-7824
Sue Gettmann: 425-917-7887
Classroom Change – Different Program Model
1. Sending FSS/FA will complete a Notice of Intent to Transfer/Transition Child or Pregnant Mother and Records form in partnership with the family.
2. Sending FSS/FA will connect with Receiving FSS/FA to determine if/when a slot is open. Follow eligibility procedures to waitlist the child. Support the family to complete a new Early Learning Application and to obtain eligibility documentation. If the transition is within the same program year, continue to use the same eligibility documentation.
3. Once a slot opens, Receiving FSS/FA will follow their center’s Selection Plan to ensure equitable transition.
4. Both Sending and Receiving staff will work together with the family to schedule a time to observe child’s new classroom and meet new teaching staff.
5. When the child is ready to transition to the new classroom, both Sending and Receiving staff will connect to discuss the family (e.g. phone call, complete Interdisciplinary Staffings with the new teaching staff, etc.). Sending FSS/FA will give originals of the entire family file to the Receiving FSS/FA.
6. Receiving FSS/FA will complete/review enrollment documents prior to child beginning class.
EHS-HB EHS HS ECEAP
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EN-4, cont. – Transitions
Transition (EHS all models) to Preschool
PSESD EHS transitions to PSESD HS/ECEAP preschool require a new Early Learning Application.
A well-orchestrated transition plan takes into consideration the individual needs of the child and family. The timeline may be influenced by a variety of conditions, such as a meeting could be delayed while waiting for the ChildFind results meeting to take place, or that some of the activities may have to be arranged more than one month ahead prior to the transition date. If the receiving program is closed during the summer and the plan is for the child to begin attending the receiving program in the Fall, “slow start” is especially recommended for this child.
1. If the transition occurs for programs housed at the same site, staff must make sure, whenever possible, that the
child receives EHS services until enrolled in the new classroom/program, provided the child is still age-eligible.
2. If there is no opening at the new classroom/program, the child may remain in the existing slot until an opening occurs, up to August 31 of the current program year if the child has already had a 3rd birthday.
3. If the family is interested, staff will share other community options. Examples include library programs, play and learn groups, co-ops, parks and recreation departments, community activities and events, etc.
4. If a child has an IEP and gets into a developmental preschool, the child may stay enrolled in EHS until the end of the program year, if the family chooses.
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EN-4, cont. – Transitions
Transition to Kindergarten
1. Conduct transition committee meetings to share information about programs and districts, transition strategies, and community resources. Review last year’s transition plan and any feedback that was received to make changes.
2. Create and complete your own transition plan form and submit to PSESD. Include: • Name of staff, families, and local school district staff on planning committee
• Transition activities and timelines
• Information that will be provided to families and/or school
• Training information, if applicable
• Plan for evaluating transition activities
3. Complete classroom transition activities with children and families that provide a wide range of developmental interests. This may include trips to school, inviting staff from Kindergarten, and supporting parents to engage in transition discussions.
4. Work with the school district to determine how families may visit the Kindergarten classroom.
5. At the spring home visit/conference, families will receive a written summary of their child’s current health status. Engage in conversations regarding summer activities to continue to prepare for the transition to Kindergarten.
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EN-4, cont. – Transitions
Transfers
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EN-4, cont. – Transitions
Health Transition Planning The Teacher or Family Advocate/Family Support/Family Educator/Home Visitor must complete the Health and Nutrition School Readiness Transition Information form prior to transition and shares the information with the family. A copy is kept in the Family File.
Immunization Status • Determine if the child’s immunizations are complete
• If the child needs additional immunizations, identify which ones by checking the box
Physical Exam • Record the date of the last exam
• Enter the date when the child is due for their next yearly exam, discuss the importance of yearly exams
• Identify any follow-up that is needed and document the plan in Family File
• Record the date and value of last HCT/HGB test
• Record the date and value of last lead test
Dental Exam • Record the date of the last exam
• Enter the date of the next six month exam, discuss the importance of preventative care which require a six month recall visit
• Identify any follow-up that is needed and document the plan in Family File
Resource & Referral • Verify that the family has a “Medical Home”
• If not, make an appropriate referral
• Design a plan to support the family in securing coverage and a primary care physician
• Verify that the family has a dentist
• If not, provide referral
• Design a plan to support the family in establishing a relationship with a dentist
• Discuss if a parent needs an interpreter for assisting with appointment scheduling and/or visits
Prepare information to provide to families • Certificate of Immunization Status: Give the original to the parent; keep a copy for the file
• Growth Grid: Review the grid. Answer any questions; give the original to the family, keep a copy for the file
• Child Health Plan: If the child has a Child Health Plan, give a copy to the parent and encourage them to include it with the registration materials if enrolling for Kindergarten
• Return all medications. Document return on the medication Record Form.
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ATTENDANCE
Research shows that children benefit most from the preschool program and are more school ready when they attend class regularly. Nationwide, chronic absenteeism is defined as missing 10% of school for any reason. PSESD Early Learning programs address this by promoting school readiness through conversations and activities with parents about the importance of regular attendance. Site/center staff partner with families about how to develop healthy habits and build routines that promote regular attendance. The benefits of attendance are explained during enrollment, orientation and throughout the program year in support of school readiness goals. Staff also partner to monitor, document and analyze attendance trends and address the needs of any child who experiences barriers to regular attendance and/or chronic absenteeism.
During enrollment and orientation, staff will inform families about the following program policies and attendance expectations:
• Why regular attendance is important for the child
• Who parents should call in advance (when possible) if the child will be absent
• How parent/guardian must call transportation to inform them of a child’s absence (if applicable for your site/center program)
• How staff will follow up if there are unexplained absences/chronic absenteeism
• How FSS/FA will conduct a home visit safety check if a child is absent for three consecutive days without family contact
• Review and discuss the “Safe Arrival and Departure Agreement” on page 3 of Family Connections, making sure each family receives a copy at the enrollment visit.
A-1. How to Document Attendance
• Staff must document all contact in the Family Contact Log and all efforts made to support families concerning attendance.
• Teaching staff must record attendance on the Attendance/Meal Count Report (HS/EHS from ChildPlus) or the Daily Attendance and Meal Count Form (ECEAP) each day class is in session and the reason for the absence.
o For children transported by bus: Designated staff will verify with transportation if the child was picked up and then call the family within 30 minutes after class starts if the absence is not reported prior to class time by the parent/guardian.
o For children who are self-transported: Designated staff will call the family within 60 minutes after class starts if the absence is not reported prior to class time by parent/guardian.
Performance Standards
1302.16, 1302.17
B-215
(click on this number in the Table of Contents)
HS ECEAP
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A-1, cont. How to Document Attendance
• Designated staff must submit their program’s corresponding attendance/meal count report to the PSESD on the last working day of each week (Friday) via fax or scan and email. Refer to the Daily Attendance and Meal Count Procedure (HS/EHS, ECEAP) for additional details on documenting attendance and meals/snacks.
o Fax Number: (425) 917-7898 (King County), (253) 778-7898 (Pierce County) o Scan/Email: [email protected]
o Head Start Fax Number: (425) 917-7766 (King County), (253) 778-7766 (Pierce County) o Head Start Scan/Email: [email protected]
• FSS/FA/Teacher must review the attendance/meal count report for completeness and accuracy of data by checking that the following are completed:
o Current attendance/meal count report is printed at the beginning of each week
o Date of the week is included at the top of each attendance/meal count report, e.g. 4/15/2015 or April 15, 2015.
o All enrolled children’s names are included and spelled correctly
o Codes are legible and accurate
o Meals are totaled correctly
o Reason for absence is documented and legible
o Staff signatures and dates are present
o Average daily attendance percentage calculations are totaled correctly
A-2. How to Monitor Attendance and Collaborate with Families
• Staff must meet regularly (i.e. during Interdisciplinary Staffings) to analyze trends in attendance and discuss ways to engage and support families in developing good attendance habits.
• Before Interdisciplinary Staffings, staff must use attendance meal count, tracking spreadsheets, or other relevant program data/reports to analyze and identify children who are experiencing attendance concerns/chronic absenteeism.
• FSS/teacher will partner with the family to discuss how to support and work together with the family to help remove barriers to the child’s attendance.
ECEAP
HS
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A-3. How to Follow Up/Address Chronic Absenteeism
Chronic absence is defined as missing 10% or more of school for any reason. On average, school is in session for 180 school days a year. 10% means missing 18 out of 180 school days a year or 2 days a month.
• On the day of absence, designated staff will attempt to call the family to determine whether the absence is excused or unexcused.
• Designated staff will continue to make every effort to identify the reason and to document it on the attendance/meal count report by the end of the week.
• If a child has been absent for three consecutive days without family contact, FSS/FA will conduct a home visit safety check on the fourth day.
• When a family is not home, staff must leave a notification message. The notification message includes the reason staff conducted an unscheduled home visit, the staff member’s name and phone number and the next steps a parent should take to report the reason for absence.
• When necessary to make sure a family is safe, the staff must use emergency contacts, email, or employer phone number (if available in the family file).
• Staff will notify center leadership when a family cannot be reached after conducting the safety check home visit and using other contact options.
• Staff cannot withdraw a child until approved by the ERSEA Coordinator and Family Engagement/ERSEA Manager.
• The Family Engagement Coach and ERSEA Coordinator must support staff when best practice advises that a family be returned to the waitlist due to no contact. This will be individualized and determined based on family situation, evidence of documented support by staff, and equitable notification to family has occurred.
• Once staff receives approval to involuntarily withdraw a family by the designated ESD staff, the child’s name will return to waitlist and be placed using the original points on the application for 120 calendar days. If the child returns to the program within the 120 calendar days, staff will follow the ERSEA re-enrollment procedure for returning children (EN-4. Transitions) and offer a slot when available.
• If the child who was involuntarily withdrawn does not return on or before the 120th day, the child’s application will be removed from the waitlist. The family will need to start a new enrollment process if they want to return after this timeline.
• Enrollment cannot be discontinued due to behavior concerns. Expulsion is prohibited. Staff must partner with the family to discuss and implement behavior support strategies.
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A-4. How to Write an Attendance Plan for the Classroom
In support of the Attendance Performance Standards, if a contractor’s average daily attendance falls below 90% for any month, contractors must analyze the causes and patterns of absenteeism and develop a plan to improve attendance. The plan is written on the bottom of the attendance/meal count report. Example plans are listed below:
• If a site/center experiences frequent absences due to illness: o “Parents are planning a family education seminar on habits to stay healthy at next month parent
meeting on November 15, 2015”.
o “Parent received tips on how to stay healthy during flu season ~ hand washing”.
o “Parents are creating a health living campaign to remind parents how to stay healthy during winter months”.
• If a site/center is experiencing frequent absences due to transportation: o “Staff/Parents are working together to brainstorm resolution to transportation barrier”.
o “Staff/Parents are working together on ideas and locating community resources”.
o “Staff is working with parent to ensure home/school connection so learning continues for school readiness, healthy habits, and parent engagement”.
Staff are encouraged to collaborate with other early learning or education partners on solutions, activities, family/child support and parent engagement ideas for best practices that promote healthy attendance habits.
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A-5. Alternative Attendance Plans
With approval from PSESD, Alternative Attendance Plans (AAPs) may be created for children, families, and expectant mothers enrolled and attending ECEAP, Head Start, or Early Head Start, if they are experiencing an emergent situation that is temporarily prohibiting them from attending class or home visits. For ECEAP, this is done in partnership with the Department of Children, Youth, and Families (DCYF). Reasons a child temporarily cannot attend class or home visits include:
• Health, mental wellness, or safety concern for the parent or caregiver
• Health, mental wellness, or safety concerns for the child
• Prevention of child’s harm to self or harm to others
• Children experiencing homelessness, as defined by McKinney-Vento
AAPs do not include absences due to family vacation or situations prohibiting the child from regularly attending class or home visits, such as joint custody. AAPs also cannot be used as a disciplinary measure.
Centers/sites must submit an AAP form to PSESD for approval to hold the child’s slot until the proposed plan date written on the form. See the alternative attendance flow chart on the next page for details on the approval process.
Centers/sites use the Individual School Readiness Goals form, the Individual Developmental Support Strategies form, or the Home Visit Planning Summary to support the plan and should include parent input with the goal of returning to class or home visits. The plan does not have to include activities for all domains. The AAP must document how the teaching and Family Support staff will deliver comprehensive services while the child is in a temporary alternative setting. This may include materials for activities and family resources. Center/site staff should utilize Ready Rosie as the primary tool.
The center/site will be informed of approval. Document the comprehensive services the child and family received in ELMS (ECEAP) or the Family Contact Log (Head Start and Early Head Start). For Head Start and Early Head Start, use the attendance code “N” (not scheduled) on the Attendance/Meal Count Report for the child’s absence while the AAP is in place. See the Attendance/Meal Count Procedure – Head Start/Early Head Start for more information.
The AAP may be approved for a maximum of 30 calendar days. The teacher and Family Support must have ongoing follow up and check in with the family within 5 business days before the planned return date to make sure the child or expectant mother will return on that date. If there is no contact, follow A-3. How to Follow Up/Address Chronic Absenteeism. Connect with your Coach if the child cannot return within 30 calendar days.
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A-5, cont. Alternative Attendance Plans
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ERSEA FORMS INDEX
Jump To: Recruitment Early Learning Application Expectant Mother Application Eligibility Selection Family Engagement Enrollment
Health Enrollment Transitions Attendance Continuity of Care Documentation
Recruitment
Annual Recruitment Plan
Resources:
Community Contacts List
Early Head Start Recruitment Flyer - Printable
Early Head Start Home-Based Recruitment Flyer - Printable
ECEAP Recruitment Flyer - Printable
Head Start Recruitment Flyer - Printable
Shared Waitlist Sites Recruitment Flyer - Printable
Applications
Early Learning
Early Learning Application 2018-2019 with Housing Questionnaire
Early Learning Application Pointing Tool – Points Only
Early Learning Application Pointing Tool with Guidance
Translated Applications:
Early Learning Application 2018-2019 with Housing Questionnaire – Amharic
Early Learning Application 2018-2019 with Housing Questionnaire – Arabic
Early Learning Application 2018-2019 with Housing Questionnaire – Burmese
Early Learning Application 2018-2019 with Housing Questionnaire – Farsi
Early Learning Application 2018-2019 with Housing Questionnaire – Hindi
Early Learning Application 2018-2019 with Housing Questionnaire – Karen
Early Learning Application 2018-2019 with Housing Questionnaire – Khmer
Early Learning Application 2018-2019 with Housing Questionnaire – Korean
Early Learning Application 2018-2019 with Housing Questionnaire – Kurdish
Early Learning Application 2018-2019 with Housing Questionnaire – Marshallese
Early Learning Application 2018-2019 with Housing Questionnaire – Nepali
Early Learning Application 2018-2019 with Housing Questionnaire – Oromo
Early Learning Application 2018-2019 with Housing Questionnaire – Punjabi
Early Learning Application 2018-2019 with Housing Questionnaire – Russian
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Applications, cont.
Early Learning Application 2018-2019 with Housing Questionnaire – Samoan
Early Learning Application 2018-2019 with Housing Questionnaire – Somali
Early Learning Application 2018-2019 with Housing Questionnaire – Spanish
Early Learning Application 2018-2019 with Housing Questionnaire – Tigrinya
Early Learning Application 2018-2019 with Housing Questionnaire – Ukrainian
Early Learning Application 2018-2019 with Housing Questionnaire – Vietnamese
Expectant Mother
Expectant Mother Application 2018-2019 with Housing Questionnaire
Expectant Mother Application Pointing Tool – Points Only
Expectant Mother Application Pointing Tool with Guidance
Translated Applications:
Expectant Mother Application 2018-2019 with Housing Questionnaire – Amharic
Expectant Mother Application 2018-2019 with Housing Questionnaire – Arabic
Expectant Mother Application 2018-2019 with Housing Questionnaire – Burmese
Expectant Mother Application 2018-2019 with Housing Questionnaire – Farsi
Expectant Mother Application 2018-2019 with Housing Questionnaire – Hindi
Expectant Mother Application 2018-2019 with Housing Questionnaire – Karen
Expectant Mother Application 2018-2019 with Housing Questionnaire – Khmer
Expectant Mother Application 2018-2019 with Housing Questionnaire – Korean
Expectant Mother Application 2018-2019 with Housing Questionnaire – Kurdish
Expectant Mother Application 2018-2019 with Housing Questionnaire – Marshallese
Expectant Mother Application 2018-2019 with Housing Questionnaire – Nepali
Expectant Mother Application 2018-2019 with Housing Questionnaire – Oromo
Expectant Mother Application 2018-2019 with Housing Questionnaire – Punjabi
Expectant Mother Application 2018-2019 with Housing Questionnaire – Russian
Expectant Mother Application 2018-2019 with Housing Questionnaire – Samoan
Expectant Mother Application 2018-2019 with Housing Questionnaire – Somali
Expectant Mother Application 2018-2019 with Housing Questionnaire – Spanish
Expectant Mother Application 2018-2019 with Housing Questionnaire – Tigrinya
Expectant Mother Application 2018-2019 with Housing Questionnaire – Ukrainian
Expectant Mother Application 2018-2019 with Housing Questionnaire – Vietnamese
Resource:
Race and Ethnicity List
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Eligibility
Eligibility Verification Form
Resources:
12-Month Income Verification Chart
Income Worksheet
Statement of No Income Form
Selection
Annual Selection Plan
Enrollment
Health/Nutrition
Emergency Treatment and Consent Form
Certificate of Immunization Status
Certificate of Exemption
Health History (1-5 years)
Health History (0-12 months)
Pregnancy Health History
Food Introduction Record
Authorization to Release and Exchange Confidential Health Information
As Needed:
Child Supplemental Food Plan
Parent/Guardian Request for Milk Substitute
Child Health Plan and Provider Orders – Non-Food Allergies
Child Health Plan and Provider Orders – Dietary Accommodations – Food Allergies/Intolerances
Child Health Plan and Provider Orders – Respiratory Disorder
Child Health Plan and Provider Orders – Seizure Disorder
Child Health Plan and Provider Orders – Skin Condition
Child Health Plan and Provider Orders – Reflux – Infants and Toddlers
Child Health Plan and Provider Orders – Other Health Conditions
Declining Early Learning Health Services
Resources:
Health History Tool (0-12 months)
Health History Tool (1-5 years)
Child Health Plans Procedure
Health/Nutrition Enrollment Flowchart
Dietary Accommodations and Food Preferences Flowchart
Immunization Requirements Procedure
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Health/Nutrition Resources, cont.
Lead Letter to Providers
Diabetes Management in the Classroom
Medical and Dental Exam Letter
Family Engagement
Family Connections
Family Connections – EHS Home-Based
As Needed:
Consent for Use of Interpreter
Family Strengths and Goal Planning Form
Resource:
Race and Ethnicity List
Family Engagement Opportunities
Family Engagement Guidance
Transitions
Transition Action Plan
Attendance
Continuity of Care
Continuity of Care Request for Funds
Documentation
Documentation Protocols
Family Contact Log
Family Engagement Notebook Procedure
Parent Training Topics Tracking Form
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