Download 2012-13 Head Start Annual Report

SEVCA Windsor County Head Start
Annual Report 2012-2013
Table of Contents:
I.
Public & Private Funds
II.
Budget Expenditures
III.
Proposed Budget for 2013-2014
IV.
Financial Audit Results
V.
Total Enrollment, Average Monthly Enrollment, Percent of Eligible Children Served
VI.
Dental & Medical Exam Results
VII.
Parent Involvement Activities
VIII.
Efforts for Preparing Children for Kindergarten
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Southeastern Vermont Community Action (SEVCA)
Head Start Annual Report
June 2013
GENERAL PROGRAM OVERVIEW
Southeastern Vermont Community Action (SEVCA) Head Start is funded to serve 87 children. Any
child living in Windsor County that turns 3 years old by September 1st may be eligible for the program if
they meet other program requirements, notably income eligibility. Windsor County consists of the
following towns: Andover, Baltimore, Barnard, Bethel, Bridgewater, Cavendish, Chester, Hartford (incl.
White River Junction), Hartland, Ludlow, Norwich, Plymouth, Pomfret, Reading, Rochester, Royalton,
Sharon, Springfield, Stockbridge, Weathersfield, Weston, Windsor, West Windsor, and Woodstock.
There are currently 7 classrooms at 4 different sites:
Chester ~ Chester Community Preschool has two collaborative Head Start classrooms in partnership
with the Windsor Southwest Supervisory Union, serving 37 children, of which at least 22 are Head Start
eligible.
Springfield ~ Pine Street Preschool has two regular Head Start classrooms and one child care
classroom, serving 52 children, with at least 34 being Head Start eligible.
White River Junction ~ Northwoods Head Start Center has one Head Start classroom serving 15
children.
Windsor ~ The Children’s Place Preschool has one Head Start classroom and serves 15 children.
FUNDING AND BUDGET
Public & Private Funds ~ In 2013-2014, SEVCA Head Start received a federal grant of $705,394. A
matching non-federal share of $176,349, in cash and in-kind donations, was also generated, for a total of
$881,743 in program resources.
Summary
Personnel: $411,791
Fringe Benefits: $143,668
Travel: $6,000
Supplies: $49,630
Other: $80,857
Total Operations Budget: $691,946
Training &Technical Assistance: $13,451
Total Grant Budget: $705,394
Budget Narrative
Personnel: $411,791 – staff salaries and wages (See attached spreadsheet)
Fringe Benefits: $143,668 – required payroll costs and employee benefits (See attached spreadsheet)
Travel: $6,000 – out-of-town staff travel for attending a training / conference, etc. not offered locally.
Supplies: $49,630
Office Supplies: $15, 000 – paper, pens, copier rental, printing needs, etc. for operating the program.
Child & Family Services Supplies: $33,130 – includes monthly budgets for curriculum enhancement
(3,000), classroom materials (23,630), replacement of classroom manipulatives (1,500), pull-ups,
wipes, sunscreen (1,000) and, Paper supply products (4,000) .
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Food Service Supplies: $1,500 – cost of monthly nutrition projects for each classroom and other
needed kitchen supplies.
Other: $80,857
Rent: $26,232 – rent and/or utilities for one classroom and administrative office space
Telephone / Utilities: $11,000 – telephone, fuel oil, electricity, & internet service for classroom sites
and administrative office
Liability Insurance: $3,500 – required coverage to be licensed and protect against liability
Building Maintenance: $9000 –anticipated building maintenance needs
Local Travel: $6,000 – reimbursement for an estimated 12,245 miles of local work-related travel at
49 cents per mile
Child Services Consultants: $7,500 – cost of contracts with Mental Health Consultant – to observe
the classrooms, support staff and see families as needed (6,000); Nutrition Consultant – to meet with
families and review menus as needed (1,500);
Volunteers: $1,125 – volunteer-related expenses, including Volunteer Appreciation Dinner,
volunteer packets, training, etc.
Substitutes: $5,500 – coverage when classroom staff are absent due to illness or other reason.
Parent Services: $3,500 – fatherhood initiatives and other parent group activities, (e.g., train rides,
field trips, picnics, $900 for parents to attend conferences, etc.); travel & child care reimbursements
for policy council meetings, etc.
Accountant & Legal Services: $7,500 – Head Start’s share of annual audit cost and other accounting
or legal costs incurred by Head Start
Training & Technical Assistance (T&TA): $13,451 – staff training and development costs
ANNUAL FINANCIAL AUDIT RESULTS
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ENROLLMENT & PERCENT OF ELIGIBLE CHILDREN SERVED
Total Number of Children and Families Served:
This program year we served 90 families and 100 children. Of these, 45 were three-year-olds, 51 were
four-year-olds and 4 turned five after September 1st so they missed the Kindergarten cut-off date. Thirtyfour children were enrolled for their second year in Head Start and no child was enrolled for his/her third
year. There were 6 children that left the program throughout the year, 3 of whom left before the first 45
days of the program. There were 11 children that were enrolled, but never actually started the program.
Of the 90 families served, 51 were two-parent families, 34 were single-parent families and 5 were
grandparents raising the children.
Average Monthly Enrollment / Percent of Eligible Children Served:
The program was enrolled at full capacity throughout the entire program year, from September 2012 to
May 2013. Children were eligible according to the following categories:
Center
Chester
Springfield
White River Junction
Windsor
Total
100% of 130% of
Federal Federal
Poverty Poverty
Level
Level
9
4
20
4
4
37
8
4
5
21
Other
(TANF, Foster care,
SSI, CC Subsidy,
Declaration of No
Income)
Over
Income
Homeless
6
0
2
21
2
0
1
8
1
0
0
1
18
7
6
33
49
15
15
Total
100
HEALTH OUTCOMES
Medical & Dental Care:
We began the year with a parent orientation at which we provided information explaining what parents
should expect during their child’s well-child exam. This helped to ensure that all the information needed
on the child’s physical form was complete, and gave parents the accurate information they needed to
question their physician if a particular practice was not being completed by the physician.
There were 99 children with ‘medical homes’ (i.e., regular primary care doctors) when they enrolled in
Head Start, and at the end of the school year all 100 children had them. Of those, 89 were up-to-date
with all physicals and follow-ups at the end of the year according to their health care professional.
During the school year we helped two families change to a different medical provider/home. Eight
children did not comply with being up-to-date on immunizations due to medical, philosophical or
religious exemption. Parents not complying due to philosophical or religious reasons were given
Required Parent Education information provided by Vermont Health Department and all signed an
exemption form. One child is on a “catch-up schedule”.
Eileen Holmes, RDH, is the Tooth Tutor for our program. Eileen traveled to the classrooms to educate
the children about dental hygiene and completed dental screenings. She explained the importance of
visiting the dentist and what happens at the dentist’s office. Eileen also worked with families to find
dental homes and to remind them when their children were due for follow-up appointments. The tooth
tutors hours were cut last program year but we were able to obtain a grant from the Vermont Department
of Health to cover the hours lost from the previous year.
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There were 63 children with dental homes when they enrolled, and by the end of the year that increased
to 90 children. Of those, 77 had up-to-date exams, 85 received preventative care, 10 needed treatment, 7
had received the needed treatment and 3 have appointments scheduled.
Percentage of Children Who Received Medical & Dental Exams
% per
Dental
Medical
Total
Classroom
Exams
Center
Exams
Children
Chester
20
21
95%
18
Total
Children
% per
Classroom
21
85 %
Springfield
40
49
81.6%
36
49
73%
White River
Junction
Windsor
Total
15
15
100%
11
15
73%
14
89
15
100
93%
89%
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77
15
100
80%
77%
Overall, almost 90% of the 100 children enrolled in the program received medical exams. The remaining
10% did not get them for a number of reasons, including: Parents not returning the form to Head Start,
scheduling the appointment after the close of the year, or not following through with the appointment.
We had 77% of the 100 children receiving a dental exam. The dentist is not always in the office at the
time of a cleaning and an exam can only be done by the dentist. We are still working with dentists to
help them understand the need for children to be seen by three years of age. The Springfield area is also
the community with the fewest dentists willing to take Medicaid, which is the primary source of
insurance for Head Start children; thus, it is difficult to find dentists to see all those children. The Health
Manager was able to work with the Springfield Medical Care Systems to coordinate with the Ronald
McDonald mobile van to perform exams on several children and they are also willing to return to do
whatever follow-up care the child requires.
PARENT INVOLVEMENT ACTIVITIES
The 2012-2013 program year provided a variety of opportunities for parents to become involved in the
program and their child’s development. Each month parents were offered opportunities within the
centers, such as helping with recycling, organizing field trips, being a computer helper, reading stories,
assisting with cooking projects, or being a volunteer in generals. Parents also attended parent group
meetings and Policy Council meetings that allowed them to present ideas and suggestions to the Head
Start program; as well as gain information about topics such as how the Head Start budget works, how
to run a meeting, budgeting and saving money, pedestrian safety, personal safety for children, nutrition
and menu planning, child developmental stages and milestones and kindergarten transitions.
In addition to monthly meetings, we also provided some activities that focused primarily on the
involvement of fathers and other significant male figures in children’s lives. This program year we
offered a “Read-With-Me” workshop for dads in our Springfield area. Eight dads attended. Parents
were also invited to participate in ongoing activities such as curriculum planning, field trips,
participating in an activity in the classroom, buddy-breakfasts and ladies luncheons. All families were
offered three individual parent/teacher conferences and two home visits to discuss and share information
and ideas regarding their children and families. We wrapped up the year with a family breakfast at each
site on the last day that included recognition of each child and parents.
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Below is a chart with various activities and the number of participants:
Parent Involvement Activity
Participants
Parent Orientation
100
CPR (certification by American Heart)
2
First Aid (certification by American Heart)
2
Personal Safety
20
Stress busters
10
Pedestrian Safety
16
IDA Budget
10
Handling Stress
4
Community Services Outreach (SEVCA)
4
Nutrition
19
Buddy Breakfasts/Ladies Luncheons ( 6 of each)
42
Read-With-Me
8 (dads)
Smoking Cessation Surveys
83
Kindergarten year-end Transition Activities
23
Year End Breakfast celebration
117
Parent Teacher Conferences/Home Visits
635
Resources and referrals provided
261
Total Parent Volunteers were 210 providing 1387.2 hours 210
of their time.
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EFFORTS FOR PREPARING CHILDREN FOR KINDERGARTEN
SEVCA Windsor County Head Start
Child Outcomes Analysis for Transitioning Children
Spring 2013
Teaching Strategies GOLD
Developmental Areas
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Comments
Social/Emotional Development
FWS
Area of strength for the program, with 17 of 44
children exceeding expectations, 26 children
meeting expectations, and 1 child below
expectations
Physical Development-Gross
Motor
FWS
Area to focus on, with 2 of 44 children below
expectations, 36 children meeting expectations,
and 12 children exceeding expectations
Physical Development-Fines
Motor
FW
Area of strength for the program, with 17 of 44
children exceeding expectations, 26 children
meeting expectations, and 1 child below
expectations
WS
Shows improvement from winter to spring, with
children below expectations decreasing from 9 to 2
and children exceeding expectations increasing
from 3 to 13
Cognitive Development
FWS
Shows improvement from winter to spring, with
children below expectations decreasing from 4 to 0
and children exceeding expectations increasing
from 4 to 13
Literacy Development
FWS
Shows improvement from winter to spring, with
children below expectations decreasing from 5 to 2
and children exceeding expectations increasing
from 0 to 11
WS
Area to focus on, with 9 of 44 children below
expectations, 28 children meeting expectations,
and 7 children exceeding expectations
Language Development
Mathematics Development
Teaching Strategies GOLD
Developmental Areas (Not on
progression level)
F
F
Meeting
Expectations
Comments
Emerging
Science and Technology
F
WS
Shows improvement from winter to spring, with
children meeting expectations increasing from 24 to
38.
Social Studies
F
WS
Shows improvement from winter to spring, with
children meeting expectations increasing from 24 to
37.
FWS
Shows improvement from winter to spring, with
children meeting expectations increasing from 30 to
37.
The Arts
Not Yet
Observed
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SEVCA Windsor County Head Start
Child Outcomes Analysis for Transitioning Children
Spring 2013
Overview of Classroom and Program Outcomes Report:
The Outcomes Report is based on the use of the Teaching Strategies GOLD
Assessment System for all classrooms within the program. Teachers observe and
document children’s daily activities and keep a running record of these observations. The
assessment is completed three times per year-November (fall), January (winter) and
April (spring). Teachers use observations and documentation recorded to complete the
Child Profile. This profile focuses on nine developmental areas-Social/Emotional
Development, Cognitive Development, Physical Development, Literacy Development,
Mathematics, The Arts, Social Studies, Science, and Language Development. Within
these developmental areas are 36 objectives that teachers must observe and document
for each child. The teacher must then rate the child on these objectives using a
development progression of nine total levels.
Once the teacher has entered this data into Teaching Strategies GOLD Online, the
program generates a report showing the progress of the classroom as a whole. This
report shows progress of each developmental area in Teaching Strategies GOLD, which
align with the Head Start Early Learning Framework and the Vermont Early Learning
Standards.
The Education and Disabilities Services Manager then takes the reports and
creates an Outcomes Review for each classroom. Areas of strength, as well as areas to
focus on are discussed with teachers, and an action plan is generated to improve these
areas within the classroom. Data from all classrooms is combined together to create the
Program Outcomes Report to show the progress of the Head Start Program as a whole.
This report only includes children enrolled in the Head Start program. We have 45
transitioning children enrolled, but only 44 children are included in this report, as one
child enrolled after the spring assessment period ended.
It is important to note that when reviewing the number of children that Do Not
Meet, Meet, or Exceed Widely Held Expectations for development, the focus is on the
improvement from winter to spring.
Of the 45 children that were assessed that will be transitioning to Kindergarten,
31 of them are returning children experiencing their second year of Head Start. This
leaves 14 children who may be experiencing their first preschool experience.
It is also important to note that 9 of the 45 children have been diagnosed with a
disability, whether is be a developmental delay or a speech and language delay.
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The gender of the population shows that there are slightly more males
transitioning, 58% being male and 42% being female. Ethnicity of the population assessed
include 87% White, 2% Pacific Islander, 2% American Indian or Alaskan Native, 4%
biracial, and 4% unknown. 98% of the children speak English as their primary language.
When comparing outcomes to the fall, Physical Gross Motor Development
decreased in the percentage of children below expectations by 34% and Mathematics
decreased in percentage of children below expectations by 43%.
Areas of Strength for the Program:
Particular areas of strength include Fine Motor Physical Development, with 17 of
44 children exceeding widely held expectations and 26 children meeting expectations,
and Social/Emotional Development, with 17 of 44 children exceeding widely held
expectations and 26 children meeting widely held expectations.
Areas to Focus on for the Program:
Particular areas to focus on include Physical Gross Motor Development, with 2 of
44 children falling below widely held expectations, and Mathematics, with 9 of 44
children falling below widely held expectations.
Action Plan for the Program:
The Education and Disabilities Services Manager will look at trends in outcomes
from the previous year, and plan trainings accordingly. Teachers will be encouraged to
look for materials to be purchased with their monthly education budget to help support
these areas of focus. These areas will be considered high priority when scheduling
Education Services Meetings and In-Service Trainings for the coming school year.
Prepared By:
Jodi C. Farashahi
Education and Disabilities Services Manager
SEVCA Windsor County Head Start
April 10, 2013
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TRANSITION PLAN
Transition is an important part of the Head Start program. Transitioning families and
children to and from the program is an ongoing process with specific events and activities
planned throughout the year to help families feel comfortable.
Transition plans may be as simple as making two or three visits to the next setting or as a
complex as any individual child may need. It is important to be guided by the needs and
comfort level of the child.
Transition Goals:
The transition process shall consider the following goals:
 Continuity of services and care
 Minimal disruption of the family system
 Enhanced child development from one environment to the next
 Planning, preparation, implementation and evaluation within and between programs
and with the family
Tips for transition:
 Prepare children for new experiences by talking about it before it happens.
 Read books about making changes.
 Involving parents in the transition process.
TRANSITION ACTIVITIES/EVENTS
Ongoing activities:
 Enrollment: All children who are three years old by September 1, and meet other
necessary Head Start guidelines are enrolled in the program throughout the year.
 Transition Books: Each classroom has books available about public school in the
area, discussing what kindergarten will be like in the fall.
 Reading Books: About growing older, Kindergarten experiences, and the feelings
around transition from one place to another.
 Daily Discussion: Teachers encourage children to talk about going to the “Big
School”, becoming familiar with what the experience will be like, and with whom
they will be spending their day.
 School Visits: Teachers will make arrangements with the area elementary schools
for children to visit.
 Visitors: Throughout the year visitors from the elementary school will visit the
classroom to meet the children and spend time with them. These include the
principal, Kindergarten teacher, school nurse, librarian, etc.
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August:
 Enrollment of children into the program
 Teaching Team send letter to Kindergarten students.
 New families that are interested in the program are encouraged to come and visit
the classroom.
 Transition Plan is discussed with families during the first home visit.
September:
 Courtesy call made by Head Start teachers to Kindergarten teachers to about how
former Head Start children are doing. (If new teacher, former teacher can make
the call and introduce new teacher.)
 Open House/Community Event held at each center inviting all school personnel,
former and present Head Start families and children, and community volunteers.
October:
 Parent Meeting: Staff and Parents can invite former Head Start parents to their
meeting to discuss their experience with the transition process, possibly becoming,
“Parent Mentors.”
 Lead Teachers will observe Kindergarten classrooms within their community
November:
 Invite the school nurse to come and visit the classroom(s) and possibly read a
story.
December:
 Call Kindergarten teachers to set up Kindergarten Pen pals to begin in January
January:
 Contact local PTA groups and invite them to come to a Head Start Parent Meeting,
so that transiting parents can get to know how they can be involved in public school
PTA
 Invite school principal to visit the classroom
February:
 Invite Kindergarten teachers to share a meal at Head Start
 Registration for Kindergarten usually announced for all towns
March:
 Head Start teachers will contact Kindergarten teachers about scheduling times to
visit the classroom, and discuss dates for the Head Start~ Kindergarten
Connection Meeting
 List of each child eligible for Kindergarten will be returned to the corresponding
Kindergarten teacher with registration forms sent to all centers by participating
schools.
 Provide interaction between children that are attending the same public school, but
are not in the same classroom
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April:
 Head Start children will start making visits to the Kindergarten classrooms and
tour the school.
 Head Start~Kindergarten Connection Meeting/Recruitment and Open House will be
held at each center and or participating school.
 Teaching Teams will complete the Teacher Observation Form for Transition on
children moving on to Kindergarten and send to the corresponding schools.
 Transition meetings will be scheduled in collaboration with EEE and school districts
for children with IEPs.
 Schedule a visit from the school bus driver for children so explore a school bus.
May:
 Head Start children will finish making visits to the Kindergarten classrooms and a
tour of the school.
 Food Service Providers will work with teaching teams to provide “cafeteria style”
meals to children for the last two weeks of school.
 Teaching Teams will provide activities to families to do at home over the summer.
The Vermont Head Start Association created statewide School Readiness Goals to be
used and measured by each Head Start program in the state. These goals include:
o Social Emotional Development
o Approaches to Learning
o Literacy/Language Development
o Physical Health and Development
See attached sheet which explains these school readiness goals in detail.
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