Search:   

• About FCPS
• Contact Us
• A-Z Index

• HOME
• PARENTS
• STUDENTS
• COMMUNITY
• EMPLOYEES
• SCHOOLS & CENTERS
• ACADEMICS & PROGRAMS
• SCHOOL BOARD
• ADMINISTRATION

Early Head Start

Description of Program

• Serves families of infants, toddlers - newborn to age three (including children with disabilities), and expectant families.
  
• Enrollment is based on income-eligibility using the Federally poverty guidelines.
  
• Involves families in all aspects of the program.
  
• Operates year-round.
  
• Located in the Reston/Herndon area.
  
• Offers home-based services, and center-based services.
  
• Links families to a wide range of community services.

Program Design and Management

Governance

The FECEP/Head Start program provides for a formal structure of shared governance through which parents can participate in policy making or in other decisions about the program.

As a delegate agency, our program establishes a Parent Policy Committee, made up of representatives from each center and community representatives from local agencies. The grantee agency, Fairfax County Office for Children establishes a Policy Council, made up of parents from all the delegate agencies.

Parent Involvement/Volunteers

Parents take an active part in all aspects of the program. They are involved as volunteers in the classrooms and as policy makers on center and policy committees. Through school based committee meetings, parents receive training in child development, including ways of working successfully with their children at home. Parents are also encouraged to further their education and enhance their job skills.

Volunteers play an important part in FECEP/Head Start. Parents, students, senior citizens, etc. are encouraged to offer their much-needed assistance to classroom and central office staff. If you are a regular volunteer, evidence of a negative tuberculin skin test is also required.

Curriculum

The Prekindergarten Program of Studies (PreK POS) Curriculum is implemented in all FECEP/Head Start classrooms. The PreK POS curriculum and indicators support a developmentally appropriate early childhood program for children three to five years of age. It is based on current research around early childhood curriculum and best practices as well as input from early childhood and special educators. Ongoing training on the PreK POS Curriculum is provided for all program teachers and assistants. The prekindergarten curriculum addresses each child's needs, interests, and level of development. Children's social, emotional, physical, and intellectual growth is enhanced through a variety of learning experiences which meet individual and group needs. Great emphasis is put on language development, which makes the curriculum ideally suited to children from all cultures.

Home-based Services

Children and families participating in the home-based model are served by a Home visitor.

• The home visitor will visit weekly.
• The program offers families a minimum of two socializations/learning experiences per month.
• The home visitor and the family regularly assess the child's physical, intellectual, and social-emotional progress.
• Pregnant women will receive assistance in obtaining proper prenatal care.

Center-based Services

• The center-based model is staffed by two certified teachers and three assistants.
• The center-based program serves children in a classroom setting.
• The class operates from 7:15 am to 4:00 p.m., Monday - Friday.
• Children are served nutritious meals.
• The infant toddler curriculum is individualized to meet the physical, intellectual, and social-emotional needs of each child.
• Volunteers, including families, are recruited to assist the classroom staff.
• Home visits are made quarterly.

Family Involvement

Families are their child's best advocates. Early Head Start (EHS) families play a key role in the program. They will have an opportunity to:

• Become actively involved in shared program decision-making and governance.
• Form meaningful and supportive relationships with other families.
• Enhance their family skills by participating in training/workshops.
• Work as families with the EHS staff to foster the growth and development of their child.
• Conference regularly with the staff concerning the child's progress.