Office of Head Start

Here are eight things you can do every day to help your child learn your family’s language and become successful in school!

The easiest, most important thing is for parents and family members to use their home language every day. Many families worry that using their home language will confuse their children or make it more difficult for them to learn English. Help parents understand that children can learn more than one language at the same time.

This baseline tool is one aspect of the work that OHS is doing in partnership with the Office of Child Care to understand the current capacity of the EHS-CCP grantees and their partners and to identify technical assistance or other supports needed .

The purpose of the National American Indian/Alaska Native Head Start Collaboration Office (NAIANHSCO) is to create statewide partnerships and foster working coalitions among all groups that support the AI/AN Head Start grantee population. As directed by the “Improving Head Start for School Readiness Act of 2007” (Public Law 110-134), this office has facilitated the improvement and expansion of services to low-income children in Head Start, as well as built linkages between local, state, regional, and national early childhood initiatives and policies. This allows us to facilitate more coordinated approaches to planning and service delivery for AI/AN Head Start communities.

The National American Indian Alaska Native Head Start Collaboration Office, created under Public Law 110-134 ("Improving Head Start for School Readiness Act of 2007"), is directed “to facilitate collaboration among Head Start agencies (including Early Head Start agencies) and

entities that carry out activities designed to benefit low-income children from birth to school entry, and their families.”

Explore an at-a-glance overview of the Head Start Program Performance Standards (HSPPS) related to ratios and groups sizes for both family child care and child care centers. This document provides clear examples and references the HSPPS to assist programs in determining whether they are meeting all child ratio and group size requirements.

Children with disabilities continue to face significant barriers accessing and participating in inclusive early childhood programs. This policy statement from the U.S. Department of Education and the U.S. Department of Health and Human Services builds upon and renews commitment and urgency for inclusion.

Explore this report based on data from the fiscal years 2012-2015 regarding the use of the CLASS Pre-K® instrument during monitoring reviews of Head Start grantees.

Office of Head Start Tribal Consultation