TRI-CITY COMMUNITY ACTION PROGRAM, INC.Tri-CAP

2012 Head Start Annual Report(September 1, 2011 to August 31, 2012)

Introduction

This report is prepared to comply with the Head Start Reauthorization Act of 2008. ThisAct, in part, states that:

Each Head Start agency shall make available to the public a report published at least once in each fiscal year that discloses the following information from the most recently concluded fiscal year, except that reporting such information shall not reveal personally identifiable information about an individual child or parent.

(A) The total amount of public and private funds received and the amount from each source.(B) An explanation of budgetary expenditures and proposed budget for the fiscal year.(C) The total number of children and families served, the average monthly enrollment (as a

percentage of funded enrollment), and the percentage of eligible children served.(D)The results of the most recent review by the Secretary and the financial audit.(E) The percentage of enrolled children that received medical and dental exams. (F) Information about parent involvement activities.(G)The agency’s efforts to prepare children for kindergarten.(H)Any other information required by the Secretary.

Overview

Tri-CAP Head Start is a free, child and family development program for low-income families with preschoolers. Head Start offers education, health services, social services, nutrition, parent involvement activities, mental health services and services to children with disabilities. Children who are from 3 to 5 years old and meet income eligibility guidelines established by U.S. Department of Health and Human Services, participate in this nationally recognized early education program. Parent involvement is the thread that links all program components together. Head Start philosophy believes that “parents are the child’s first educators” and active parent engagement with their children continues in our center-based program. Parents, through monthly center-based meetings and participation on the Head Start Policy Council, have a tremendous opportunity to develop leadership skills, exert a positive impact on their child’s program and be involved in the program, personnel and fiscal decisions that affect the pre-school program.

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Enrollment, Communities Served and Program Description

From late September through early June, Tri-CAP Head Start children attend classes five days a week, four hours a day receiving breakfast and lunch daily. The Head Start program is federally funded for 154 slots and 12 slots are funded from non-federal sources. In fiscal year 2012, included in these 166 funded slots, Tri-CAP provided for 20 day care slots that “wrapped” around the Head Start day and program providing these children with early care and full day care in the Small Wonders Program. For these children, their care, beyond the Head Start program, is generally supported by a combination of State-subsidized day care vouchers and the families’ contribution based on a sliding fee scale. The Commonwealth of Massachusetts provides funding to assist with supplemental funding to Tri-CAP’s Head Start program.

The FY 2012 Tri-CAP’s Head Start program had a cumulative enrollment of 188 children. Tri-CAP’s Children and Family Services program, the Tri-CAP program serving Head Start children, had 146 funded slots in the part day Head Start program and 20 funded slots for children in the Extended Day/Small Wonders full day program. The communities eligible for service by Tri-CAP’s program are the communities of Malden, Everett, Medford, Winchester, Stoneham, Melrose, Wakefield, Reading and North Reading.

During the program year, we maintained 100% enrollment. Based on US Census Bureau statistics of children living in poverty, Tri-CAP Head Start estimates that the program served 21% of Head Start income-eligible children within the Agency’s service area.

Access to Dental Services and Health Services

Recent changes in Massachusetts’ laws and Medicaid reimbursements for children’s dental care have had profound effects on Head Start children’s access to medical care and dental care. 94% of enrolled children presented documentation of up to date, age appropriate preventative and primary care visits. The other 6% of children enrolled in the program did not remain in the program long enough to be able to provide the necessary documentation or had a physical examination that expired just before the end of the program year. All 188 children had a “medical home.” Of the 18 children diagnosed with medical conditions needing treatment, 100% received the treatment. 100% of children had health insurance, either Medicaid or private pay. By the end of the program year, 93% of families enrolled reported that their children had access to continuous, accessible dental care provided by a dentist. The remainder either did not stay in the program long enough to supply documentation or had limited access to dental care and were being followed by Head Start staff to assist them in obtaining the necessary services. 93% of children completed an oral health examination. The remainder either did not stay in the program long enough to supply documentation or had limited access to dental care and were being followed by Head Start staff to assist them in obtaining the necessary services.

Household Characteristics -- Partial

Some household characteristics of families served include:

22% of families are of Hispanic or Latino origin

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21% of families are of Asian origin 24% of families describe themselves as Black or African American 5% of families describe themselves as bi-racial or multi-racial 51% of families claim origins of the original peoples of Europe, the Middle East or

North Africa 30% of families say that the primary language of the home is English. 78% of children were enrolled with incomes below 100% of the federal poverty line. An additional 15% of children enrolled as recipients of public assistance programs or

status as homeless.

Parent Activities and Involvement

Parent involvement is one of the pillars of the Tri-CAP Head Start program. Encouragement of on-going involvement in their child’s education, whether at home or in the classroom, is reinforced by facilitating and welcoming parents in the classroom, i.e., reading a story, joining in at a family style meal, accompanying the children on an outdoor outing, reading a book to their child at home, recording a children’s story or song in the child’s home language, decorating the classroom with pictures and words familiar to the parent’s country of origin, etc. Parents are invited and encouraged to attend Parent Committee meetings and also Advisory Committee meetings that might develop activities to encourage good oral health, healthy eating or encouraging walking as a family activity. At monthly Parent Committee meetings, classroom teachers and family service workers share information about the upcoming curriculum and activities. Parents and guardians make suggestions, learn about ways to reinforce learning and creative play at home and generate new ideas for activities or opportunities for parent engagement. Some parents benefit from the opportunity to serve on the Head Start Policy Council. The Policy Council members work in partnership with key management staff and the Agency’s Board of Directors to develop, review, and approve or disapprove of policies and procedures, including budgets, grant applications and hiring. The Policy Council represents a tremendous opportunity for parents to develop their leadership skills and exert an important impact on their child's education and the Head Start program. Other parents participate on the Policy Council’s Personnel Committee to interview prospective candidates, to evaluate their qualifications and to make hiring recommendations to the Head Start Program Director and the Agency. Still other parents work alongside Head Start staff to carry out the program’s annual self-assessment. Parents are also encouraged to apply for positions that become available, as well as for paid classroom substitute positions. Tri-CAP takes pride in the number of past and current parents who are employed as staff or substitutes. During 2010-2011, 198 current or former parents volunteered in the program.

Transition to kindergarten/school readiness

Efforts to prepare children for kindergartenTri-CAP Head Start prepares children for kindergarten by fostering children’s development in the following areas:

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Language development Literacy knowledge and skills Mathematics knowledge and skills Science knowledge and skills Cognitive abilities Approaches to learning Social and emotional development related to school success and social problem solving Creative arts Physical development For children with limited English proficiency, progression in English language skills

Tri-CAP Head Start staff uses a variety of teaching strategies that support the development of cognitive and language skills by allowing children to explore both indoor and outdoor environments that support a child’s learning. The learning environment is constructed to include opportunities for children to learn through experimentation, inquiry, and play; planning experiences for children of all ages to learn such concepts as the functions and properties of objects and classifying materials into groups; and, offering a rich variety of experiences, projects, materials, problems, and ideas to extend a child’s thinking and to support her/his interests. The curriculum provides for exposure to science, social studies, the creative arts, numeracy, and language and literacy.

Transition to Kindergarten

Teachers and Family Service Workers share information with parents about their child’s progress throughout the year. At the end of the year for children transitioning to kindergarten, home visits and parent conferences serve as opportunities for Head Start staff to inform parents about their local school’s process for admitting children and to highlight particular issues that their child might face during the transition. Written information is provided regarding local kindergarten registration and parents are provided with assistance with the process as needed. Parents are also encouraged to attend meetings at local schools that are designed to provide information and answer questions about the transition to kindergarten. Head Start teachers keep parents informed about curriculum activities that have been planned to assist children in making the transition to kindergarten. Tri-CAP Head Start has a special collaboration with the Medford and Malden Public Schools in working with parents to fill out Transition Forms intended to provide information to the child’s kindergarten teacher about the child’s progress in the Head Start program. This information eases the transition for the child and family.

School Readiness Goals

In 2011, Tri-CAP Head Start developed school readiness goals for children, utilizing parent and staff input, and aligning the goals with the state preschool and kindergarten standards. The goals were reviewed and approved by Policy Council. The full set of goals is included in the Appendix at the end of this report.

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Child Outcomes Report

Tri-CAP Head StartSpring GOLD Data Outcomes Analysis

March 1 – May 15, 2012

This Analysis is based on data collected through Teaching Strategies GOLD during the third quarter of the 2011-2012 Head Start program year. Data collection and analysis was used to evaluate the progress of our children and to identify program components needing attention to improve the quality of teaching and learning goals of the Children & Family Services Division.

One hundred sixty-four (164) children had enough GOLD data for the Spring 2011/2012 period to be included in this report. Nine (9) classrooms are represented at 6 sites (Malden – 2 locations; Medford; Stoneham; Everett.)

The GOLD program identifies results through a graph system by dimension category (Social-Emotional, Gross Motor, Fine Motor, Cognitive, Language, Literacy, Math, Science, Technology, Social Studies, or the Arts) with nine (9) levels of progression for each objective and dimension and which is used as a rating scale.

A snapshot summary of the spring 2011-12 data:

Social-Emotional – 90% of three year olds are meeting or exceeding expectations 90% of four year olds are meeting or exceeding expectations

Physical (Gross Motor) – 91% of three year olds are meeting or exceeding expectations 93% of four year olds are meeting or exceeding expectations

Physical (Fine Motor) – 89% of three year olds are meeting or exceeding expectations 94% of four year olds are meeting or exceeding expectations

Language – 76% of three year olds are meeting or exceeding expectations 92% of four year olds are meeting or exceeding expectations

Cognitive – 80% of three year olds are meeting or exceeding expectations 93% of four year olds are meeting or exceeding expectations

Literacy – 84% of three year olds are meeting or exceeding expectations 97% of four year olds are meeting or exceeding expectations

Mathematics – 78% of three year olds are meeting or exceeding expectations 90% of four year olds are meeting or exceeding expectations

Conclusions:

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For the GOLD Spring review period, our goal was to have 95% of children in the Pre-K 4 class/grade meeting or exceeding expectations. The dimensions listed above indicate that we were very close to meeting or exceeding our targeted goals in most dimensions, especially Literacy. The Assistant Directors of Education/Special Needs (ADEDs) are reviewing and developing classroom strategies and ongoing training sessions to improve these numbers during the summer and into the fall.

Teacher Qualifications and Professional Development

Well-educated skilled staff are essential for a high-quality program. 100 % of Tri-CAP’s Teachers met the Head Start qualifications requirement in FY 2012. Professional development opportuntities in FY 2012 included the following topics: working with dual language learners, family enagagement, school readiness, CLASS: the emotional support domain, professional boundaries and ethics, behavior management, and working with children who have experienced trauma. Each Teacher and Assistant Teacher completed an Individual Professional Development Plan with the assistance of their supervisor, detailing their professional development goals.

Funding

* Other includes Inkind

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Headstar

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Daycare Pro-gram

State Supple-

men-tal

Other*

USDA

Total0

5000001000000150000020000002500000 2012 Funding

*Other includes Inkind, and Summer Lunch Program

Program Reviews, Independent Financial Audits & Program Re-competition

The most recent audited financial statements for FY 2012 (July 1, 2011 through June 30, 2012) did not contain any program or financial findings. The Agency received no official program reports from any State, Federal or municipal authority issuing program deficiencies. In December 2011, Tri-CAP was notified that it no longer automatically qualified for renewed funding by the Office of Head Start, Washington, D.C., due to changes authorized by Congress

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under the 2007 “Improving Head Start for School Readiness Act.” The letter stated that “…if Tri-City Community Action Program, Inc., wishes to continue to receive Head Start or Early Head Start funding, it must submit an application and compete with other entities in the community for funding.” Tri-CAP did submit an application to the Office of Head Start for continued Head Start program funding in response to an Administration for Children & Families’ (a program of the U.S. Department of Health and Human Services) solicitation to provide Head Start services to children and families residing in Malden, Medford, Everett, Stoneham, Melrose, Reading, Wakefield, North Reading and Winchester in Middlesex County, Mass.” (Funding Opportunity Number: HHS-2013-ACF-OHS-CH-R01-0452) Tri-CAP anticipates a favorable response to its proposal in early 2013.

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Appendix: Tri-CAP School Readiness Goals

Tri-City Community Action Program, Inc.December 7, 2011

TRI-CAP HEAD START SCHOOL READINESS GOALS*Office of Head Start Definition of School Readiness Goals School readiness goals are the expectations that children’s statuses and progression across domains of language and literacy, cognition and general knowledge, approaches towards learning, physical well-being and motor development, and social and emotional development will improve children’s readiness for kindergarten.

Promoting school readiness is an essential part of all quality early education programs. The goals and objectives developed by Tri-CAP Head Start to promote children’s school readiness are detailed on the following pages. These are the goals we will work to help children attain by the time they are ready to leave Head Start and go to kindergarten. Teachers will work with children to meet these goals according to each child’s unique abilities and characteristics. In working with children to help them meet school readiness goals, we recognize that it is important for each child to develop skills and knowledge at his/her own pace, building on earlier skills and experience, in a positive and caring learning environment. We believe that these skills and knowledge, fostered in a high-quality environment with skilled staff, will give children the best possible chance to be ready for kindergarten and achieve success in future schooling.

*The following sources/resources were used in the development of Tri-CAP’s school readiness goals: staff input, parent input, the Head Start Child Development and Early Learning Framework, the Massachusetts Guidelines for Preschool Learning Experiences, Teaching Strategies GOLD Objectives for Learning and Development, the Massachusetts Department of Elementary and Secondary Education Kindergarten Learning Experiences, and the Massachusetts Curriculum Frameworks for: English Language Arts and Literacy, Mathematics, History and Social Sciences, and Science and Technology/Engineering.Approved by Policy Council 12/12/11

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Social and Emotional Development

Regulation of own emotions and behaviors1. Manage feelings.

A. Recognize and describe or represent emotions such as happiness, anger, fear, sadness.

B. With adult assistance, begin to learn how to manage strong emotions appropriately.

2. Follow limits and expectations.A. Accept redirection and limits from adults.B. Manage classroom rules, routines, and transitions with occasional reminders.C. Discuss and follow safety rules, such as crossing a street safely and fire safety.

Relationships1. Form trusting relationships with adults.2. Interact with peers.

A. Use successful strategies for entering groups.B. Play cooperatively with a small group.

Participation in group situations1. Balance needs and rights of self and others.

A. Be able to stand up for own rights. B. Show awareness of the needs and wants of others.C. Take turns.D. Share materials.E. Show empathy for others.

2. Solve social problems.A. Identify and express feelings appropriately.B. Seek adult help to resolve social problems.

Approaches to Learning1. Demonstrate eagerness to learn about and discuss a range of topics, ideas, and tasks

(some examples of indicators: asking questions, trying varied or new activities, engaging in active listening, learning new skills, etc.).

2. Demonstrate initiative and curiosity (some examples of indicators: choosing tasks independently, asking questions and trying to find answers or solutions, exploring and experimenting, etc.).

3. Demonstrate persistence and attentiveness (examples of indicators: maintaining interest in a project or activity until completed, trying different ways to complete a task, staying on topic, etc.).

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4. Use creativity and imagination in activities such as art work, dramatic play, telling stories, etc.

Physical Development and Health

Health Knowledge and Practice1. Complete personal care tasks (such as toileting, hand-washing, tooth-brushing, serving

and feeding self, dressing) independently. 2. Follow basic health and safety rules, such as washing hands after toileting and using

walking feet indoors. .3. Distinguish between healthy and less healthy foods.4. Participate in physical activities.5. Recognize the importance of doctor and dentist visits.

Gross Motor Skills

1. Develop motor control and balance for a range of physical activities, such as walking, running, jumping, hopping, and climbing.

2. Develop motor coordination and skill in using objects for a range of physical activities, such as throwing and catching, riding a tricycle, kicking and bouncing balls.

3. Develop awareness and understanding of directionality and position in space. Fine Motor Skills

1. Develop hand strength and dexterity through use of materials such as clay or play dough, squirt bottles in the water table, and a variety of manipulatives such as Legos or Bristle Blocks.

2. Use thumb/forefinger in pincer grasp.3. Grasp scissors correctly with adult guidance and develop cutting skills.4. Buttons zip, and buckle.

Language Development

1. Speak clearly and audibly.2. Demonstrate the ability to speak in complete sentences of four words or more.3. Engage in communication and conversation with others.4. Use language to express ideas and needs.5. Comprehend and use increasingly complex and varied vocabulary.6. Understand and use different forms of language, such as questions and exclamations.7. Comprehend and use different grammatical structures or rules for language.

A. Use common nouns and verbs.B. Form regular plural nouns.C. Use common prepositions (e.g. to, from, in, on, with, etc.)

8. Name and sort words into various classifications.9. Observe and use appropriate ways of interacting in a group (taking turns, listening to

peers, asking questions and waiting for an answer, etc.).10. Follow two-step directions.

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Literacy Knowledge and Skills Book Appreciation and Knowledge

1. Show interest in a wide variety of shared reading experiences.2. Ask and answer questions about a book read aloud.3. Look at books and other printed materials independently.4. With support, “read” the illustrations in a picture book. 5. Recognize how books are read, such as front-to-back and one page at a time.6. Recognize basic characteristics of books, such as title, author, and illustrator.7. Retell stories or information from books through conversation, art, movement, or

drama.

Phonological Awareness and Alphabet Knowledge1. Recognize own name and some familiar signs and labels (for example, “STOP”). 2. Recognize and name some letters in own name (both upper- and lowercase).3. Recognize and name some additional uppercase letters of the alphabet. 4. With assistance, recognize and produce rhyming words.5. Link letters with sounds.6. Begin to identify the initial sound of a spoken word, and with support, name other

words that have the same initial sound.

Print Concepts and Conventions1. Recognize print in everyday life, such as letters, numbers, own name, and familiar

words.2. Understand that print conveys meaning.3. Understand conventions, such as print in English moves from left to right and from top

to bottom of a page.4. Recognize words as units of print and understand that letters are grouped to form

words.5. Recognize the association between spoken/signed and written words.

Emergent Writing1. Recognize that writing is a way of communicating for a variety of purposes.2. Dictate words to express an idea or describe a drawing or painting.3. Use a combination of dictation and drawing to tell a story.4. Begin to copy, trace, or independently write letters or words.5. Print own name, although letters may be out of order.

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Mathematics Knowledge and Skills

Number Concepts and Quantities1. Recognize and name written numerals 1 – 5.2. Recite numbers in the correct order from 1 through 10 and understand that numbers

come “before” or “after” one another. 3. Understand the relationship between numerals and quantities up to 10. 4. Count many kinds of objects up to 10, using one-to-one correspondence. 5. Recognize and name the number of items in a small set (up to 5) instantly.6. Use positional language and ordinal numbers (e.g. first, second, third).7. Use concrete objects to solve simple addition and subtraction problems, up to 5.

Geometry and Spatial Sense1. Recognize and name common shapes.2. Describe basic features of shapes (examples: circle is round, square has four sides,

triangle has three points).3. Combine and separate shapes to make other shapes.4. Compare objects in size and shape, using comparative words.5. Describe object locations, using spatial words such as under, behind, and next to.

Patterns

1. Sort, classify, and order objects using attributes such as color, shape, or size.2. Recognize and copy simple patterns. 3. Create patterns through repetition of a unit. 4. When a piece of the pattern is removed, identify what is missing.

Measurement and Comparison1. Compare objects using attributes of length, weight, and size (bigger, longer, taller, and

heavier).2. Put objects in order according to size or length.3. Use estimation in meaningful ways and follow up by verifying the accuracy of

estimations.4. Use nonstandard and standard techniques and tools to measure and compare.

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Logic and Reasoning/Inquiry Skills1. Classify, compare and contrast objects, events, and experiences.2. Make predictions about changes in materials or objects based on past experience.3. Identify and use simple tools (such as magnifying glasses, funnels, and balance scales)

appropriately to extend observations.4. Recognize cause and effect relationships. 5. Draw a recognizable person with three or four body parts.6. Engage in symbolic representation.

a. Represent people, places, or things through drawings, movement, and three-dimensional objects.

b. Engage in pretend play and act out roles.c. Understand the difference between pretend or fantasy situations and reality.

Science Knowledge and Skills Scientific Skills and Method

1. Use senses and simple tools to gather information, investigate materials, and observe processes and relationships.

2. Observe and discuss common properties, differences, and comparisons among objects.3. Participate in simple investigations to form hypotheses, gather observations, draw

conclusions, and form generalizations.

Earth and Space Sciences1. Explore, compare and contrast natural materials such as water, rocks, and soil.2. Identify the characteristics of local weather from first-hand observations.3. Begin to explore and discuss air, what air is and does.4. Explore sunlight and shadows and describe the effects of sunlight.5. Identify some events around us that have repeating patterns, such as the cycle of the

seasons or day and night.

Life Sciences 1. Identify the characteristics of living things: humans, animals, and plants. 2. Recognize and begin to describe the life cycles of plants, insects, and animals.3. Differentiate living from non-living things.4. Begin to recognize changes in appearance that plants and animals go through as the

seasons change.5. Use the five senses to explore the environment, using sensory vocabulary.

The Physical Sciences

1. Sort objects by observable properties such as size, shape, color, weight, and texture.2. Describe, and compare the properties of liquids and solids found in children’s everyday

environments.

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3. Observe, describe, and discuss the properties of materials and the transformation of substances.

Technology and Engineering1. Explore and describe common tools (ruler, glue, hammer, sandpaper, etc.) and how they

are used.2. Explore and identify simple machines such as ramps, gears, wheels, pulleys, and levers.

Social Studies Knowledge and Skills Self, Family, and Community

1. Identify own family structure or composition.2. Understand and respect similarities and differences among people.3. Discuss classroom responsibilities in daily activities.4. Recognize a variety of jobs and the work associated with them.5. Understand the reasons for rules in home and classroom and for laws in the community.

Note: Teachers may choose to use the word “rules” instead of “laws” with children.

People and the Environment1. Recognize aspects of the environment such as roads, buildings, trees, bodies of water,

and land formations.2. With adult guidance, use correctly words that indicate location and direction, such as

up, down; near, far; in front of, behind.3. Understand that people can take care of the environment through activities such as

recycling.4. With adult guidance, use words related to work such as jobs, money, buying and selling.

History 1. Discuss and identify the order of daily routines. 2. With adult assistance, begin to use words such as first, next, and last to identify a

sequence of actions in stories and personal experiences. 3. With adult assistance, begin to use correctly vocabulary related to time, such as before,

after; today, tomorrow, yesterday; morning, afternoon, night; past, present and future verb tenses.

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Creative Arts Expression Music

1. Sing a variety of songs, including those with repetitive phrases and rhythmic patterns.2. Become familiar with common classroom musical instruments.3. Play classroom musical instruments using different beats, tempos, and dynamics (such

as loud-soft, slow-fast).

Movement and Dance1. Gain familiarity with vocabulary related to movement.2. Participate in a variety of activities to develop balance, strength, and flexibility.3. Respond to a variety of musical rhythms through movement.4. Use creative movement to express concepts, ideas, or feelings.

Visual Arts

1. Create two- and three-dimensional artwork using a variety of materials and techniques.2. Use and experiment with wet and dry media in a variety of colors, including black and

white.

Theatre Arts1. Take on different roles in dramatic play.2. Tell a story or express thoughts and feelings about oneself or a character, through the

use of movement, sound, speech, gestures, facial expressions, and/or props.

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