Continuing to Build Healthy Children Linda Wright, Ad. Assistant, Transportation/ Facilities Manager Elizabeth Hargrove, Health/ Nutrition Manager Mrs

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.

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

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

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.

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

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.

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

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

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.

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.

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

Program Service Areas Transportation & Facilities Health & Nutrition Education & Child Development Parent, Family & Community Engagement Program Governance

Transportation/ Facilities

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.

Transportation Hancock County Board of Education is collaborates with the Hancock County Head Start program in providing transportation services for the children and families

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

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

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

Health/ Nutrition

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

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.

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.

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.

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.

Education & Child Development

Administered by Vernelle Smith & Tara Worthen

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

PLAY, LEARN, AND GROW TOGETHER

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.

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.

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!

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.

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.

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.

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.

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,

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.

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

Developmental Areas Fall & Spring Checkpoint 2013/14

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.

CERTIFIED CLASS OBSERVERS Tara Worthen/ Vernelle Smith

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)

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.

CLASS Data 2013-2014 FallSpring

CLASS Fall Data By Classrooms

CLASS Spring Data By Classrooms

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.

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.

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.

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

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!!!!!!!!!!!!!

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.

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.

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

Parent, Family, Community Engagement

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.

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.

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

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

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

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.

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

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.

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)

Program Governance

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.

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.)

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

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:

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;

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.

Documents

Continuing to Build Healthy Children Linda Wright, Ad. Assistant, Transportation/ Facilities Manager Elizabeth Hargrove, Health/ Nutrition Manager Mrs