Comprehensive services are delivered in a learning environment that is individualized to support children's growth in the five essential domains. A minimum of 10 percent of a program's total enrollment must be children with disabilities. Additionally, Head Start services are designed to be responsive to each child and family's ethnic, cultural, and linguistic heritage.
You may click any of the below subjects to move the page to that section explaining in more detail of the comprehensive services Head Start provides.
Teachers facilitate individualized learning experiences to promote children’s readiness for school and beyond. Through planned and spontaneous instruction, relationships with adults, and play, children grow in language and literacy, early math and science concepts, and social and emotional development.
Screenings and follow-up for health, development, and behavior
Staff use a screening process that identifies children who need to be referred for more formal assessments in order to receive the benefit of glasses, hearing aids, special education, or other related services.
Staff can help parents understand the referral system to obtain further diagnostic testing by an appropriate licensed or certified professional for each child with an observable, known or suspected health or developmental problem.
Health and Safety
The Child Health Services of Malheur County Child Development Center is committed to wellness that embraces a comprehensive vision of health for all children, families and staff, with emphasis on education, advocacy and prevention. Through collaborative work among staff and parents, all child health and developmental concerns are identified and addressed.
Services link children and their families to a system of on-going preventative health care. Each family is assisted and encouraged to establish a primary “medical home” to ensure continued positive health care actions and decisions that will meet the basic needs of all family members. Parents are encouraged and educated on how to become advocates for the health of their family members. They are encouraged to be involved in all aspects of their child’s health care, helping them to learn the importance of prevention, early detection and treatment. The information from assessments used to individualize the program for all children, with special attention given to appropriate programming for children with disabilities.
A major goal of this area is to promote positive, culturally relevant health behaviors that enhance life-long well-being. Program emergency and procedures clearly state how staff handle health related emergencies as well as classroom/playground injuries, illnesses or infectious diseases. Staff, parents and volunteers are taught safety techniques to provide a safe environment and model safe behaviors. Parents are also educated about safe home environments.
Children receive health and development screenings, nutritious meals, oral health and mental health support. Programs connect families with medical, dental, and mental health services, and ensure that children are receiving the services they need.
Social and emotional development
Malheur County Child Development Center strives to build a strong school readiness foundation for children and families. As such, we are committed to the following: ensuring that every child enters school healthy and ready to learn; families are involved in supporting the lifelong learning of their children ; and working with schools to ensure the continued success and education of all children.
Physical Development & Health
*Demonstrates growing independence in hygiene and personal care such as hand washing (after toilet, before eating, wiping nose, etc. TSG:1c
*Fine Motor. Develops strength, dexterity and control needed to master use of markers, pencils, brushes, crayons, scissors, open & close backpack, & zip and snap jacket TSG: 7ab
Approaches to Learning
*Initiative and Curiosity. Follows two step directions. Can recognize numbers and letters as two separate categories TSG: 11ade, 12b, 13
*Receptive Language. Follow two step directions TSG: 8b *Expressive. Uses social rules of language. Can control voice decibel TSG: 9c, 10b
Logic & Reasoning
*Problem Solving. Can problem solve independently and seeks solutions to problems TSG: 11bc
Literacy Knowledge & Skills
*Book Appreciation. Points to words using a left to right progression when “reading” picture books TSG: 18b *Phonological Awareness. Notices and discriminates rhyme TSG: 15a
*Early Writing: Copies or writes familiar words and own name TSG: 19ab
*Alphabet Knowledge TSG: 16ab
Mathematics Knowledge & Skills
*Counts up to ten. Recognizes numerals 1-20 TSG: 20a
*Uses number concepts and vocabulary such as; first, last, next to, before, after, etc. TSG: 21a
Social and Emotional Development
*Self-Regulation. Demonstrates independence & follows simple rules & routines. Has the ability to recognize and regulate emotions, attention, impulses & behavior TSG: 1ab,3ab
Creative Arts Expression
*Drama: The portrayal of events, characters or stories through acting and using props or language. Uses words, actions and materials to portray a role or assume a character TSG: 36
English Language Development
*Demonstrates progress in listening to and understanding English TSG: 37
*Demonstrates progress in speaking English TSG: 38
Social Studies Knowledge and Skills
*Identifies personal and family structure TSG: 29
Science Knowledge and Skills
*Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships TSG: 24, 28
The Nutrition Program is an integral part of the program that addresses and meets the nutritional needs of the children and families in our community. Children are served meals daily under the Child and Adult Care Food Program (USDA). Participants in this food program are eligible regardless of race, color, nationality, age, sex, religion or disability. Not only are the nutritional requirements of the children considered, but their diverse individual characteristics and preferences are respected as well. The nutritional needs of children and families are identified in relation to their health, cultural, dietary, and community needs. Family eating patterns are acknowledged and taken into account when planning menus.
Meals are nutritious and children learn to develop healthful eating habits and broaden their food experiences. Children are given the opportunity to participate in a variety of learning experiences about food and proper nutrition to encourage them to make healthy food choices and to learn how food affects their health. Teaching staff coordinate nutrition lessons with well-balanced meals and snacks. Mealtime is an opportunity for children to develop social skills and build positive self-esteem.
Parents and families are supported in achieving their own goals, such as housing stability, continued education, and financial security. Programs support and strengthen parent-child relationships and engage families around children’s learning and development.
Families are engaged in their children's learning and development and are poised to support the lifelong success of their child. Head Start recognizes that parents are their children's primary teachers and advocates.
MCCDC promotes the pro-social guidance approach to classroom management and incorporates the use of the PBIS (Positive Behavioral Interventions and Supports) curriculum. PBIS focuses on teaching children acceptable ways to manage their emotions while at the same time uses a proactive approach that sets the child up for success while emphasizing the adult/child relationship to promote positive behaviors among children.
The following are the three universal rules used throughout the program.
Tucker ’ s 3 Rules
We Take Care of Ourselves
We Take Care of Each Other
We Take Care of Our Things
Transitioning to kindergarten is a fun step in the school year. Although teachers are preparing children for kindergarten throughout the entire program year, including hosting four “Kindergarten Success Nights” each year, spring time at MCCDC is full of exciting transition activities including:
Kindergarten field trips where children will be able to visit the local school in which they will be attending the following year
Individualized transitions meetings (when applicable) with the school district as well as MCCDC staff and parents
Local Kindergarten teachers and administration visitation to our classrooms
Special Parent Meeting for those transitioning onto Kindergarten featuring local kindergarten teachers discussing kindergarten expectations as well as answering any questions.
Transition Home Visits with teachers.
When a child who is eligible to receive special services is going to transition to the public school system, the school district schedules a transition meeting and informs the parents, the local Early Intervention/Early Childhood Special Education staff, and the MCCDC staff.
If the parent is working with other agencies, ie the Relief Nursery, then they would also be invited to attend as a support for the family and the school. These are called MDTs, or multidisciplinary team meetings. The purpose is to provide as smooth of a transition as possible for all parties involved. If there are special accommodations needed, arrangements can be started at this time.
Services for children with disabilities
Children with special needs and their families receive the full range of Head Start services. In addition, Head Start staff members work closely with community agencies to provide services to meet the special needs of the children with disabilities
Children with special needs and their families receive a full range of Head Start services. Every child will have a developmental screening within the first 45 calendar days. This screening is called ASQ-3. It will screen in the developmental areas of:
Motor (fine and gross motor – cutting with scissors, hops on one foot for 10 feet).
Communication (follows two-step verbal commands, uses pronouns (I, you, and me).
Cognitive (identifies big and small shapes, repeats two-digit sequences).
These are some examples of the screening which helps to identify child strengths. Your child’s Family Advocate will share the child’s results. If a concern is noted, parents will be contacted as soon as possible to suggest further evaluation
Through further evaluation, if a child is found eligible for special services, an Individual Family Service Plan (IFSP) will be developed in collaboration with the parents, Head Start Staff, and the Malheur Education Services District, Early Childhood Special Education (ECSE).
If you have any concerns or questions regarding your child’s development, please contact your child’s Teacher, your Family advocate, or speak with the Disabilities/Mental Health Specialist.
Page updated 3/31/2016