Continuing to Build Healthy Children Linda Wright, Ad. Assistant, Transportation/ Facilities Manager...
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- Slide 1
- Continuing to Build Healthy Children Linda Wright, Ad.
Assistant, Transportation/ Facilities Manager Elizabeth Hargrove,
Health/ Nutrition Manager Mrs. Vernelle Smith, Center Manager EHS
Mrs. Tara Worthen, Education Manager HS/PK Cynthia Poole, Assistant
Director/ Family Service Manager Dr. Angela Primus, Director
EHS/HS/PK.
- Slide 2
- Philosophy Hancock County Head Start Program is based on the
premise that all children share certain needs and can benefit from
a comprehensive developmental program focusing on promoting school
readiness through positive social and education skills. This
program is tailored to fit the needs of the local community and
families involved as well as to maximize the unique experiences of
each childs desire to become lifelong learners. Head Start supports
and encourages parental involvement and provides comprehensive
services to enhance family development in the following areas:
Heath, Mental Health, Disabilities, Literacy, Nutrition, Education,
Transportation, Family Support, Community Partnerships, and Parent
Involvement. Head Start Mission Statement To create and facilitate
a healthy, safe, and nurturing environment conducive to learning by
bridging families, communities, and providing comprehensive quality
services for participating families and eligible children
- Slide 3
- Program Information Early Head Start 79 Boland Circle Sparta,
Georgia 31087 706-444-6920 Ext. 239 Hancock County Head Start/
Pre-K 11131 Highway 15 North Sparta, Georgia 31087 706-444-6920 Ext
275
- Slide 4
- Program Information The Hancock County Board of Education is
the grantee for the Head Start & Early Head Start Programs.
These programs are located in Hancock County, Sparta, Georgia.
Hancock County, Georgia is located approximately 120 miles east of
Atlanta, Georgia. The county is primarily agricultural with a very
low population density of only 21 people per square mile.
- Slide 5
- Goal & Objectives Early Head Start, Head Start & Pre-K
serves infants, toddlers, and pregnant women in Sparta, Hancock
County, Georgia. Its goal is to promote healthy prenatal outcomes
for pregnant women, enhance the development of young children, and
promote healthy family functioning Involve families in their childs
growth and development. Strengthen families as the primary
nurturers of their children. Provide children with educational,
health, and nutritional services Involve the community and other
agencies in supporting the Head Start program Provide the best
education possible for each child Meet the changing needs of
children, families, and the community. Help families work through
transitions successfully. Link children and families to needed
community services. Involve parents in decision-making Measure
effectiveness for program improvement
- Slide 6
- Program Enrollment Hancock County Head Start operates Head
Start, Early Head Start and Pre-K programs in Sparta, Georgia.
During the 2013-2014 program year, comprehensive services were
provided to 72 Early Head Start infants, toddlers, and/or expectant
families. In addition, we served 136 Head Start pre-school (ages
3-4) children and families, of which 64 children (4 year olds)
received Georgia state lottery funded Pre-K/Head Start blended
services.
- Slide 7
- Program Enrollment Early Head Start Under 1 year: 21 1 year
old: 26 2 years old: 36 Pregnant Women: 3 Hispanic or Latino
origin: 0 Non-Hispanic or Non-Latino origin: 86 American Indian or
Alaska Native: 0 Asian: 0 Black or African American: 0 Native
Hawaiian or other Pacific Islander: 0 White: 0
Bi-racial/Multi-racial: 0 Income below 100% of federal poverty
line: 74 Receipt of public assistance such as TANF, SSI-74 Status
as a foster child - # children only: 6 Status as homeless: 0 Over
income: 5 Number of children exceeding the allowed over income
enrollment (as noted below) with family incomes between 100% and
130% of the federal poverty line: 0
- Slide 8
- Program Enrollment Head Start 3 years old: 56 4 years old: 78
Income below 100% of federal poverty line: 119 Receipt of public
assistance such as TANF, SSI: 2 Status as a foster child - #
children only : 1 Status as homeless: 1 Over income: 9 Number of
children exceeding the allowed over income enrollment (as noted
below) with family incomes between 100% and 130% of the federal
poverty line: 0 Hispanic or Latino origin : 0 Non-Hispanic or
Non-Latino origin: 132 American Indian or Alaska Native: 0 Asian: 0
Black or African American: 127 Native Hawaiian or other Pacific
Islander : 0 White : 3 Bi-racial/Multi-racial: 2 Other: 0
- Slide 9
- Program Enrollment Primary Language Early Head Start- 72 Head
Start/ Pre-K- 132 Primary language of family at home: English: EHS
(72), HS (132) Spanish Native Central American, South American
& Mexican Languages (e.g., Mixteco, Quichean) Caribbean
Languages (e.g., Haitian-Creole, Patois) Middle Eastern & South
Asian Languages (e.g., Arabic, Hebrew, Hindi, Urdu, Bengali) East
Asian Languages (e.g., Chinese, Vietnamese, Tagalog) Native North
American/Alaska Native Languages Pacific Island Languages (e.g.,
Palauan, Fijian) European & Slavic Languages (e.g., German,
French, Italian, Croatian, Yiddish, Portuguese, Russian) African
Languages (e.g., Swahili, Wolof) k. Other (e.g., American Sign
Language) The program has no dual language learners; however, the
program has a MOU with an interpreter from the LEA.
- Slide 10
- Program Information The program operates a full year, full day,
center- based option in which the children attend the program 6.25
hours per day. The center calendars are based on the local public
school board calendars. The Early Head Start Program also operates
a modified center-based program during the summer months. Hancock
County Head Start operates 9 Early Head Start classrooms and 7 Head
Start classrooms.
- Slide 11
- Program Information Early Head Start Serve infant, toddlers,
and pregnant mothers 5 days a week and 6.5 hours of instructional
time Monday-Friday (8:00 a.m.-2:30 p.m.) 9 classrooms Head Start/
Pre-K Serve 3-5 year old 5 days a week and 6.5 hours of
instructional time Monday-Friday (8:00 a.m.-2:30 p.m.) 7
classrooms
- Slide 12
- Program Service Areas Transportation & Facilities Health
& Nutrition Education & Child Development Parent, Family
& Community Engagement Program Governance
- Slide 13
- Transportation/ Facilities
- Slide 14
- Transportation/ Facilities Duties and Responsibilities
Supervisor 5 bus drivers with CDLs with S Endorsement, 6 bus
monitors, 2 substitute bus monitors with all having high school
diplomas, 2 full time environmentalist and 1 part time
environmentalist all with high school diplomas.
- Slide 15
- Transportation Hancock County Board of Education is
collaborates with the Hancock County Head Start program in
providing transportation services for the children and
families
- Slide 16
- Administrative Assistant Duties and Responsibilities Type all
job required documents Answer and monitor all telephone calls
Answer Intercom for teaching staff needs Setting up requirements
and monitoring Child plus Sending in the End of the month report to
the Office of Head Start Complete the PIR (Program Information
Report) Policy Council Package Collect time sheets, prepare leave,
and consolidate monthly employee time sheets Order office supplies
Making arrangements for staff and management workshops Collect and
distribute information, maintain and organized data and files.
Ensure Policy Council Minutes are signed and placed in Policy
Council notebook Open and distribute mail Assist staff with Child
Plus needs and training Assist in assisting substitutes for the
classrooms
- Slide 17
- Transportation Duties and Responsibilities Providing training
for bus drivers, bus monitors, parents, and environmentalist on
health and safety. Evaluations and monitoring of all buses.
Collaborating with Mr. Harper to ensure all the buses and buildings
are in compliance with the State and Federal Guidelines.
Collaborating with Mr. Harper and Mr. Worthen defining routes and
identifying the most efficient routes Arrange for back-up vehicles
when necessary Schedule routine and emergency repairs and
maintenance of all agency vehicles Facilitate training, supervise,
and evaluate the performance of bus drivers and monitors Monitor to
ensure requests are appropriately handled and resolved in a timely
manner Ensure all transportation evacuations are done in the first
30 days of school Complete parent safety training in the first 30
days of school Ensure work plan, operation plans and policies and
procedures are done for Transportation and Facilities Materials and
Equipment
- Slide 18
- Facilities Duties and Responsibilities Collaborate with Mr.
Harper making sure that the buses and buildings are in compliance
with the State and Federal Guidelines. Ensure maintenance tickets
are done in technology and facilities for repairs. Monitor and
evaluate the quality and completion of jobs Coordinate routine
emergency repairs and maintenance at all sites along with Mr.
Harper Assistant Ensure equipment is safe and working properly on
all playgrounds and enough surfacing with the equipment. Ensure
work plans, operation plans, and policies and procedures are done
for Transportation and Facilities Materials and Equipment
- Slide 19
- Health/ Nutrition
- Slide 20
- Health/ Nutrition Role and Responsibilities Maintain health
files on all children enrolled in the program Collect all health
information within the 45 to 90 day guideline. I. Immunization
Records II. Physical Examinations III. Follow up with physical
exams if the doctor has a concern within 30 days. IV. Dental exam
V. Hemoglobin and Lead exam VI. Hearing/Vision
- Slide 21
- Health/ Nutrition Role and Responsibilities Collect all
contracts health/staff trainings Enter data into child plus and
immunizations on all children Requirements: Heights, weights, blood
pressure, dental, physical, hearing, vision, growth assessments,
hemoglobin, and lead. Create an immunization binder for the local
Health Department including hearing, vision, dental, and nutrition
Purchase all health supplies, Health supplies include: Tooth
paste/brushes, gloves, tissues, soap, and other health supplies
Monitor the classrooms to make sure daily health activities are
implemented. Organize a Health Advisory Committee which includes:
Staff, community persons, nurses, doctors, and dentist.
- Slide 22
- Health/ Nutrition Role and Responsibilities Distribute medicine
daily, to children who receive medication and breathing treatments
Complete fire Drills at Early Head Start Transport children to the
Dr. and Dentist as needed Assist the dietician with heights and
weights Collect and monitor staff physicals, TB skin test, and
blood test. Ensure special dietary needs are met by purchasing
food. Ensure each class has a first aid kit and fanny pack.
- Slide 23
- Health/ Nutrition Role and Responsibilities Assist with
Pregnant Moms. Transport and assist parents with doctor visits.
Follow up with children who overweight, obese, and underweight with
an individualized nutrition plan. Follow up with children and
families who need information about oral health.
- Slide 24
- Health/ Nutrition Hancock County Head Start was able to offer
parents health training thanks to our community partners: Hancock
County Health Department, Nelson Dietary Consulting, SWAH Fitness,
GSCU Nursing Program, Oconee Regional Medical Center, Babies Cant
Wait, etc. during our annual health fair. Parents learned about
various childhood illnesses - what to look for, how to treat the
illness first at home, health eating, family fun physical activity,
the proper way to take temperatures, dental care, and medication
administration methods.
- Slide 25
- Education & Child Development
- Slide 26
- Administered by Vernelle Smith & Tara Worthen
- Slide 27
- Early Head Start Program Overview In 1995, the Early Head Start
program was established to serve children from birth to three years
of ages in recognition of the mounting evidence that the earliest
years matter a great deal to childrens growth and development. T he
mission of the Early Head Start program is to promote healthy
prenatal outcomes for pregnant women, to improve the development of
young children, and to promote healthy family functioning. [1 [1 ]
Early Head Start was established in Hancock County in 2010 serving
64 slots and 7 pregnant moms. In 2012, Early Head Start went into a
new direction of management, several plans and goals were developed
and implemented, namely School Readiness Goals and Implementation
Plans for Head Start and Early Head Start, CLASS Plans and CLASS
Reliable Observers, chaired the Education component of the new
CATsan Self-Assessment Tool for the program, assisted in a
monitoring tool, and was instrument in beginning the first on-line
assessment tool, Teaching Strategies Gold and a new developmental
screener, BRIGANCE. The Goals of Early Head To provide safe and
developmentally enriching caregiving which promotes the physical,
cognitive, social and emotional development of infants and
toddlers, and prepares them for future growth and development. To
support parents, both mother and fathers, in their role as primary
caregivers and teachers of their children, and families in meeting
personal goals and achieving self sufficiency across a wide variety
of domains; To mobilize communities to provide the resources and
environment necessary to ensure a comprehensive, integrated array
of services and support for families; To ensure the provision of
high quality responsive services to family through the development
of trained, and caring staff.
- Slide 28
- Program Overview cont. These principles of Early Head Start are
designed to nurture healthy attachments between parents and child
(and child and caregivers), emphasize a strengths-based,
relationship-centered approach to services, and encompass the full
range of a familys needs from pregnancy through a childs third
birthday. Each child is treated as an individual in an inclusive
program support the continuum of childrens growth and development,
which includes the physical, social, emotional, and cognitive
development of each child. This also includes educating and
supporting parents and positive parent-child relationships. School
Readiness Child Assessment System and Curriculum The Hancock County
Early Head Start Program uses a variety of data collection tools
for assessment of children throughout the year. Children are
screened with the BRIGANCE Screening tool and then assessed with
the Ages and Stages Questionnaire (ASQ), Ages and Stages
Questionnaire for Social Emotional Development (ASQ-SE) and the
Teaching Strategies Gold Assessment throughout the year. The
teaching staff implements the research-based Creative Curriculum
for Infants and Toddlers, which promotes school readiness in all
developmental domains and aligns with the new Head Start Early
Learning Framework.
- Slide 29
- Hancock County Early Head Start Assessment Data Hancock County
Early Head Start Program uses Teaching Strategies GOLD (TSG) to
assess the growth and development of children. This is an
observational assessment system that measures the knowledge, skills
and behaviors that are most predictive of school success for
children birth through kindergartens. Assessments are based on the
Progression of Development and Learning, which are rooted in
standard developmental and learning expectations for most children
at various ages. The following data are examples of the impact of
the Hancock County Early Head Start Program on childrens learning.
Comparison of the assessments for children between the fall and the
spring shows that there were decreases in the number of children
who were below expectations for children their age for many of the
developmental objectives. Displayed below are the percentages of
children assessed in fall 2013 and again in spring 2014 who meet or
exceed the Widely Held Expectations for their ages in each of the
following domains: social-emotional, physical, language, literacy,
mathematics, and cognitive At the beginning of the year, it is
appropriate for a students skills and abilities to fall below
widely held expectations for his age or class because he may not
have received instructed for that level.
- Slide 30
- Social Emotional Birth Through 3 Social-emotional development
in preschool children includes building positive relationships with
others, interacting in a group and identifying and regulating their
own feelings. Engaging in positive social interactions is an
important skill for children to develop, and is predictive of
success in schools and life. Children learn to cooperate, take
turns, and express their feelings in socially appropriate ways. In
addition, children work to solve social problems, initially with
the help of adults, and then using their own solutions in
negotiation and cooperation with peers.
- Slide 31
- Physical - Gross Motor Birth Through 3 Physical development
focuses primarily upon childrens gross-motor and fine motor skills.
Physical skills assessed in preschool children include traveling
skills, balancing skills, coordination, fine-motor strength and the
use of writing and drawing tools. Research indicates physical
development is positively correlated with childrens
social-emotional development, success in school and healthy brain
development.
- Slide 32
- Language Development Birth Through 3 Language development
begins at birth and is the primary tool for establishing and
maintains skills. Examples of skills included in
language-development assessments are: comprehends language, follows
directions, uses expanding vocabulary, speaks clearly, engages in
conversations and tells about another time or place.
- Slide 33
- Mathematics Birth through 3 Research has shown a clear link
between early math skills and later school, reading and math
achievement. Preschool mathematical skills include counting,
connecting numerals with their quantities, understanding shapes and
spatial relationships, comparing and measuring, and understanding
patterns.
- Slide 34
- Cognitive Birth through 3 Cognitive development (intellectual
development) includes a childs ability to attend and engage, show
persistence and curiosity, recognize and recall prior experiences,
make connections, classify, think symbolically and engage in
socio-dramatic play. Cognitive development helps the child see
themselves as an active learner. This, in turn, help children build
self-confidence and motivate them to have a love for learning. It
is also a key predictor of success in learning during the school
year.
- Slide 35
- Literacy Birth Through 3 The early years are critical for
literacy development, as research indicates that children who not
learn to read and write by the end of the third grade are at risk
for school failure. Literacy in the preschool years includes
rhyming and alliteration, identifying letters, using and
appreciating books, retelling stories, writing names, and
interacting during read-aloud and book conversations.
- Slide 36
- The Head Start Approach to School Readiness means that children
are ready for school; families are ready to support their childrens
learning and schools are ready for children. Historically, Head
Start has led the early childhood field with a strong, clear, and
comprehensive focus on all aspects of healthy development,
including physical, cognitive, social and emotional development,
all of which are essential to children getting ready for school.
School Readiness Goals are defined as the expectations of childrens
status and progress across domains of language and literacy
development, cognition and general knowledge, approaches to
learning, physical health and well-being and motor development, and
social and emotional development that will improve readiness for
kindergarten goals and that appropriately reflect the ages of
children, birth to five, participating in the program. Head Start
views school readiness as children possessing the skills,
knowledge, and attitudes necessary for success in school and for
later learning and life. For parents and families, school readiness
means they are engaged in the long-term, lifelong success of their
child. Head Start recognized that parents are their childrens
primary teachers and advocates.
- Slide 37
- School Readiness Committee Hancock County Early Head Start/Head
Start leadership plans for the program and share information in a
variety of ways. Key leadership personnel meet with Policy Council
Member, Parents, Staff and Community Resources to develop a school
readiness committee for the 2014-2015 school year to support the
efforts of school readiness and family engagement throughout the
year. The School Readiness Leadership Team consist of: Officers:
Mr. Terrell Reid - President (Family Connection/CIS Site
Coordinator) Ms. Ashley Clark - Secretary (Head Start Teacher) Ms.
Leontyne Bacon Public Relations (Early Head Start Teacher) Parents:
Ms. Jacquishia Scott (EHS Parent) Ms. Shaneika Hillman (HS Parent)
Policy Council: Mr. Michael Holsey (President) Community Resources:
Ms. Shirley Tucker (Hancock County Health Department Director) Mr.
Linton Ingram (Hancock County Parent Involvement Coordinator)
Staff: Mrs. Arnita Randall Mr. Gary Hill Mrs. Bonita Barnes Mrs.
Tara Worthen Mrs. Delois Bell Mrs. Vernell Smith Mrs. Elizabeth
Hargrove
- Slide 38
- Hancock County Early Head Start School Readiness Goals by
Objective (Birth-Five) To ensure Hancock County Early Head Start is
meeting the School Readiness Goals that we have set for our
program, aligning the goals with our assessment, Teaching
Strategies GOLD. Reports are run to measure the success of each
goal by the objective it is aligned with. Below is a summary of
each objective per each domain to show how HC Early Head Start has
progressed program wide on each goal from Fall to Spring.
- Slide 39
- Early Head School Readiness Goals 1, 2, and 3 are aligned with
objective 1 and 3 from Teaching Strategies GOLD in Social and
Emotional Development. There has been an overall growth in these
areas from Fall to Spring.
- Slide 40
- Early Head School Readiness Goal 4 is aligned with objectives
4, 5, and 6 from Teaching Strategies GOLD in Physical Development
and Health. There has been an overall growth in these areas from
Fall to Spring.
- Slide 41
- Early Head Start School Readiness Goals 6, 7, and 8 are aligned
with objectives 8, 10, and 17 from Teaching Strategies GOLD in
Language Development. There has been an overall growth in these
areas from Fall to Spring.
- Slide 42
- Early Head Start School Readiness Goals 9, 10, and 11 are
aligned with objective 13, 14, 20 and 21 from Teaching Strategies
GOLD in Approaches to Learning. There has been an overall growth in
these areas from Fall to Spring.
- Slide 43
- Early Head School Readiness Goal 12 and 13 are aligned with
objectives 11 from Teaching Strategies GOLD in Approaches To
Learning. There has been an overall growth in these areas from Fall
to Spring.
- Slide 44
- PLAY, LEARN, AND GROW TOGETHER
- Slide 45
- Early Head Start Professionals We believe that investing in our
childrens development from the earliest age is the single most
important contribution we can make.
- Slide 46
- Professional Development Teaching Staff Our professional
development efforts parallel our vision to support children success
in Head Start. Our teaching staff implements the research-based
Creative Curriculum, which promotes school readiness in all
developmental domain and aligns with the new Head Start Early
Learning Framework. The program also supports our teaching staff
with formal education including working toward a degree or in other
areas of professional development. Each member of our teaching
staff maintains a professional development plan to guide them to
higher levels of expertise in the field of Early Childhood
Education. Teaching staff are experienced early childhood
development educators. Our teaching staff provides a successful,
safe and supervised education setting for infants and toddlers
while they are in the Early Head Start environment; develop
individual goals for children, provides on-going assessment on
progress; support parents in their role as primary caretakers and
educators of their children and encourage their involvement in all
aspects of the program. The Act of 2007, requires that all
caregivers must have completed a minimum of a Child Development
Associate (CDA) or higher or be currently enrolled in an accredited
program leading to an associate's or Bachelor degree in early
childhood development. Early Head Start has 9 classrooms. The
program has 18 full time teachers and 2 part time floaters.
Currently, Early Head Start staff has 2 Bachelors degree, 5
associates, and 6 CDA. Hancock County Early Head Start recognizes
that staff qualifications and skills strongly correlate with the
overall quality of classroom instruction and that investments in
teacher credentialing improve child outcomes.
- Slide 47
- Communication Newsletter: At the beginning of each month an
educational newsletter is prepared by each teaching team and
distributed to the parents to inform them of up-coming events and
the skills that the children will be working on for that month. A
Robo Call system was implemented to contact parents; a Head Start
School Website was created along with Face Book Page. The teacher
staff also communicates to parents through Parent Teachers
Conference and through Home Visits. Both Conference and Home Visits
are done 2 times per year or as needed. Parent Input Form: This
form tells us about the children through the eyes of the parent and
allows the Head Start/Pre-K Staff to service the children on an
individual bases! This form must be completed on each child,
annually!
- Slide 48
- Pre-K
- Slide 49
- Hancock County Head Start & Pre-K Education Manager BS
Degree in Early Childhood Education, AA in Early Childhood
Education, AS in General Studies, Secretarial Diploma, CLASS
Observer Certification, Basic 101 Firefighters Certification.
Masters of Education Program w/Concentration in Family &
Community Services. Anticipated completion of MAED is 2015.
- Slide 50
- Hancock County Head Start & Pre-K Education Manager My
duties are, but not limited to: Supervising: Head Start/Pre-K
Education Staff. I currently supervise (7) Seven Lead Teachers, (7)
Seven Teachers Assistant, (7) Foster Grandparent Volunteers and (1)
Floater.
- Slide 51
- Our Competent Leaders Teaching Staff: Each classroom is
equipped with two qualified teachers and a Foster Grandparent
Volunteer to work with the children daily! Staff Credentials: 6
Lead Teachers holds a Bachelor Degree in Early Childhood, 3 Teacher
holds an AA in Early Childhood Degree, and 5 Teachers hold a
CDA.
- Slide 52
- Hancock County Head Start & Pre-K Education Manager Duties
and Responsibilities General Summary: Under the supervision of the
Head Start Director the Education Manager oversees and directs the
planning, organizing, and implementation of education services for
children. The Education Manager promotes the school readiness of
Head Start and Pre-K children. These services contribute to the
increased social competence in children and the recognition and
enhancement of parents as the primary educators of their
children.
- Slide 53
- Essential Functions and Responsibilities Support teachers in
conducting Creative Curriculum and support activities. Monitor
education staff compliances with training requirements. Implement
and maintain observation/monitoring/evaluation system for
classrooms and classroom staff. Guide teachers and ensure the
provision of instructional and developmental curriculum for
children as prescribed by Head Start Performance Standards. Conduct
annual teacher performance appraisals, prepare annual Program
Information Report (PIR) as it relates to Head Start/Pre-K, and
prepare HS/Pre-K program reports for Board of Directors and Policy
Council. Encourage and support professional development
opportunities, ensure coordination among components, across levels
and with the organization. Ensure that children are supervised at
all times, maintaining classroom ratios, monitoring teacher
tracking systems use, accuracy and completion.. Establish and
maintain relationships and collaborations with public school
districts, systems of higher education, and other community
agencies and partners,
- Slide 54
- Assessment/Monitoring Screener: The Brigance Screener is a
screening tool used to help us pinpoint where the child is when it
enters the program! This screener presents an overall (holistic)
look at the child educationally! This screener does not limit the
service(s) that each child will receive from Head Start/Pre-K!
Teaching Strategies Gold (TSG) is the assessment tool used in our
Head Start/Pre-K program. This tool monitors the growth and
development of each child educationally! Work Sampling Online
Assessment is used in our Pre-K Program only. We also use CLASS
(Classroom Assessment Scoring System); this tool is used to assess
our program and improve teacher-child interaction, as well as
teaching and learning Hancock County Head Start/ Pre-K allow
children to demonstrate what they know, in situations that are
familiar and comfortable to them. Teachers assess children using
various methods for collecting information on children's
performance and documenting children's progress requires. Teachers
use portfolios to organize and store assessment information for a
profile of each student's learning. These portfolios provide
various means of observation on tracking a child.portfolios In
addition to onsite portfolios Hancock County Head Start/Pre-K uses
Teaching strategies Gold Online, Work Sampling Online, School
Readiness, GELDS, and CLASS to individualize instruction
children.
- Slide 55
- Data Collection After organizing and interpreting the data it
is imperative to communicate conclusions about it to those who have
a stake in the assessment of our children. The data collected on
Hancock County Head Start programs supports the theory that Head
Start makes a positive difference for children and families in
terms of educational enhancement, family self- sufficiency, and
parental support of child development (Carrier, 2010, p. 2). Show
Graphs for teaching strategies those who have a stake in the
assessment of our children
- Slide 56
- Developmental Areas Fall & Spring Checkpoint 2013/14
- Slide 57
- Weakest Developmental Area Physical Development Obesity was up
by 16%. Although Hancock County Head Start Program exceeded the
National Norm and showed considerable growth in all areas. Physical
Development rated the lowest for Hancock County. We are focusing on
increasing Physical Development because we were low when begun in
the Fall and in the Spring we are still low.
- Slide 58
- CERTIFIED CLASS OBSERVERS Tara Worthen/ Vernelle Smith
- Slide 59
- Classroom Assessment Scoring System (CLASS) CLASS is an
assessment tool used by the Office of Head Start to evaluate
classrooms by measuring teacher-child interactions. Eight
classrooms of Head Start were observed during the 2013-2014 school
year. The CLASS (Classroom Assessment Scoring System) tool has 10
dimensions of teacher-child interactions rated on a 7-point scale,
from low to high. The 10 CLASS dimensions are organized into three
domains: Emotional Support, Classroom Organization, and
Instructional Support. Emotional Support assesses the degree to
which teachers establish and promote a positive climate in their
classroom through their everyday interactions. Classroom
Organization assesses classroom routines and procedures related to
the organization and management of children's behavior, time, and
attention in the classroom. Instructional Support assesses the ways
in which teachers implement the curriculum to effectively promote
cognitive and language development. CLASS observation was conducted
in 8 Head Start classrooms during the months of October and April
by Area Manager and Family Advocate Manager which are certified
CLASS Reliable. CLASS score range: low (1, 2), middle (3, 4, 5) and
high (6, 7)
- Slide 60
- Head Start Annually CLASS Data.
DomainScoreDomainScoreDomainScore Emotional Support 5.66 Classroom
Organization 4.91 Instructional Support 3.75 Hancock County Head
Start Domain Scores Emotional SupportClassroom
OrganizationInstructional Support Positive Climate 6.4 Behavior
Management 5.5 Concept Development 4.0 Negative Climate5.5
Productivity 4.8 Quality of Feedback 3.9 Teacher Sensitivity5.5
Instructional Learning Formats 4.4 Language Modeling3.0 Regards for
Student Perspective5.6 Hancock County Head Start Dimension Scores
Hancock County Head Start uses these results to establish baseline
information grantee-wide that help guide program design and
investments in quality improvements to improve outcomes for
children.
- Slide 61
- CLASS Data 2013-2014 FallSpring
- Slide 62
- CLASS Fall Data By Classrooms
- Slide 63
- CLASS Spring Data By Classrooms
- Slide 64
- Activities to improve our Program Literacy Physical Development
Launched our 1 st and 2nd Literacy Sponsorship Day with Community
Representatives Ferst Foundation Book Club donated books to every
child enrolled in the program. M.E. Lewis Reading Club provided
readers on a weekly basis to read to the children. Educational
Field Trips centered around our monthly theme for cultural
enrichment and exposure. A Roc-Out Health Fair was launched in
October. A Community Garden was constructed in the Spring Muffin
For Mom and Doughnuts for Dad was a healthy eating activity for
all. Nelsons Nutrition monitored heights and weight throughout the
year and planned special diets for children who needed it. T-Ball
Activities was implemented to help children with fine and gross
motor skills.
- Slide 65
- Education Meetings were scheduled throughout the year for the
Education Managers and other staff to meet with Board of Education
staff to discuss assessment information and progress. An outcomes
timeline was developed so that staff would know the cut-off dates
for each assessment period; to know when parent/teacher conferences
were to be held; and when to discuss information with the school
system.
- Slide 66
- Community Partnerships/Parental Involvement Community Sponsors
such as Rocky, Mickey from GA Power, and one of our very own
student reading to the class. Parent Tesha Reese delights in the
Muffins for moms event with her daughter.
- Slide 67
- 1 st Roc-Out Health Fair/Community Gardening We are Happy- Line
Dancing and planting seeds We are Learning-To the Left, To the
Right & Slide and gardening with mr. curry
- Slide 68
- Concerns, Suggestions, & Thank You/Conclusion
Concerns/Accolades Again, we are always open to concerns,
questions, or suggestions on how we can better educate our
children, or ways we can improve our program, please feel free to
share them at anytime! Remember, we cannot do this (EDUCATE) the
children without you!!!!!! Accolade are given not to the swift; but
those who endure to the end! Thank you Dr. Primus, Head Start Pre-K
Staff, the Policy Council, the Board of Education, Nutrition,
Transportation, Support Personal, Trainer/Facilitators, the
Community and most importantly the Parents of the children whom we
serve daily. We needed you then and we need you now, we could not
have done this spectacular year without all of you. This means that
all children by virtue of their own efforts, competently guided,
can hope to attain the mature and informed judgment needed to
secure gainful instructions in their lives. Teachers, parents, and
others who have brought considerable value to the importance of
achieving within the classroom have established accountability!
Being accountable for trying all the strategies and providing
intervention before it is too late, will ensure mastery of the
skill that is before us! At the end of the day is all about the
Kids!!!!!!!!!!!!!
- Slide 69
- Mental Health Mental Health Consultant- Turning Point Hospital
Hancock County Head Start has a contract with Turning Point
Hospital for mental health services. The mental health consultant
visited all of the sites on a monthly basis. The consultant was
also available to our staff and families for counseling as needed.
Mental Health was promoted in all components to ensure the
childrens overall health and well- being. The Mental Health
consultant completed child assessments on all referred children
that had parental consent. The consultant worked closely with the
teacher by providing classroom interventions and follow-up. She
also provided instructions for parents to use at home. The Mental
Health consultant provided staff training and support days for
staff were also implemented this past year.
- Slide 70
- Disability Children with special needs encompassed over 10% of
funded enrollment during the 2013-2014 program year. 14 Head Start
and 8 Early Head Start children were diagnosed with special needs.
Staff attend IEP/IFSP meetings and work with families on advocating
for their children. Services are provided in the least restrictive
environment and we have one inclusion teacher assigned to the
program by Board of Education staff.
- Slide 71
- Disability Health impairment (i.e. meeting IDEA definition of
"other health impairment"): 0 Emotional disturbance: 0 Speech or
language impairments: 6 Intellectual disabilities: 0 Hearing
impairment, including deafness: 0 Orthopedic impairment: 0 Visual
impairment, including blindness: 0 Specific learning disability: 0
Autism: 0 Traumatic brain injury: 0 Non-categorical/developmental
delay: 7 Multiple disabilities (excluding deaf-blind): 1
Deaf-blind: 0
- Slide 72
- Parent, Family, Community Engagement
- Slide 73
- Parent and family engagement in Head Start/Early Head Start
(HS/EHS) is about building relationships with families that support
family well-being, strong relationships between parents and their
children, and ongoing learning and development for both parents and
children.
- Slide 74
- Parent, Family, Community Engagement PROGRAM LEADERSHIP Ensure
that systems, supports and resources are in place to address
professional development, continuous improvement, program
environment and partnerships related to family well-being.
Incorporate goals related to family well-being into agency work
plans and strategic planning. Ensure staff members have appropriate
training and supervision and manageable caseloads. Develop
relationships with community members and community organizations
that support families interests and needs. Promote cross-service
area teamwork. Contract or hire a mental health consultant with
appropriate credentials and experience to be a resource for staff
and program needs around family well- being.
- Slide 75
- Parent, Family, Community Engagement CONTINUOUS IMPROVEMENT Use
the community assessment and self assessment surveys, the family
partnership process, team meetings, and other tools to understand
community and family needs and interests. Review individual and
system-wide family successes, helpful referrals and effective staff
practices to evaluate family services. Collect data for individual
families and aggregate it so that programs can review the
effectiveness of family services
- Slide 76
- Parent, Family, Community Engagement PROFESSIONAL DEVELOPMENT
Develop knowledge of relationship building that is grounded in
cross- cultural responsiveness and strengths-based perspectives.
Gain knowledge about mental health, child development and a variety
of parenting practices, including unique ways to engage fathers.
Develop knowledge and skill in supporting families around financial
literacy and financial stability. Reflect on daily practice and
personal experience to increase self awareness and effective
relationshipbuilding with families. Develop knowledge of
professional ethics around confidentiality, boundaries and self-
determination. Develop skill in coordination and collaboration with
community partnen
- Slide 77
- Parent, Family, Community Engagement PROGRAM ENVIRONMENT
Welcome all familiesand all family structures, sizes and
arrangements. Initiate relationships with families that are
receptive, responsive and respectful. Include family-friendly
spaces with pictures and materials that affirm and welcome all
families. Engage in honest dialogue with families about their
expectations and staff/program objective
- Slide 78
- Parent, Family, Community Engagement FAMILY PARTNERSHIPS Use
family partnership assessments as a tool for relationship building
and as a basis for ongoing individualized family services. Help
families identify their interests, articulate their strengths and
needs and accomplish and/or develop goals. Use goal-oriented home
visits to establish relationships with families and to identify and
support their interests and needs through the family partnership
process. Assist families in using resources and systems of support
regularly and continuously over a period of time.
- Slide 79
- Parent, Family, Community Engagement TEACHING AND LEARNING
Participate in cross-service area teams and program meetings to
ensure that information about services related to family and child
well-being can inform teaching
- Slide 80
- Parent, Family, Community Engagement COMMUNITY PARTNERSHIP Link
families with support systems and resources and conduct purposeful
follow up to determine their effectiveness. Participate in
community meetings and initiatives that increase program capacity
to respond to the needs and interests of families.
- Slide 81
- Parent, Family, Community Engagement E: Eligibility income and
age R: Recruitment- on-going (radio announcements, posters,
door-to-door, flyers, posters, letters sent home to parents and
churches) S: Selection- neediest of the need E: Enrollment- under
enrolled by 32 children A: Attendance- 85% of the enrolled children
(3 months of the year not met attendance percentage)
- Slide 82
- Program Governance
- Slide 83
- Slide 84
- Program Monitoring The program triennial Federal Review was
conducted in 2011, and there were two deficiencies cited with the
Head Start Performance Standards. Some findings were noted, and
corrective action was taken.. The next tri- annual Federal Review
is anticipated in 2015. The program self-assessment was conducted
November2013- January 2014. Staff, parents, Policy Council,
Governing Board and community volunteers took part in the
self-assessment process. A few areas in which growth opportunities
were identified were noted, and corrective action plans were put in
place to address those areas. The Self Assessment Summary Plan was
approved by both Policy Council and Governing Board. Annual audit
is conducted the Georgia Department of Audits because the program
is governed by the Hancock County Board of Education. Program
monitoring is an on-going process, with The Head Start Director,
and Management Staff regularly monitoring all aspects of the Head
Start program to ensure compliance with all rules and regulations
as well as continuous improvement.
- Slide 85
- Program Budget Hancock County Head Start receives Federal funds
to operate the Head Start and Early Head Start programs from the
United States Department of Health and Human Services,
Administration for Youth and Children Services, and Office of Head
Start. The budget was reviewed at the monthly Policy Council
meetings and the monthly Board of Education meetings. (The Budget
Committee and staff worked closely with the Fiscal Department on
the planning and implementation of the budget.)
- Slide 86
- Program Budget Approved Budget Early Head Start/ HeadStart
Other Funding Personnel: $1,318,518 Fringe Benefits: 451, 648
Travel: $5600.00 Equipment: $51, 354 Supplies: $47,000 Contractual:
$41, 082 Other (Utilizes, Maintenance, etc): $ 227,461 Indirect
Cost: 109, 291 Training: $43, 020 Total: 2.252,053 Pre-K:
186,872
- Slide 87
- Program Planning Each year, the management team, Policy Council
and Governing Board review and update the Head Start programs short
and long term goals to ensure that the best quality services are
being provided to the children and families we serve. Goals for the
2013-2014 Program Year are as follows:
- Slide 88
- Program Planning Short Term Goals Seek new and additional
sources of in-kind Continue to hire the most qualified staff and
promote professional growth Continue to increase parent awareness
of obesity, juvenile diabetes, oral health, nutrition, program
attendance, healthy homes, and issues for teen parents; Review and
improve use of technology; Initiate use of Monitoring Suite in
ChildPlus.Net;
- Slide 89
- Program Planning Long Term Goals Explore converting Head Start
slots to Early Head Start to meet age ratio for classroom size as
well as decline of available four year olds; Expand services when
funds are available; Obtain additional and updated computers as
funds are available Maintain and/or enhance security systems in
classrooms and playgrounds; Explore additional services (year round
and after school hours) to meet clients needs; Construct building
center for all programs from SPLOST/|CDBG funds.