PROGRAM PERFORMANCE STANDARDS FOR OPERATION OF HEAD START PROGRAMS BY GRANTEES AND DELEGATE AGENCIES

[Title 45 CFR 1304]
[Code of Federal Regulations (annual edition) - October 1, 1996 Edition]
[Title 45 - PUBLIC WELFARE]
[Subtitle B - Regulations Relating to Public Welfare (Continued)]
[Chapter XIII - OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH]
[Subchapter B - THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD]
[Part 1304 - PROGRAM PERFORMANCE STANDARDS FOR OPERATION OF HEAD START PROGRAMS BY GRANTEES AND DELEGATE AGENCIES]
[From the U.S. Government Publishing Office]

45
PUBLIC WELFARE
4
1996-10-01
1996-10-01
false
PROGRAM PERFORMANCE STANDARDS FOR OPERATION OF HEAD START PROGRAMS BY GRANTEES AND DELEGATE AGENCIES
1304
PART 1304

PUBLIC WELFARE
Regulations Relating to Public Welfare (Continued)
OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH
THE ADMINISTRATION FOR CHILDREN, YOUTH AND FAMILIES, HEAD

PART 1304--PROGRAM PERFORMANCE STANDARDS FOR OPERATION OF HEAD START PROGRAMS BY GRANTEES AND DELEGATE AGENCIES--Table of Contents

Subpart A--General

Sec.
1304.1-1 Purpose and application.
1304.1-2 Definitions.
1304.1-3 Head Start Program goals.
1304.1-4 Performance standards plan development.
1304.1-5 Performance standards implementation and enforcement.

Subpart B--Education Services Objectives and Performance Standards

1304.2-1 Education services objectives.
1304.2-2 Education services plan content: Operations.
1304.2-3 Education services plan content: Facilities.

Subpart C--Health Services Objectives and Performance Standards

1304.3-1 Health services general objectives.
1304.3-2 Health Services Advisory Committee.
1304.3-3 Medical and dental history, screening, and examination.
1304.3-4 Medical and dental treatment.
1304.3-5 Medical and dental records.
1304.3-6 Health education.
1304.3-7 Mental health objectives.
1304.3-8 Mental health services.
1304.3-9 Nutrition objectives.
1304.3-10 Nutrition services.

Subpart D--Social Services Objectives and Performance Standards

1304.4-1 Social services objectives.
1304.4-2 Social services plan content.

[[Page 226]]

Subpart E--Parent Involvement Objectives and Performance Standards

1304.5-1 Parent involvement objectives.
1304.5-2 Parent Involvement Plan content: Parent participation.
1304.5-3 Parent Involvement Plan content: Enhancing development of
parenting skills.
1304.5-4 Parent Involvement Plan content: Communications among program
management, program staff, and parents.
1304.5-5 Parent Involvement Plan content: Parents, area residents, and
the program.

Appendix A to Part 1304--[Reserved]
Appendix B to Part 1304--Head Start Policy Manual: The Parents

Authority: 42 U.S.C. 9801 et seq.

Source: 40 FR 27562, June 30, 1975, unless otherwise noted.

Editorial Note: Nomenclature changes to Part 1304 appear at 58 FR
5518, Jan. 21, 1993.

Subpart A--General

Sec. 1304.1-1 Purpose and application.

This part sets out the goals of the Head Start program as they may
be achieved by the combined attainment of the objectives of the basic
components of the program, with emphasis on the program performance
standards necessary and required to attain those objectives. With the
required development of plans covering the implementation of the
performance standards, grantees and delegate agencies will have firm
bases for operations most likely to lead to demonstrable benefits to
children and their families. While compliance with the performance
standards is required as a condition of Federal Head Start funding, it
is expected that the standards will be largely self-enforcing. This part
applies to all Head Start grantees and delegate agencies.

Sec. 1304.1-2 Definitions.

As used in this part:
(a) The term ACYF means the Administration on Children, Youth and
Families, Administration for Children and Families, U.S. Department of
Health and Human Services, and includes appropriate Regional Office
staff.
(b) The term responsible HHS official means the official who is
authorized to make the grant of assistance in question, or his designee.
(c) The term Commissioner means the Commissioner of the
Administration on Children, Youth and Families.
(d) The term grantee means the public or private non-profit agency
which has been granted assistance by ACYF to carry on a Head Start
program.
(e) The term delegate agency means a public or private nonprofit
organization or agency to which a grantee has delegated the carrying on
of all or part of its Head Start program.
(f) The term goal means the ultimate purpose or interest toward
which total Head Start program efforts are directed.
(g) The term objective means the ultimate purpose or interest toward
which Head Start program component efforts are directed.
(h) The term program performance standards or performance standards
means the Head Start program functions, activities and facilities
required and necessary to meet the objectives and goals of the Head
Start program as they relate directly to children and their families.
(i) The term ``children with disabilities'' means children with
mental retardation, hearing impairments including deafness, speech or
language impairments, visual impairments including blindness, serious
emotional disturbance, orthopedic impairments, autism, traumatic brain
injury, other health impairments, or specific learning disabilities who,
by reason thereof need special education and related services. The term
``children with disabilities'' for children aged 3 to 5, inclusive, may,
at a State's discretion, include children experiencing developmental
delays, as defined by the State and as measured by appropriate
diagnostic instruments and procedures, in one or more of the following
areas: physical development, cognitive development, communication
development, social or emotional development, or adaptive development;
and who, by reason thereof, need special education and related services.

[40 FR 27562, June 30, 1975, as amended at 58 FR 5518, Jan. 21, 1993]

Sec. 1304.1-3 Head Start Program goals.

(a) The Head Start Program is based on the premise that all children
share

[[Page 227]]

certain needs, and that children of low income families, in particular,
can benefit from a comprehensive developmental program to meet those
needs. The Head Start program approach is based on the philosophy that:
(1) A child can benefit most from a comprehensive, interdisciplinary
program to foster development and remedy problems as expressed in a
broad range of services, and that
(2) The child's entire family, as well as the community must be
involved. The program should maximize the strengths and unique
experiences of each child. The family, which is perceived as the
principal influence on the child's development, must be a direct
participant in the program. Local communities are allowed latitude in
developing creative program designs so long as the basic goals,
objectives and standards of a comprehensive program are adhered to.
(b) The overall goal of the Head Start program is to bring about a
greater degree of social competence in children of low income families.
By social competence is meant the child's everyday effectiveness in
dealing with both present environment and later responsibilities in
school and life. Social competence takes into account the
interrelatedness of cognitive and intellectual development, physical and
mental health, nutritional needs, and other factors that enable a child
to function optimally. The Head Start program is a comprehensive
developmental approach to helping children achieve social competence. To
the accomplishment of this goal, Head Start objectives and performance
standards provide for:
(1) The improvement of the child's health and physical abilities,
including appropriate steps to correct present physical and mental
problems and to enhance every child's access to an adequate diet. The
improvement of the family's attitude toward future health care and
physical abilities.
(2) The encouragement of self-confidence, spontaneity, curiosity,
and self-discipline which will assist in the development of the child's
social and emotional health.
(3) The enhancement of the child's mental processes and skills with
particular attention to conceptual and communications skills.
(4) The establishment of patterns and expectations of success for
the child, which will create a climate of confidence for present and
future learning efforts and overall development.
(5) An increase in the ability of the child and the family to relate
to each other and to others.
(6) The enhancement of the sense of dignity and self-worth within
the child and his family.

Sec. 1304.1-4 Performance standards plan development.

Each grantee and delegate agency shall develop a plan for
implementing the performance standards prescribed in Subparts B, C, D,
and E of this part for use in the operation of its Head Start program
(hereinafter called ``plan,'' or ``performance standards plan''). The
plan shall provide that the Head Start program covered thereby shall
meet or exceed the performance standards. The plan shall be in writing
and shall be developed by the appropriate professional Head Start staff
of the grantee or delegate agency with cooperation from other Head Start
staff, with technical assistance and advice as needed from personnel of
the Regional Office and professional consultants, and with the advice
and concurrence of the policy council or policy committee. The plan must
be reviewed by grantee or delegate agency staff and the policy council
or policy committee at least annually and revised and updated as may be
necessary.

Sec. 1304.1-5 Performance standards implementation and enforcement.

(a) Grantees and delegate agencies must be in compliance with or
exceed the performance standards prescribed in subparts B, C, D, and E,
of this part at the commencement of the grantee's program year next
following July 1, 1975, effective date of the regulations in this part,
or 6 months after that date, whichever is later, and thereafter, unless
the period for full compliance is extended in accordance with paragraph
(f) of this section.
(b) If the responsible HHS official as a result of information
obtained from program self-evaluation, pre-review, or

[[Page 228]]

routine monitoring, is aware or has reason to believe that a Head Start
program, with respect to performance standards other than those for
which the time for compliance has been extended in accordance with
paragraph (f) of this section, is not in compliance with performance
standards, he shall notify the grantee promptly in writing of the
deficiencies and inform the grantee that it, or if the deficiencies are
in a Head Start program operated by a delegate agency, the delegate
agency, has a period stated in the notice not to exceed 90 days to come
into compliance. If the notice is with respect to a delegate agency, the
grantee shall immediately notify the delegate agency and inform it of
the time within which the deficiencies must be corrected. Upon receiving
the notice the grantee or delegate agency shall immediately analyze its
operations to determine how it might best comply with the performance
standards. In this process it shall review, among other things, its
utilization of all available local resources, and whether it is
receiving the benefits of State and other Federal programs for which it
is eligible and which are available. It shall review and realign where
feasible program priorities, operations, and financial and manpower
allocations. It shall also consider the possibility of choosing an
alternate program option for the delivery of Head Start Services in
accordance with ACYF Notice N-30-334-1, Program Options for Project Head
Start, attached hereto as Appendix A, which the grantee, with ACYF
concurrence, determines that it would be able to operate as a quality
program in compliance with performance standards.
(c) The grantee or delegate agency shall report in writing in detail
its efforts to meet the performance standards within the time given in
the notice to the responsible HHS official. A delegate agency shall
report through the grantee. If the reporting agency, grantee or delegate
agency, determines that it is unable to comply with the performance
standards, the responsible HHS official shall be notified promptly in
writing by the grantee, which notice shall contain a description of the
deficiencies not able to be corrected and the reasons therefor. If
insufficient funding is included as a principal reason for inability to
comply with performance standards, the notice shall specify the exact
amount, and basis for, the funding deficit and efforts made to obtain
funding from other sources.
(d) The responsible HHS official on the basis of the reports
submitted pursuant to paragraph (c) of this section, will undertake to
assist grantees, and delegate agencies through their grantees, to comply
with the performance standards, including by furnishing or by
recommending technical assistance.
(e) If the grantee or delegate agency has not complied with the
performance standards, other than those for which the time for
compliance has been extended in accordance with paragraph (f) of this
section, within the period stated in the notice issued under paragraph
(b) of this section, the grantee shall be notified promptly by the
responsible HHS official of the commencement of suspension or
termination proceedings or of the intention to deny refunding, as may be
appropriate, under part 1303 (appeals procedures) of this chapter.
(f) The time within which a grantee or delegate agency shall be
required to correct deficiencies in implementation of the performance
standards may be extended by the responsible HHS official to a maximum
of one year, only with respect to the following deficiencies:
(1) The space per child provided by the Head Start program does not
comply with the Education Services performance standard but there is no
risk to the health or safety of the children;
(2) The Head Start program is unable to provide Medical or Dental
Treatment Services as required by Health Services Performance Standards
because funding is insufficient and there are no community or other
resources available;
(3) The services of a mental health professional is not available or
accessible to the program as required by the Health Services Performance
Standards; or
(4) The deficient service is not able to be corrected within the 90
days notice period, notwithstanding full effort at

[[Page 229]]

compliance, because of lack of funds and outside community resources,
but it is reasonable to expect that the services will be brought into
compliance within the extended period, and, the overall high quality of
the Head Start program otherwise will be maintained during the
extension.

Subpart B--Education Services Objectives and Performance Standards

Sec. 1304.2-1 Education services objectives.

The objectives of the Education Service component of the Head Start
program are to:
(a) Provide children with a learning environment and the varied
experiences which will help them develop socially, intellectually,
physically, and emotionally in a manner appropriate to their age and
stage of development toward the overall goal of social competence.
(b) Integrate the educational aspects of the various Head Start
components in the daily program of activities.
(c) Involve parents in educational activities of the program to
enhance their role as the principal influence on the child's education
and development.
(d) Assist parents to increase knowledge, understanding, skills, and
experience in child growth and development.
(e) Identify and reinforce experience which occur in the home that
parents can utilize as educational activities for their children.

Sec. 1304.2-2 Education services plan content: Operations.

(a) The education services component of the performance standards
plan shall provide strategies for achieving the education objectives. In
so doing it shall provide for program activities that include an
organized series of experiences designed to meet the individual
differences and needs of participating children, the special needs of
handicapped children, the needs of specific educational priorities of
the local population and the community. Program activities must be
carried out in a manner to avoid sex role stereotyping. In addition, the
plan shall provide methods for assisting parents in understanding and
using alternative ways to foster learning and development of their
children.
(b) The education services component of the plan shall provide for:
(1) A supportive social and emotional climate which:
(i) Enhances children's understanding of themselves as individuals,
and in relation to others, by providing for individual, small group, and
large group, activities;
(ii) Gives children many opportunities for success through program
activities;
(iii) Provides an environment of acceptance which helps each child
build ethnic pride, a positive self-concept, enhance his individual
strengths, and develop facility in social relationships.
(2) Development of intellectual skills by:
(i) Encouraging children to solve problems, initiate activities,
explore, experiment, question, and gain mastery through learning by
doing;
(ii) Promoting language understanding and use in an atmosphere that
encourages easy communication among children and between children and
adults;
(iii) Working toward recognition of the symbols for letters and
numbers according to the individual developmental level of the children;
(iv) Encouraging children to organize their experiences and
understand concepts; and
(v) Providing a balanced program of staff directed and child
initiated activities.
(3) Promotion of physical growth by:
(i) Providing adequate indoor and outdoor space, materials,
equipment, and time for children to use large and small muscles to
increase their physical skills; and
(ii) Providing appropriate guidance while children are using
equipment and materials in order to promote children's physical growth.
(c) The education services component of the plan shall provide for a
program which is individualized to meet the special needs of children
from various populations by:
(1) Having a curriculum which is relevant and reflective of the
needs of the population served (bilingual/bicultural,

[[Page 230]]

multi-cultural, rural, urban, reservation, migrant, etc.);
(2) Having staff and program resources reflective of the racial and
ethnic population of the children in the program.
(i) Including persons who speak the primary language of the children
and are knowledgeable about their heritage; and, at a minimum, when a
majority of the children speak a language other than English, at least
one teacher or aide interacting regularly with the children must speak
their language; and,
(ii) Where only a few children or a single child speak a language
different from the rest, one adult in the center should be available to
communicate in the native language;
(3) Including parents in curriculum development and having them
serve as resource persons (e.g., for bilingual-bicultural activities).
(d) The education services component of the plan shall provide
procedures for on-going observation, recording and evaluation of each
child's growth and development for the purpose of planning activities to
suit individual needs. It shall provide, also, for integrating the
educational aspects of other Head Start components into the daily
education services program.
(e) The plan shall provide methods for enhancing the knowledge and
understanding of both staff and parents of the educational and
developmental needs and activities of children in the program. These
shall include:
(1) Parent participation in planning the education program, and in
center, classroom and home program activities;
(2) Parent training in activities that can be used in the home to
reinforce the learning and development of their children in the center;
(3) Parent training in the observation of growth and development of
their children in the home environment and identification of and
handling special developmental needs;
(4) Participation in staff and staff-parent conferences and the
making of periodic home visits (no less than two) by members of the
education staff;
(5) Staff and parent training, under a program jointly developed
with all components of the Head Start program, in child development and
behavioral developmental problems of preschool children; and
(6) Staff training in identification of and handling children with
special needs and working with the parents of such children, and in
coordinating relevant referral resources.

Sec. 1304.2-3 Education services plan content: Facilities.

(a) The education services component of the plan shall provide for a
physical environment conducive to learning and reflective of the
different stages of development of the children. Home-based projects
must make affirmative efforts to achieve this environment. For center-
based programs, space shall be organized into functional areas
recognized by the children, and space, light, ventilation, heat, and
other physical arrangements must be consistent with the health, safety,
and developmental needs of the children. To comply with this standard:
(1) There shall be a safe and effective heating system;
(2) No highly flammable furnishings or decorations shall be used.
(3) Flammable and other dangerous materials and potential poisons
shall be stored in locked cabinets or storage facilities accessible only
to authorized persons;
(4) Emergency lighting shall be available in case of power failure;
(5) Approved, working fire extinguishers shall be readily available;
(6) Indoor and outdoor premises shall be kept clean and free, on a
daily basis, of undesirable and hazardous material and conditions;
(7) Outdoor play areas shall be made so as to prevent children from
leaving the premises and getting into unsafe and unsupervised areas;
(8) Paint coatings in premises used for care of children shall be
determined to assure the absence of a hazardous quantity of lead;
(9) Rooms shall be well lighted;
(10) A source of water approved by the appropriate local authority
shall be available in the facility; and adequate toilets and handwashing
facilities shall be available and easily reached by children;

[[Page 231]]

(11) All sewage and liquid wastes shall be disposed of through a
sewer system approved by an appropriate, responsible authority, and
garbage and trash shall be stored in a safe and sanitary manner until
collected;
(12) There shall be at least 35 square feet of indoor space per
child available for the care of children (i.e., exclusive of bathrooms,
halls, kitchen, and storage places). There shall be at least 75 square
feet per child outdoors; and
(13) Adequate provisions shall be made for handicapped children to
ensure their safety and comfort.
Evidence that the center meets or exceeds State or local licensing
requirements for similar kinds of facilities for fire, health and safety
shall be accepted as prima facie compliance with the fire, health and
safety requirements of this section.
(b) The plan shall provide for appropriate and sufficient furniture,
equipment and materials to meet the needs of the program, and for their
arrangement in such a way as to facilitate learning, assure a balanced
program of spontaneous and structured activities, and encourage self-
reliance in the children. The equipment and materials shall be:
(1) Consistent with the specific educational objectives of the local
program;
(2) Consistent with the cultural and ethnic background of the
children;
(3) Geared to the age, ability, and developmental needs of the
children;
(4) Safe, durable, and kept in good condition;
(5) Stored in a safe and orderly fashion when not in use;
(6) Accessible, attractive, and inviting to the children; and
(7) Designed to provide a variety of learning experiences and to
encourage experimentation and exploration.

Subpart C--Health Services Objectives and Performance Standards

Sec. 1304.3-1 Health services general objectives.

The general objectives of the health services component of the Head
Start program are to:
(a) Provide a comprehensive health services program which includes a
broad range of medical, dental, mental health and nutrition services to
preschool children, including handicapped children, to assist the
child's physical, emotional, cognitive and social development toward the
overall goal of social competence.
(b) Promote preventive health services and early intervention.
(c) Provide the child's family with the necessary skills and insight
and otherwise attempt to link the family to an ongoing health care
system to ensure that the child continues to receive comprehensive
health care even after leaving the Head Start program.

Sec. 1304.3-2 Health Services Advisory Committee.

The plan shall provide for the creation of a Health Services
Advisory Committee whose purpose shall be advising in the planning,
operation and evaluation of the health services program and which shall
consist of Head Start parents and health services providers in the
community and other specialists in the various health disciplines.
(Existing committees may be modified or combined to carry out this
function.)

Sec. 1304.3-3 Medical and dental history, screening, and examinations.

(a) The health services component of the performance standards plan
shall provide that for each child enrolled in the Head Start program a
complete medical, dental and developmental history will be obtained and
recorded, a thorough health screening will be given, and medical and
dental examinations will be performed. The plan will provide also for
advance parent or guardian authorization for all health services under
this subpart.
(b) Effective with the beginning of the 1993-94 program year,
grantees must provide for health and developmental screenings by 45 days
after the beginning of services for children in the fall, or for a child
who enters late, by 45 days after the child enters into the program and
must include:
(1) Growth assessment (head circumference up to two years old),
height, weight and age.

[[Page 232]]

(2) Vision testing.
(3) Hearing testing.
(4) Hemoglobin or hematocrit determination.
(5) Tuberculin testing indicated in ACYF Head Start Guidance
Material.
(6) Urinalysis.
(7) Based on community health problems, other selected screenings
where appropriate, e.g., sickle cell anemia, lead poisoning, and
intestinal parasites.
(8) Assessment of current immunization status.
(9) During the course of health screening, procedures must be in
effect for identifying speech problems, determining their cause, and
providing services.
(10) Identification of the special needs of handicapped children.
(c) Medical examinations for children shall include:
(1) Examination of all systems or regions which are made suspect by
the history or screening test.
(2) Search for certain defects in specific regions common or
important in this age group, i.e., skin, eye, ear, nose, throat, heart,
lungs, and groin (inguinal) area.
(d) The plan shall provide, also, in accordance with local and state
health regulations that employed program staff have initial health
examinations, periodic check-ups, and are found to be free from
communicable disease; and, that voluntary staff be screened for
tuberculosis.

[40 FR 27562, June 30, 1975, as amended at 58 FR 5518, Jan. 21, 1993]

Sec. 1304.3-4 Medical and dental treatment.

(a) The plan shall provide for treatment and follow-up services
which include:
(1) Obtaining or arranging for treatment of all health problems
detected. (Where funding is provided by non-Head Start funding sources
there must be written documentation that such funds are used to the
maximum feasible extent. Head Start funds may be used only when no other
source of funding is available).
(2) Completion of all recommended immunizations--diptheria,
pertussis, tetanus (DPT), polio, measles, German measles. Mumps
immunization shall be provided where appropriate.
(3) Obtaining or arranging for basic dental care services as
follows:
(i) Dental examination.
(ii) Services required for the relief of pain or infection.
(iii) Restoration of decayed primary and permanent teeth.
(iv) Pulp therapy for primary and permanent teeth as necessary.
(v) Extraction of non-restorable teeth.
(vi) Dental prophylaxis and instruction in self-care oral hygiene
procedures.
(vii) Application of topical fluoride in communities which lack
adequate fluoride levels in the public water supply.
(b) There must be a plan of action for medical emergencies.
(Indicated in ACYF Head Start Guidance Material.)

Sec. 1304.3-5 Medical and dental records.

The plan shall provide for:
(a) The establishment and maintenance of individual health records
which contain the child's medical and developmental history, screening
results, medical and dental examination data, and evaluation of this
material, and up-to-date information about treatment and follow-up;
(b) Forwarding, with parent consent, the records to either the
school or health delivery system or both when the child leaves the
program; and
(c) Giving parents a summary of the record which includes
information on immunization and follow-up treatment; and
(d) Utilization of the Health Program Assessment Report (HPAR); and
(e) Assurance that in all cases parents will be told the nature of
the data to be collected and the uses to which the data will be put, and
that the uses will be restricted to the stated purposes.

Sec. 1304.3-6 Health education.

(a) The plan shall provide for an organized health education program
for program staff, parents and children which ensures that:
(1) Parents are provided with information about all available health
resources;

[[Page 233]]

(2) Parents are encouraged to become involved in the health care
process relating to their child. One or both parents should be
encouraged to accompany their child to medical and dental exams and
appointments;
(3) Staff are taught and parents are provided the opportunity to
learn the principles of preventive health, emergency first-aid measures,
and safety practices;
(4) Health education is integrated into on-going classroom and other
program activities.
(5) The children are familiarized with all health services they will
receive prior to the delivery of those services.

Sec. 1304.3-7 Mental health objectives.

The objectives of the mental health part of the health services
component of the Head Start program are to:
(a) Assist all children participating in the program in emotional,
cognitive and social development toward the overall goal of social
competence in coordination with the education program and other related
component activities;
(b) Provide handicapped children and children with special needs
with the necessary mental health services which will ensure that the
child and family achieve the full benefits of participation in the
program;
(c) Provide staff and parents with an understanding of child growth
and development, an appreciation of individual differences, and the need
for a supportive environment;
(d) Provide for prevention, early identification and early
intervention in problems that interfere with a child's development;
(e) Develop a positive attitude toward mental health services and a
recognition of the contribution of psychology, medicine, social
services, education and other disciplines to the mental health program;
and
(f) Mobilize community resources to serve children with problems
that prevent them from coping with their environment.

Sec. 1304.3-8 Mental health services.

(a) The mental health part of the plan shall provide that a mental
health professional shall be available, at least on a consultation
basis, to the Head Start program and to the children. The mental health
professional shall:
(1) Assist in planning mental health program activities;
(2) Train Head Start staff;
(3) Periodically observe children and consult with teachers and
other staff;
(4) Advise and assist in developmental screening and assessment;
(5) Assist in providing special help for children with atypical
behavior or development, including speech;
(6) Advise in the utilization of other community resources and
referrals;
(7) Orient parents and work with them to achieve the objectives of
the mental health program; and
(8) Take appropriate steps in conjunction with health and education
services to refer children for diagnostic examination to determine
whether their emotional or behavior problems have a physical basis.
(b) The plan shall also provide for:
(1) Attention to pertinent medical and family history of each child
so that mental health services can be made readily available when
needed;
(2) Use of existing community mental health resources;
(3) Coordination with the education services component to provide a
program keyed to individual developmental levels;
(4) Confidentiality of records;
(5) Regular group meetings of parents and program staff;
(6) Parental consent for special mental health services;
(7) Opportunity for parents to obtain individual assistance; and,
(8) Active involvement of parents in planning and implementing the
individual mental health needs of their children.

Sec. 1304.3-9 Nutrition objectives.

The objectives of the nutrition part of the health services
component of the Head Start program are to:
(a) Help provide food which will help meet the child's daily
nutritional needs in the child's home or in another clean and pleasant
environment, recognizing individual differences and cultural patterns,
and thereby promote sound physical, social, and emotional growth and
development.

[[Page 234]]

(b) Provide an environment for nutritional services which will
support and promote the use of the feeding situation as an opportunity
for learning;
(c) Help staff, child and family to understand the relationship of
nutrition to health, factors which influence food practices, variety of
ways to provide for nutritional needs and to apply this knowledge in the
development of sound food habits even after leaving the Head Start
program;
(d) Demonstrate the interrelationships of nutrition to other
activities of the Head Start program and its contribution to the overall
child development goals; and
(e) Involve all staff, parents and other community agencies as
appropriate in meeting the child's nutritional needs so that nutritional
care provided by Head Start complements and supplements that of the home
and community.

Sec. 1304.3-10 Nutrition services.

(a) The nutrition services part of the health services component of
the performance standards plan must identify the nutritional needs and
problems of the children in the Head Start program and their families.
In so doing account must be taken of:
(1) The nutrition assessment data (height, weight, hemoglobin
hematocrit) obtained for each child;
(2) Information about family eating habits and special dietary needs
and feeding problems, especially of handicapped children; and,
(3) Information about major community nutrition problems.
(b) The plan, designed to assist in meeting the daily nutritional
needs of the children, shall provide that:
(1) Every child in a part-day program will receive a quantity of
food in meals (preferably hot) and snacks which provides at least \1/3\
of daily nutritional needs, with consideration for meeting any special
needs of children, including the child with a handicapping condition;
(2) Every child in a full-day program will receive snack(s), lunch,
and other meals as appropriate which will provide \1/2\ to \2/3\ of
daily nutritional needs depending on the length of the program;
(3) All children in morning programs who have not received breakfast
at the time they arrive at the Head Start program will be served a
nourishing breakfast;
(4) The kinds of food served conform to minimum standards for meal
patterns indicated in ACYF Head Start Guidance Material;
(5) The quantities of food served conform to recommended amounts
indicated in ACYF Head Start guidance materials; and,
(6) Meal and snack periods are scheduled appropriately to meet
children's needs and are posted along with menus; e.g., breakfast must
be served at least 2\1/2\ hours before lunch, and snacks must be served
at least 1\1/2\ hours before lunch or supper.
(c) The plan shall undertake to assure that the nutrition services
contribute to the development and socialization of the children by
providing that:
(1) A variety of foods which broaden the child's food experience in
addition to those that consider cultural and ethnic preferences is
served;
(2) Food is not used as punishment or reward, and that children are
encouraged but not forced to eat or taste;
(3) The size and number of servings of food reflect consideration of
individual children's needs;
(4) Sufficient time is allowed for children to eat;
(5) Chairs, tables, and eating utensils are suitable for the size
and developmental level of the children with special consideration for
meeting the needs of children with handicapping conditions;
(6) Children and staff, including volunteers, eat together sharing
the same menu and a socializing experience in a relaxed atmosphere; and
(7) Opportunity is provided for the involvement of children in
activities related to meal service. (For example: family style service.)
(d) The plan shall set forth an organized nutrition education
program for staff, parents, and children. This program shall assure
that:
(1) Meal periods and food are planned to be used as an integral part
of the total education program;

[[Page 235]]

(2) Children participate in learning activities planned to effect
the selection and enjoyment of a wide variety of nutritious foods;
(3) Families receive education in the selection and preparation of
foods to meet family needs, guidance in home and money management and
help in consumer education so that they can fulfill their major role and
responsibility for the nutritional health of the family;
(4) All staff, including administrative, receive education in
principles of nutrition and their application to child development and
family health, and ways to create a good physical, social and emotional
environment which supports and promotes development of sound food habits
and their role in helping the child and family to achieve adequate
nutrition.
(e) The plan shall make special provision for the involvement of
parents and appropriate community agencies in planning, implementing,
and evaluating the nutrition services. It shall provide that:
(1) The Policy Council or Committee and the Health Services Advisory
Committee have opportunity to review and comment on the nutrition
services;
(2) The nutritional status of the children will be discussed with
their parents;
(3) Information about menus and nutrition activities will be shared
regularly with parents;
(4) Parents are informed of the benefits of food assistance
programs; and
(5) Community agencies are enlisted to assist eligible families
participate in food assistance programs.
(f) The plan shall provide for compliance with applicable local,
State, and Federal sanitation laws and regulations for food service
operations including standards for storage, preparation and service of
food, and health of food handlers, and for posting of evidence of such
compliance. The plan shall provide, also, that vendors and caterers
supplying food and beverages comply with similar applicable laws and
regulations.
(g) The plan shall provide for direction of the nutrition services
by a qualified full-time staff nutritionist or for periodic and
regularly scheduled supervision by a qualified nutritionist or dietitian
as defined in the Head Start Guidance Material. Also, the plan shall
provide that all nutrition services staff will receive preservice and
in-service training as necessary to demonstrate and maintain proficiency
in menu planning, food purchasing, food preparation and storage, and
sanitation and personal hygiene.
(h) The plan shall provide for the establishment and maintenance of
records covering the nutrition services budget, expenditures for food,
menus utilized, numbers and types of meals served daily with separate
recordings for children and adults, inspection reports made by health
authorities, recipes and any other information deemed necessary for
efficient operation.

Subpart D--Social Services Objectives and Performance Standards

Sec. 1304.4-1 Social services objectives.

The objectives of the social services component of the performance
standards plan are to:
(a) Establish and maintain an outreach and recruitment process which
systematically insures enrollment of eligible children.
(b) Provide enrollment of eligible children regardless of race, sex,
creed, color, national origin, or handicapping condition.
(c) Achieve parent participation in the center and home program and
related activities.
(d) Assist the family in its own efforts to improve the condition
and quality of family life.
(e) Make parents aware of community services and resources and
facilitate their use.

Sec. 1304.4-2 Social services plan content.

(a) The social services plan shall provide procedures for:
(1) Recruitment of children, taking into account the demographic
make-up of the community and the needs of the children and families;
(2) Recruitment of handicapped children;
(3) Providing or referral for appropriate counseling;

[[Page 236]]

(4) Emergency assistance or crisis intervention;
(5) Furnishing information about available community services and
how to use them;
(6) Follow-up to assure delivery of needed assistance;
(7) Establishing a role of advocacy and spokesman for Head Start
families;
(8) Contacting of parent or guardian with respect to an enrolled
child whose participation in the Head Start program is irregular or who
has been absent four consecutive days; and
(9) Identification of the social service needs of Head Start
families and working with other community agencies to develop programs
to meet those needs.
(b) The plan shall provide for close cooperation with existing
community resources including:
(1) Helping Head Start parent groups work with other neighborhood
and community groups with similar concerns;
(2) Communicating to other community agencies the needs of Head
Start families and ways of meeting these needs;
(3) Helping to assure better coordination, cooperation, and
information sharing with community agencies;
(4) Calling attention to the inadequacies of existing community
services, or to the need for additional services, and assisting in
improving available services, or bringing in new services; and
(5) Preparing and making available a community resource list to Head
Start staff and families.
(c) The plan shall provide for the establishment, maintenance, and
confidentiality of records of up-to-date, pertinent family data,
including completed enrollment forms, referral and follow-up reports,
reports of contacts with other agencies, and reports of contacts with
families.

Subpart E--Parent Involvement Objectives and Performance Standards

Sec. 1304.5-1 Parent involvement objectives.

The objectives of the parent involvement component of the
performance standards plan are to:
(a) Provide a planned program of experiences and activities which
support and enhance the parental role as the principal influence in
their child's education and development.
(b) Provide a program that recognizes the parent as:
(1) Responsible guardians of their children's well being.
(2) Prime educators of their children.
(3) Contributors to the Head Start program and to their communities.
(c) Provide the following kinds of opportunities for parent
participation:
(1) Direct involvement in decision making in program planning and
operations.
(2) Participation in classroom and other program activities as paid
employees, volunteers or observers.
(3) Activities for parents which they have helped to develop.
(4) Working with their own children in cooperation with Head Start
staff.

Sec. 1304.5-2 Parent Involvement Plan content: Parent participation.

(a) The basic parent participation policy of the Head Start program,
with which all Head Start programs must comply as a condition of being
granted financial assistance, is contained in Head Start Policy Manual,
Instruction I-31--Section B2, The Parents (ACYF Transmittal Notice 70.2,
dated August 10, 1970). This policy manual instruction is set forth in
Appendix B to this part.
(b) The plan shall describe in detail the implementation of Head
Start Policy Manual Instruction I-31--section B2, The Parents (Appendix
B). The plan shall assure that participation of Head Start parents is
voluntary and shall not be required as a condition of the child's
enrollment.

Sec. 1304.5-3 Parent Involvement Plan content: Enhancing development of parenting skills.

The plan shall provide methods and opportunities for involving
parents in:
(a) Experiences and activities which lead to enhancing the
development of their skills, self-confidence, and sense of independence
in fostering an environment in which their children can develop to their
full potential.

[[Page 237]]

(b) Experiences in child growth and development which will
strengthen their role as the primary influence in their children's
lives.
(c) Ways of providing educational and developmental activities for
children in the home and community.
(d) Health, mental health, dental and nutrition education.
(e) Identification, and use, of family and community resources to
meet the basic life support needs of the family.
(f) Identification of opportunities for continuing education which
may lead towards self-enrichment and employment.
(g) Meeting with the Head Start teachers and other appropriate staff
for discussion and assessment of their children's individual needs and
progress.

Sec. 1304.5-4 Parent Involvement Plan content: Communications among program management, program staff, and parents.

(a) The plan shall provide for two-way communication between staff
and parents carried out on a regular basis throughout the program year
which provides information about the program and its services; program
activities for the children; the policy groups; and resources within the
program and the community. Communication must be designed and carried
out in a way which reaches parents and staff effectively. Policy Groups,
staff and parents must participate in the planning and development of
the communication system used.
(b) The plan shall provide a system for the regular provision of
information to members of Policy Groups. The purpose of such
communication is to enable the Policy Group to make informed decisions
in a timely and effective manner, to share professional expertise and
generally to be provided with staff support. At a minimum, information
provided will include:
(1) Timetable for planning, development, and submission of
proposals;
(2) Head Start policies, guidelines, and other communications from
the Administration on Children, Youth and Families;
(3) Financial reports and statements of funds expended in the Head
Start account; and
(4) Work plans, grant applications, and personnel policies for Head
Start.
(c) The entire Head Start staff shall share responsibility for
providing assistance in the conduct of the above activities. In
addition, Health Services, Education, and Social Services staff shall
contribute their direct services to assist the Parent Involvement staff.
If staff resources are not available, the necessary resources shall be
sought within the community.

Sec. 1304.5-5 Parent Involvement Plan content: Parents, area residents, and the program.

The plan shall provide for:
(a) The establishment of effective procedures by which parents and
area residents concerned will be enabled to influence the character of
programs affecting their interests.
(b) Their regular participation in the implementation of such
programs and,
(c) Technical and other support needed to enable parents and area
residents to secure on their own behalf available assistance from public
and private sources.

Appendix A to Part 1304--[Reserved]

Appendix B to Part 1304--Head Start Policy Manual: The Parents

This appendix sets forth policy governing the involvement of parents
of Head Start children ``. . . in the development, conduct, and overall
program direction at the local level.''

I-30-2 The Parents

a. introduction

Head Start believes that the gains made by the child in Head Start
must be understood and built upon by the family and the community. To
achieve this goal, Head Start provides for the involvement of the
child's parents and other members of the family in the experiences he
receives in the child development center by giving them many
opportunities for a richer appreciation of the young child's needs and
how to satisfy them.
Many of the benefits of Head Start are rooted in ``change''. These
changes must take place in the family itself, in the community, and in
the attitudes of people and institutions that have an impact on both.
It is clear that the success of Head Start in bringing about
substantial changes demands the fullest involvement of the parents,
parental-substitutes, and families of children

[[Page 238]]

enrolled in its programs. This involvement begins when a Head Start
program begins and should gain vigor and vitality as planning and
activities go forward.
Successful parental involvement enters into every part of Head
Start, influences other anti-poverty programs, helps bring about changes
in institutions in the community, and works toward altering the social
conditions that have formed the systems that surround the economically
disadvantaged child and his family.
Project Head Start must continue to discover new ways for parents to
become deeply involved in decision-making about the program and in the
development of activities that they deem helpful and important in
meeting their particular needs and conditions. For some parents,
participation may begin on a simple level and move to more complex
levels. For other parents the movement will be immediate, because of
past experiences, into complex levels of sharing and giving. Every Head
Start program is obligated to provide the channels through which such
participation and involvement can be provided for and enriched.
Unless this happens, the goals of Head Start will not be achieved
and the program itself will remain a creative experience for the
preschool child in a setting that is not reinforced by needed changes in
social systems into which the child will move after his Head Start
experience.
This sharing in decisions for the future is one of the primary aims
of parent participation and involvement in Project Head Start.

b. the role of the parents

Every Head Start Program Must Have Effective Parent Participation.
There are at least four major kinds of parent participation in local
Head Start programs.

1. PARTICIPATION IN THE PROCESS OF MAKING DECISIONS ABOUT THE NATURE
AND OPERATION OF THE PROGRAM.
2. PARTICIPATION IN THE CLASSROOM AS PAID EMPLOYEES, VOLUNTEERS OR
OBSERVERS.
3. ACTIVITIES FOR THE PARENTS WHICH THEY HAVE HELPED TO DEVELOP.
4. WORKING WITH THEIR CHILDREN IN COOPERATION WITH THE STAFF OF THE
CENTER.

Each of these is essential to an effective Head Start program both
at the grantee level and the delegate agency level. Every Head Start
program must hire/designate a Coordinator of Parent Activities to help
bring about appropriate parent participation. This staff member may be a
volunteer in smaller communities.

1. Parent Participation in the Process of Making Decisions About the
Nature and Operation of the Program

Head Start Policy Groups

a. Structure. The formal structure by which parents can participate
in policy making and operation of the program will vary with the local
administrative structure of the program.
Normally, however, the Head Start policy groups will consist of the
following:
1. Head Start Center Committee. This committee must be set up at the
center level. Where centers have several classes, it is recommended that
there also be parent class committees.
2. Head Start Policy Committee. This committee must be set up at the
delegate agency level when the program is administered in whole or in
part by such agencies.
3. Head Start Policy Council. This Council must be set up at the
grantee level.
When a grantee has delegated the entire Head Start program to one
Delegate Agency, it is not necessary to have a Policy Council in
addition to a Delegate Agency Policy Committee. Instead one policy group
serves both the Grantee Board and the Delegate Agency Board.
b. Composition. Chart A describes the composition of each of these
groups.

Chart A
------------------------------------------------------------------------
Organization Composition
------------------------------------------------------------------------
1. Head Start Center Committee......... 1. Parents whose children are
enrolled in that center.
2. Head Start Policy Committee 2. At least 50% parents of Head
(delegate agency). Start children presently
enrolled in that delegate
agency program plus
representatives of the
community.\1\
3. Head Start Policy Council (grantee). 3. At least 50% parents of Head
Start children presently
enrolled in that grantee's
program plus representatives
of the community.\2\
------------------------------------------------------------------------
\1\Representatives of the Community (Delegate Agency level): A
representative of neighborhood community groups (public and private)
and of local neighborhood community or professional organizations,
which have a concern for children of low income families and can
contribute to the development of the program. The number of such
representatives will vary depending on the number of organizations
which should appropriately be represented. The Delegate Agency
determines the composition of their committee (within the above
guidelines) and methods to be used in selecting representatives of the
community. Parents of former Head Start children may serve as
representatives of the community on delegate agency policy groups. All
representatives of the community selected by the agency must be
approved by elected parent members of the committee. In no case,
however, should representatives of the community exceed 50% of the
total committee.

[[Page 239]]

\2\Representatives of the Community (Grantee Agency level): A
representative of major agencies (public and private) and major
community civic or professional organizations which have a concern for
children of low income families and can contribute to the program. The
number of such representatives will vary, depending on the number of
organizations which should appropriately be represented. The applicant
agency determines the composition of the council (within the above
guidelines) and the methods to be used in selecting representatives of
the community. Parents of former Head Start children may serve as
representatives of the community on grantee agency policy groups. All
representatives of the community selected by the agency must be
approved by elected parent members of the committee. In no case,
however, should representatives of the community exceed 50% of the
total committee or council.

Special Notes

1. All parents serving on policy groups must be elected by parents
of Head Start children currently enrolled in the program.
2. It is strongly recommended that the community action agency board
have representation from the Head Start Policy Council to assure
coordination of Head Start activities with other CAA programs.
Conversely, community action agency board representation on the Policy
Council is also recommended.
3. It is important that the membership of policy groups be rotated
to assure a regular influx of new ideas into the program. For this
purpose, terms of membership must be limited to no more than three
years.
4. No staff member (nor members of their families as defined in CAP
Memo 23A) of the applicant or delegate agencies shall serve on the
council or committee in a voting capacity. Staff members may attend the
meetings of councils or committees in a consultative non-voting capacity
upon request of the council or committee.
5. Every corporate board operating a Head Start program must have a
Policy Committee or Council as defined by HHS. The corporate body and
the Policy Committee or Council must not be one and the same.
6. Policy groups for summer programs present a special problem
because of the difficulty of electing parent representatives in advance.
Therefore, the policy group for one summer program must remain in office
until its successors have been elected and taken office. The group from
the former program should meet frequently between the end of the program
and the election of new members to assure some measure of program
continuity. These meetings should be for the purpose of (a) assuring
appropriate follow up of the children (b) aiding the development of the
upcoming summer Head Start program, (c) writing of the application, (d)
hiring of the director and establishment of criteria for hiring staff
and, when necessary (e) orientation of the new members. In short, the
policy group from a former program must not be dissolved until a new
group is elected. The expertise of those parents who have previously
served should be used whenever possible.
c. Functions. The following paragraphs and charts describe the
minimum functions and degrees of responsibility for the various policy
groups involved in administration of local Head Start programs. Local
groups may negotiate for additional functions and a greater share of
responsibility if all parties agree. All such agreements are subject to
such limitations as may be called for by HHS policy. Questions about
this should be referred to your HHS regional office.
(1) The Head Start Center Committee shall carry out at least the
following minimum responsibilities:
(a) Assists teacher, center director, and all other persons
responsible for the development and operation of every component
including curriculum in the Head Start program.
(b) Works closely with classroom teachers and all other component
staff to carry out the daily activities program.
(c) Plans, conducts, and participates in informal as well as formal
programs and activities for center parents and staff.
(d) Participates in recruiting and screening of center employees
within guidelines established by HHS, the Grantee Council and Board, and
Delegate Agency Committee and Board.
(2) The Head Start Policy Committee. Chart B outlines the major
management functions connected with local Head Start program
administered by delegate agencies and the degree of responsibility
assigned to each participating group.
In addition to those listed functions, the committee shall:
(a) Serve as a link between public and private organizations, the
grantee Policy Council, the Delegate Agency Board of Directors, and the
community it serves.
(b) Have the opportunity to initiate suggestions and ideas for
program improvements and to receive a report on action taken by the
administering agency with regard to its recommendations.
(c) Plan, coordinate and organize agency-wide activities for parents
with the assistance of staff.
(d) Assist in communicating with parents and encouraging their
participation in the program.
(e) Aid in recruiting volunteer services from parents, community
residents and community organizations, and assist in the mobilization of
community resources to meet identified needs.
(f) Administer the Parent Activity funds.
(3) The Head Start Policy Council. Chart C outlines the major
management functions connected with the Head Start program at the
grantee level, whether it be a community

[[Page 240]]

action or limited purpose agency, and the degree of responsibility
assigned to each participating group.
In addition to those listed functions, the Council shall:
(a) Serve as a link between public and private organizations, the
Delegate Agency Policy Committees, Neighborhood Councils, the Grantee
Board of Directors and the community it serves.
(b) Have the opportunity to initiate suggestions and ideas for
program improvements and to receive a report on action taken by the
administering agency with regard to its recommendations.
(c) Plan, coordinate and organize agency-wide activities for parents
with the assistance of staff.
(d) Approve the selection of Delegate Agencies.
(e) Recruit volunteer services from parents, community residents and
community organizations, and mobilizes community resources to meet
identified needs.
(f) Distribute Parent Activity funds to Policy Committees.
It may not be easy for Head Start directors and professional staff
to share responsibility when decisions must be made. Even when they are
committed to involving parents, the Head Start staff must take care to
avoid dominating meetings by force of their greater training and
experience in the process of decisionmaking. At these meetings,
professionals may be tempted to do most of the talking. They must learn
to ask parents for their ideas, and listen with attention, patience and
understanding. Self-confidence and self-respect are powerful motivating
forces. Activities which bring out these qualities in parents can prove
invaluable in improving family life of young children from low income
homes.
Members of Head Start Policy Groups whose family income falls below
the ``poverty line index'' may receive meeting allowances or be
reimbursed for travel, per diem, meal and baby sitting expenses incurred
because of Policy Group meetings. The procedures necessary to secure
reimbursement funds and their regulations are detailed in OEO
Instruction 6803-1.

2. Participation in the Classroom as Paid Employees, Volunteers or
Observers

Head Start classes must be open to parents at times reasonable and
convenient to them. There are very few occasions when the presence of a
limited number of parents would present any problem in operation of the
program.
Having parents in the classroom has three advantages. It:
a. Gives the parents a better understanding of what the center is
doing for the children and the kinds of home assistance they may
require.
b. Shows the child the depth of his parents concern.
c. Gives the staff an opportunity to know the parents better and to
learn from them.
There are, of course, many center activities outside the classroom
(e.g., field trips, clinic visits, social occasions) in which the
presence of parents is equally desirable.
Parents are one of the categories of persons who must receive
preference for employment as non-professionals. Participation as
volunteers may also be possible for many parents. Experience obtained as
a volunteer may be helpful in qualifying for non-professional
employment. At a minimum parents should be encouraged to observe classes
several times. In order to permit fathers to observe it might be a good
idea to have some parts of the program in the evening or on weekends.
Head Start Centers are encouraged to set aside space within the
Center which can be used by parents for meetings and staff conferences.

3. Activities for Parents Which They Have Helped To Develop

Head Start programs must develop a plan for parent education
programs which are responsive to needs expressed by the parents
themselves. Other community agencies should be encouraged to assist in
the planning and implementation of these programs.
Parents may also wish to work together on community problems of
common concern such as health, housing, education and welfare and to
sponsor activities and programs around interests expressed by the group.
Policy Committees must anticipate such needs when developing program
proposals and include parent activity funds to cover the cost of parent
sponsored activities.

4. Working With Their Children in Their Own Home in Connection with the
Staff of the Center

HHS requires that each grantee make home visits a part of its
program when parents permit such visits. Teachers should visit parents
of summer children a minimum of once; in full year programs there should
be at least three visits, if the parents have consented to such home
visits. (Education staff are now required to make no less than two home
visits during a given program year in accordance with Sec. 1304.2-
2(e)(4).) In those rare cases where a double shift has been approved for
teachers it may be necessary to use other types of personnel to make
home visits. Personnel, such as teacher aides, health aides and social
workers may also make home visits with, or independently of, the
teaching staff but coordinated through the parent program staff in order
to eliminate uncoordinated visits.
Head Start staff should develop activities to be used at home by
other family members

[[Page 241]]

that will reinforce and support the child's total Head Start experience.
Staff, parents and children will all benefit from home visits and
activities. Grantees shall not require that parents permit home visits
as a condition of the child's participation in Head Start. However,
every effort must be made to explain the advantages of visits to
parents.

Definitions as used on charts B and C

A. General Responsibility. The individual or group with legal and
fiscal responsibility guides and directs the carrying out of the
function described through the person or group given operating
responsibility.
B. Operating Responsibility. The individual or group that is
directly responsible for carrying out or performing the function,
consistent with the general guidance and direction of the individual or
group holding general responsibility.
C. Must Approve or Disapprove. The individual or group (other than
persons or groups holding general and operating responsibility, A and B
above) must approve before the decision is finalized or action taken.
The individual or group must also have been consulted in the decision
making process prior to the point of seeking approval.
If they do not approve, the proposal cannot be adopted, or the
proposed action taken, until agreement is reached between the
disagreeing groups or individuals.
D. Must be Consulted. The individual or group must be called upon
before any decision is made or approval is granted to give advice or
information but not to make the decision or grant approval.
E. May be Consulted. The individual or group may be called upon for
information, advice or recommendations by those individuals or groups
having general responsibility or operating responsibility.

----------------------------------------------------------------------------------------------------------------
Chart B--Delegate agency Chart C--Grantee agency
----------------------------------------------------------------------------------
Head Head
Function Executive Start Head Executive Start Head
Board director policy Start Board director policy Start
committee director council director
----------------------------------------------------------------------------------------------------------------
I. Planning

(a) Identify child
development needs in the
area to be served (by CAA\1\
if not delegated)........... A B D D A B D D
(b) Establish goals of Head
Start program and develop
ways to meet them within HHS
guidelines.................. A C C B A C C B
(c) Determine delegate
agencies and areas in the
community in which Head
Start programs will operate. ........ ......... ......... ........ A D C B
(d) Determine location of
centers or classes.......... A D C B ........ ......... ........ ........
(e) Develop plans to use all
available community
resources in Head Start..... A D C B A D C B
(f) Establish criteria for
selection of children within
applicable laws and HHS
guidelines.................. ........ ......... ......... ........ A C C B
(g) Develop plan for
recruitment of children..... A C C B ........ ......... ........ ........

II. General Administration

(a) Determine the composition
of the appropriate policy
group and the method for
setting it up (within HHS
guidelines)................. A B C D A B C D
(b) Determine what services
should be provided to Head
Start from the CAA\1\
central office and the
neighborhood centers........ ........ ......... ......... ........ A B C D
(c) Determine what services
should be provided to Head
Start from delegate agency.. A B C D ........ ......... ........ ........
(d) Establish a method of
hearing and resolving
community complaints about
the Head Start program...... D C A B D C A B
(e) Direct the CAA\1\ Head
Start staff in day-to-day
operations.................. ........ ......... ......... ........ E A E B
(f) Direct the delegate
agency Head Start staff in
day-to-day operations....... E A E B ........ ......... ........ ........
(g) Insure that standards for
acquiring space, equipment,
and supplies are met........ A D D B A D D B

[[Page 242]]

III. Personnel Administration

(a) Determine Head Start
personnel policies
(including establishment of
hiring and firing criteria
for Head Start staff, career
development plans, and
employee grievance
procedures).................
Grantee agency............. ........ ......... ......... ........ A C C B
Delegate agency............ A C C B ........ ......... ........ ........
(b) Hire and fire Head Start
Director of grantee agency.. ........ ......... ......... ........ A B C ........
(c) Hire and fire Head Start
staff of grantee agency..... ........ ......... ......... ........ E A C B
(d) Hire and fire Head Start
Director of delegate agency. A B C ........ ........ ......... ........ ........
(e) Hire and fire Head Start
staff of delegate agency.... E A C B ........ ......... ........ ........

IV. Grant Application Process

(a) Prepare request for funds
and proposed work program:
Prior to sending to CAA\1\. A C C B ........ ......... ........ ........
Prior to sending to HHS.... ........ ......... ......... ........ A C C B
(b) Make major changes in
budget and work program
while program is in
operation................... A C C B A C C B
(c) Provide information
needed for prereview to
policy council.............. A D C B ........ ......... ........ ........
(d) Provide information
needed for prereview to HHS. ........ ......... ......... ........ A D C B

V. Evaluation

Conduct self-evaluation of
agency's Head Start program. A D B D A D B D
----------------------------------------------------------------------------------------------------------------
\1\CAA or general term ``grantee''.

A=General responsibility
B=Operating responsibility
C=Must approve or disapprove
D=Must be consulted
E=May be consulted