HEAD START = SUCCESS

Youth Development, Inc. (YDI) is a community-based organization that has been serving children, youth, and families since 1971. YDI provides high quality early childhood education for children between 6 weeks and 5 years old in Bernalillo, Rio Arriba, and Taos counties. YDI provides center-based options for Head Start and Early Head Start, home-based options for Early Head Start, and a pregnant women’s program for twelve pregnant women.

Children participate in a variety of educational activities that encourage a love of learning and lifelong healthy habits. Children receive medical and dental care, have healthy meals and snacks, and enjoy creative play in safe settings, indoors and outdoors. Head Start helps all children succeed. As a result, children get along with others, solve problems, and are more confi dent. The children also improve their listening and speaking skills. Children leave Head Start more prepared for kindergarten, excited about learning and ready to succeed. Our mission is “to make a lasting positive change in the lives of children and their families by providing a comprehensive program of collaborative services.”

2014-2015 ENROLLMENT

• Funded for 1,547

• Served 1,840 (including drops and new enrollees)

• The average monthly enrollment for July 2014 – June 2015 was 96.7 % of the funded enrollment.

• Our program served approximately14% of eligible children in Bernalillo, Rio Arriba, and Taos Counties.

YDI Board of DirectorsRobert J. Avila, PA,Chairman

Joe H. Bowdich,Vice Chairman

Patrick A. Baldonado,Treasurer

Priscilla Gonzales,Secretary

Sherry R. Allison, Ed. D.,Member

Grace Chavez,Member

Diane Dal Santo,Member

Mary Rose Holtry,Member

Judge Violet C. Otero,Member

Ramona Sanchez,Member

Debra Singletary,Member

YDI Head Start/Early Head Start Policy CouncilLA MARIPOSA CLUSTER

Emelly Torres,President

RIO ARRIBA CLUSTER

Marie Martinez, Secretary

HEIGHTS CLUSTER

Alysha Naim, Treasurer YDI BOARD REPRESENTATIVE

Joe H. Bowdich COMMUNITY REPRESENTATIVE

Steve Lucero

COMMUNITY REPRESENTATIVE

Cathy Qi, Ph.D

COMMUNITY REPRESENTATIVE

Margaret Flores

COMMUNITY REPRESENTATIVE

Elena Salazar

PEDRO BACA CLUSTER

Catherine Barragan

EMBUDO CLUSTER

Tamika Singer

The YDI Early Childhood Education and Family Development Division is pleased to share with you the 2014-15 Head Start/Early Head Start and the Early Head Start Child Care Partnership Annual Report.

For the past 20 years, New Mexico families have entrusted YDI Head Start/Early Head Start to educate and care for our nation’s next generation of leaders, it has been our privilege and honor to serve. New to our division this year is the Early Head Start Child Care Partnership program, this report also includes information about this new community venture.

What distinguishes Head Start/Early Head Start from any other early learning program in the country is the comprehensive services we provide including: nutrition, mental wellness, health and dental, disability services and a strong academic and positive social emotional environment. The Head Start/Early Head Start program provides full inclusion for both children and parents. Parents are strongly encouraged to participate in all aspects of the program. Parents, through their membership in Policy Council, parent center committees, or volunteering in the program, shape and define the YDI Head Start/Early Head Start program. Working together, staff and parents make a significant difference. Head Start is governed by parents FOR children!

Over 25,000 children and families have benefi ted from YDI’s program since 1995. This year, I am pleased to report YDI served 1,840 children between the ages of 6 weeks to fi ve years old. This represents approximately 14% of the eligible children in Bernalillo, Rio Arriba and Taos County.

Youth Development, Inc. takes pride in adopting these guiding principles:• Families are the children’s fi rst and most important caregivers, teachers

and advocates.

• Each child is unique and can succeed,• Learning occurs from building

relationships,• Children learn best when they are

emotionally and physically safe and secure,• Teaching must be intentional and

focused on how children learn and grow.• We believe children learn through

play, learning should be fun,• Our parents are committed to

fostering their child’s growth and development and demonstrate their commitment through their engagement, and

• YDI staff are committed to their on-going education and professional development to ensure high quality services.

Early Childhood Education and Development has demonstrated its effectiveness and is our best investment. Thank you all for embracing the YDI Head Start/Early Head Start program and allowing us to serve!

Respectfully Yours,

Debra L. BacaVice President Early Childhood Education & Family Development.

DEAR PARENTS, STAFF, COMMUNITY MEMBERS AND FRIENDS OF YDI

Y O U T H D E V E L O P M E N T , I N C .

Early Childhood Education& Family Development2014-15 ANNUAL REPORT TO THE COMMUNITY

Nationally accredited centers (NAEYC - National Association for the Education of Young Children)

R

YDI formalizes partnerships with First Fruits Christian Academy and St. Marks in the Valley Day School to off er high quality Early Head Start services

Youth Development, Inc. has formalized partnerships with two private child care providers: First Fruits Christian Academy and St. Marks in the Valley Day School. In February 2015, YDI received a grant, under the Administration for Children and Families’ new initiative for Early Head Start Child Care Partnerships. These grants allow new or existing Early Head Start programs to partner with local child care centers and family child care providers serving infants and toddlers from low-income families. YDI has selected wonderful partners with St. Marks in the Valley Day School (Tory Pruitt, Center Director) and First Fruits Christian Academy (Pastor Dennis Dunn and Laverne Dunn, Center Director). This partnership provides 40 Early Head Start

opportunities for infants and toddlers 6 weeks to 3 years old at these locations.

Partnerships between child care and Head Start have the potential of offering children and families with the best aspects of each program. Specifi cally, partnerships can offer parents in need of child care for their children while they work or attend school with full-time, accessible care. And partnerships can provide children and families the comprehensive services and high quality early learning environments necessary for school readiness and future success. Youth Development, Inc. is pleased to partner with these two wonderful child care partners to provide high quality early childhood education and family development services.

Youth Development, Inc. has established goals for Head Start school readiness and future success. These goals have been aligned with the Head Start Early Learning Outcomes Framework, the New Mexico Early Learning Guidelines, and the YDI 12 program goals. The school readiness goals also illustrate the domains that correlate with the goals based on the assessment instruments YDI utilizes to assess the children. The goals also illustrate the YDI-adopted Early Head Start and Head Start curricula activities and experiences and how these activities correlate with the overall school readiness and future success of children.

YDI Head Start/Early Head Start has created school readiness goals based on assessment and observation results from both inside and outside of the classrooms, and are providing many opportunities for the parents to become actively involved in their child’s school readiness and success from day one. YDI uses both formal and informal assessments, screenings, questionnaires and surveys while collecting and aggregating data. The families are provided with engaging “take home activities”, Parent Child Connectors (PCCs), connecting the school with the home, while involving the parents with their children’s development and school readiness. The activities are connected to the theme based learning experiences that take place in the children’s classrooms.

The Head Start Children’s growth and development in the domains of approaches to learning, social-emotional development, language, communication, literacy, mathematics development, scientifi c reasoning, and perceptual, motor, and physical development are assessed several times per year, using the criterion referenced instrument Learning Accomplishment Profi le, 3rd edition (LAP 3) and the results are used by the teachers to create an individualized lesson plan each week for the children, building on their strengths, and developing their emergent skills.

YDI Early Head Start utilizes the Early Learning Accomplishment Profi le (E-LAP) as its quantitative analysis of progress. The E-LAP is a criterion referenced assessment used to assist teachers, parents, and clinicians in understanding individual skill development. This quantitative assessment tool is developmentally appropriate and takes into account the patterns of uneven development, limited language skills, sensitivity to context, limited interest in being tested and inability to meet the demand of certain types of tasks.

KINDERGARTEN READINESS AND FUTURE SUCCESS

The key fi ndings from aggregating the child assessment data have revealed various trends of progress and areas where program improvement and changes may be necessary. The results for kindergarten-bound children reveal that all children showed gains in all areas of development.

KINDER BOUND CHILDREN;As part of School Readiness, Youth Development, Inc. looks at the age

equivalency for the children; we are looking at the developmental age versus the chronological age of the children. YDI wants the children to demonstrate school readiness by exhibiting developmental abilities at or above their chronological age. In the last four years, the children have made steady progress, and are expected to continue this trend for the upcoming school year. In New Mexico, a child has to be 5 years (60 months) by September 1st in order to be eligible for Kindergarten. The average age for the YDI kinder bound child at the end pf the program year (May) was 61.46 months.

YDI Head Start school readiness data has been validated by Dr Ethan Yazzie-Mintz, an Indiana University Researcher, during the program years: 2012-2013, 2013- 2014, and 2014- 2015.

The children are performing at an age equivalency above the 60 months chronological age requirement for Kinder bound children in all school readiness domains.

Y O U T H D E V E L O P M E N T , I N C .

Early Childhood Education & Family Development2014-15 ANNUAL REPORT TO THE COMMUNITY

Early Head Start ELAP data measured in percent of items accomplished;

GAINS IN PERCENT:During 2014 2015 when the EHS children were assessed in the beginning of the year (baseline assessment), they started out at a higher level than previous year in each domain. The ending point (fi nal assessment) stayed fairly consisted for both years.

YDI shares the individual LAP 3 and E-LAP assessment information with parents during home visits and parent/teacher conferences, and the program results are shared with Policy Council, the Board of Directors and staff during regularly scheduled meetings. The assessment results and other compiled data are also shared with the public in the annual program report. As a program we have learned where our strengths and weaknesses are, and as a program we are discussing changes in how our services are delivered for the upcoming school year during the planning retreat and while the program work plans are reviewed and updated. Results of aggregated data for the various components are also shared during the Health Advisory meetings, the School Readiness committee meetings, and with staff via work- site emails and cluster meetings, so all staff are informed and can share information with parents outside of the time frame of the formally scheduled conferences and home visits should the parents so desire. Classroom assessment data is shared with the community via the Board of Directors and the annual program report.

ELAP assessment Domain 2013-14 gains 2014-15 gains

Gross motor (GM) 17% 10%

Fine Motor (FM) 31% 20%

Cognition (CG) 38% 20%

Language (LN) 40% 24%

Self-help (SH) 72% 35%

Social-Emotional (SE) 36% 27%

CHILD MENTAL HEALTH AND WELLNESSSocial & Emotional Development refers to the skills

necessary to foster secure attachment with adults, maintain healthy relationships, regulate one›s behavior and emotions, and develop a healthy concept of personal identity. Positive social and emotional development provides a critical foundation for lifelong development and learning. In early childhood, social and emotional well-being predicts favorable social, behavioral, and academic adjustment into middle childhood and adolescence. It helps children navigate new environments, facilitates the development of supportive relationships with peers and adults, and supports their ability to participate in learning activities (Offi ce of Head Start, 2015).

YDI Head Start and Early Head Start understand the importance of optimal social and emotional development in young children. Children from Bernalillo, Rio Arriba and Taos counties are screened using the ASQ:SE which is a parent- completed, child-monitoring system for socio-emotional behaviors. The results from this measure provide an overview of the parent’s perception of the child and how the child interacts with others. Based on the child’s age, the score refl ects if there might be issues that

need to be addressed both at home and at school. If a child’s score is above the cutoff score, the child is referred to the Director of Mental Health Services for observation with caregiver consent. Children can also be referred for observation by either teacher or parent.

For the program year 2014-2015, there were a total of 179 children from all three counties who were referred for observation. There were a total of 28 children and their families who were referred to YDI’s community partner, Community Lighthouse for play therapy. The purpose of play therapy is to allow the child to process any diffi culties he or she might be experiencing through the mechanism of play. The effi cacy of play therapy is a powerful way of allowing the child to freely express their feelings and then the feelings are processed with a licensed counselor.

Each observation is completed with the teacher’s input and conducted through naturalistic observation. This form of observation allows for the child to continue functioning in the classroom setting without observer interruption. From the results of the observation, suggestions are compiled for the teacher to implement in the classroom and it is hoped that the suggestions will also be implemented at home.

Consideration of natural child developmental stages is a primary focus during the observation. Any suggestions provided are a starting point to support the child on the path to school readiness. A follow up phone call is placed by the Director of Mental Health Services to the caregiver to ensure that the suggestions were received, clarifi cation if there are any questions on the suggestions and if there might be any concern that the Director could provide assistance to the caregiver.

Throughout the year, training is provided to staff and parents that includes prevention of child abuse and neglect education and reporting, “Building Blocks for a Healthy Future”, “Believe in the Miraculous” and “Campaign to Change Direction and Classroom Strategies from Promoting Children’s Success: Building Relationships and Creating Supportive Environments-NM Pyramid Framework”. The Campaign to Change Direction is a national initiative to recognize when someone has experienced a personality change, agitation, withdrawal, poor self-care or hopelessness and provide a mechanism for the individual to receive support. This campaign may be found at http://www.changedirection.org.

Health App to L Cog/Gen Lang/Lit SE Dev

2012-2013 70 70 64 62 71

2013-2014 71 70 65 63 71

2014-2015 70 70 65 62 71

56

58

60

62

64

66

68

70

72

LAP-3 Results for Kindergarten-Bound children; ageequivalency in months at end of program year (May 2015)

80

6560

5548

64

88

7872

68 65

81

Gross Motor Fine Motor Cogni on Language Self-Help Soc Emot

ELAP Assessment Beginning Percentages and End Percentages of Items

Accomplished

Fall 2014 Spring 2015

2014-2015 YDI Early Childhood Educa on Nutri on Referrals

Overweight (369) Underweight (472) Tall Stature (341) Short Stature (71) Anemic (5) High Iron (8) High Lead (0) Other Nutri on Problems (463)

Nearly ten years ago the U.S. government replaced the term “hunger” with “food insecure” to describe any household where, sometime during the previous year, people didn’t have enough food to eat. But whichever name is used, it is clear that the number of people going hungry has increased, and 29% of the children in New Mexico

are food insecure (Map the Meal Gap, Feeding America, 2014). We are in a time that we see a number of children that are overweight and yet we ask, how can that be, if so many are hungry? It is a paradox that hunger and obesity are two sides of the same coin. One may ask, “do parents purchase food that is fi lling or food that is nutritious?” For many, the extra pounds that result from a poor diet are the unintended side effect of hunger itself.

As we witness hunger in our families, dinners are made from macaroni-and-cheese mixes and other processed foods from food pantries, with fresh fruits and vegetables being eaten only the fi rst few days after the SNAP payment arrives. In an effort to reverse this trend, YDI has intentionally enhanced the menu to combat child hunger. We serve protein items three times a week for breakfast; a protein is offered on Friday’s PM snack before the children leave

for the weekend, food production is increased for all meals when the children return from being away, and second servings are provided. YDI Family Service Specialists work with families to seek necessary resources for nutrition needs. YDI’s Child Nutrition Component provides meals for children to meet their nutritional needs and prepares them for a day fi lled with learning activities.

YDI Early Childhood programs work in partnership with families to build healthy eating habits. We serve meals in a “Family Style” setting to foster self-help skills, model healthy eating behaviors, provide opportunities for nutrition education, and introduce new foods. Serving meals family style helps children:

• Learn about food safety by practicing hand washing the use of serving utensils,

• Builds independence by allowing children to take responsibility and make decisions,

• Develop fi ne and gross motor skills by pouring, passing, serving and sharing food,

• Enhances language and social skills when children practice table manners and learn appropriate mealtime behavior, and

• Reinforces basic concept skills from the classroom, such as naming shapes, colors, fl avors, textures, and counting numbers.

PARENT, FAMILY AND COMMUNITY ENGAGEMENT

YDI Head Start/Early Head Start values the family as the primary influence in a child’s school readiness. Family engagement in school is important for a child’s ultimate school success. When a family is actively involved in making decisions about their child’s learning, they are truly engaged. When families have successful early childhood transitions, they are more ready to have successful transitions into kindergarten and future educational settings. YDI Head Start/Early Head Start transition activities are relationship-focused and designed to help families learn to navigate educational systems and settings. During transition activities, families gain skills in advocating for themselves and their children.

Parent orientation provides an opportunity for families to gain information about the Head Start/Early Head Start classroom, center and program. During parent/teacher conferences and home visits parents and teachers discuss each child’s strengths and needs and develop individualized goals for each child.

Individualized planning is merited when transitioning children with disabilities. YDI Head Start/Early Head Start collaborates with local early intervention agencies and the local education agencies to assist the

children transitioning between agencies and to develop transition plans to meet each child’s individual needs. Transition planning for children with disabilities includes a discussion of the child’s strengths, needs, current developmental levels and any special considerations that should be addressed.

Individual transition plans are also developed for children transitioning from Early Head Start to Head Start or their next placement. During the 2014-2015 school year, 81 individual transition meetings were held for children with special needs and 52 individual transition meetings were held for children transitioning from YDI Early Head Start to YDI Head Start.

Several activities prepare children and families for the transition from YDI Head Start to kindergarten. In the spring, Head Start teachers meet with the families of transitioning children and complete “Meet Your Kindergarten Child” forms, transition plans from Head Start to kindergarten. During this meeting the Head Start teacher and family discuss the child’s strengths, needs and developmental levels. They also review the child’s Head Start assessment results. With parental consent, the “Meet Your Kindergarten Child” form is forwarded to

the child’s elementary school along with the child’s assessment results. Parents are also invited to attend Kinder Parent Workshops and they receive a Kinder Parent Handbook. These kindergarten transition services are designed to support families through the transition process and to help families understand the importance of parental involvement in education and the role of parents as educational advocates for their children. During the 2014-2015 school year, 675 Children transitioned from YDI Head Start to kindergarten.

Community collaboration is essential to creating successful transitions for children and families. YDI Head Start/Early Head Start participates in several collaborative community groups including the Albuquerque Early Childhood Collaborative and the Metro Transition Team. Collaborative training with community agencies allows for joint professional development and relationship building among early childhood professionals. During the 2014-2015 school year, YDI Head Start offered a training on the Nurtured Heart Approach® that was attended by 180 people. In addition, 101 Head Start parents attended the Kinder Parent Workshops.

PREPARING CHILDREN AND FAMILIES FOR TRANSITIONS

Y O U T H D E V E L O P M E N T , I N C .

Early Childhood Education & Family Development2014-15 ANNUAL REPORT TO THE COMMUNITY

Family Services Provided HS families

EHS families

Emergency/crisis intervention (i.e., food, clothing or shelter) 86 11

Housing assistance (i.e., subsidies, utilities, repairs, etc.) 56 10

Mental Health services 175 5

English as a Second Language (ESL) training 67 0

Adult Education (i.e., GED programs & post-secondary education) 140 23

Job Training 95 9

Substance Abuse Prevention or Treatment 9 0

Child Abuse and Neglect Services 3 1

Domestic Violence Services 129 0

Child Support Assistance 3 0

Health Education 389 24

Assistance to Families of Incarcerated Individuals 5 0

Parenting Education 1,448 256

Relationship/Marriage Education 50 7

Of these, the number that received at least one of the services listed above

1,448 256

TOTAL NUMBER OF FAMILIES SERVED IN YDI EARLY HEAD START AND HEAD START

1,448 256

YDI HEAD START AND EARLY HEAD START FAMILY SERVICES OUTCOMES FOR 2014-2015

CHILD NUTRITION

CHILD HEALTH AND WELLNESSAt YDI Head Start and Early Head

Start, the children’s well-being is of the greatest importance. Overall good health and wellness practices infl uence our efforts, and YDI dedicates much of the time to making sure children are both healthy and safe. YDI believe that healthy children make better learners and the program’s goal is to help children and families engage in healthy lifestyles and practices.

YDI utilizes several key practices to help ensure we are monitoring and caring for our children’s overall health and wellness; giving them the resources and tools their bodies need to develop. One key practice we utilize in monitoring and caring for our children’s health is assisting families in locating and securing sources for ongoing and immediate health and dental care. At YDI, we know fi rst-hand that healthy children make well-equipped learners. We recognize every day that when a child’s physical and dental health is well cared for, they are better prepared to handle school days and absorb what they learn and experience. We also know that when

children receive ongoing medical and dental care, they are less likely to miss school due to illness or dental problems, which increases time spent learning, and thereby, promotes academic success. At centers, we employ developmentally appropriate screening methods and practices, such as vision and hearing screenings, to further assist us in monitoring our children’s physical health. Staff will also contract with community organizations to offer direct health and dental services at our centers. Daily health checks also support our effort to keep children healthy. Health and wellness are also incorporated into classroom activities to teach children the importance of developing healthy habits such as brushing their teeth after meals, washing their hands often, and eating well balanced, nutritious meals.

Good health begins at an early age. Therefore, it is important to make certain that each child and family begin their path to good overall health in the early years and that their Early Head Start and Head Start experiences set the foundation for lifelong healthy living.

2014-2015 CHILD HEALTH OUTCOMES

YDI Head Start # of children %

Medical Home – children with ongoing source of continuous, accessible health care

1,532 99%

Health Insurance – children with health insurance

1,528 99%

Medical Services – children who are up-to-date on a schedule of age-appropriate preventive and primary health care according to EPSDT schedule for well child care

1,400 91%

Dental Home – children with continuous, accessible dental care

1,519 99%

Dental Services – children who received preventive care

1,413 92%

* Total # of children = 1,540

YDI Early Head Start # of children %

Medical Home – children with ongoing source of continuous, accessible health care

265 98%

Health Insurance – children with health insurance

267 99%

Medical Services – children who are up-to-date on a schedule of age-appropriate preventive and primary health care according to EPSDT schedule for well child care

230 85%

** Total # of children = 270

PARENT INVOLVEMENT ACTIVITIES

• Classroom volunteer• Parent trainings (Nurtured Heart, Parents as Partners)• Fatherhood activities• Policy Council• Center parent committees• Parent meetings• Parent advocacy• Socializations • Family literacy events• Field trips• Home visits• Parent/Teacher conferences• Lesson plan development• Family goal settings• Parent Child Connectors• Committee participation – Health Services Advisory Committee, School Readiness Committee• Child Development Credential Program• Parent Legislative Leadership Training

MEALS SERVEDJULY 2014- AUGUST 2015

Breakfasts 155,948

AM Snack 8,992

Lunches 182,311

PM Snacks 130,805

Total Meals 478,056

Parent, family and community engagement in Head Start and Early Head Start is about working together to strengthen relationships. This year the family engagement goals were used throughout the year to guide program staff in developing a positive working relationship with families. When parent and family engagement activities are systemic and integrated, family engagement outcomes are achieved. This results in children who are healthy and ready for school. Parent and family engagement activities succeed when they are grounded in positive, ongoing, and goal-oriented relationships with families.

YDI understands that strong family, school, and community partnerships are critical for the success of all children. The educational preparation of young children begins in the home and progresses into the formal school system, where partnerships and relationships are developed between the home, school, and community.

The following are the YDI Parent, Family and Community Engagement Goals and Outcomes for the 2014-2015 program year:

Goal #1- To move 105 Families out of Poverty: (CDA, other Employment, 100% above poverty)

• 16 parents completed the CDA class.• 104 parents received job training

services. * Exceeded goal to help at least 105

families by 14%

Goal #2- Increase Parent Engagement in School Readiness goals: (Parent Child Connectors (PCC), Family Literacy Nights, Parent Lounges, Home Environments)

• 1,372 families/children participated in Parent Child Connector activities at home. The families are provided with engaging “take home activities” that connect the school with the home.

• 540 families attended and were engaged in parent/child literacy activities (Family Literacy Nights).

• 1,374 parents shared that they now have a designated area in the home where they can strengthen their parent/child relationships and have a place for their child’s homework (Home Environments).

Goal #3-Parent Training to enhance knowledge and Skills: (Parents As Partners, Nurtured Heart, Nutrition training, Leadership training)

• 83 parents attended and were engaged in the Parents as Partners training. This training is geared to increase and strengthen parents’ understanding and knowledge of how to promote literacy activities

• 25 parents attended the Nurtured Heart training and learned new strategies on how to focus on building inner wealth in children.

• 61 parent attended and were engaged in a training on how to cook nutritious meals, how to manage their food dollars, etc. (Nutrition Training)

• 23 parents attended the Parent Advocacy Leadership institute.

Goal# 4- Increase satisfaction by improving communications and parent understanding and parent participation

• 250 parents attended the training/meetings that were offered by community members and agencies.

• Obtained $3,683,177 in-kind contributions for parent and community participation.

*Met Non-Federal Share goal

0

3733

24

21

101

0

5

10

15

20

25

30

35

40

CDA AA BA MA M.Ed.

2014-2015 Teachers and Home Visitors Creden a s

Head Start

Ear y Head Start

# OF CHILDREN

Developmental Delay 37

Established Condition 1

Environmental Risk 3

YOUTH DEVELOPMENT, INC. 901 Pennsylvania NE, Albuquerque, NM 87110Telephone (505) 212-7239 Fax (505) 268-0457 www.ydinm.org

Y O U T H D E V E L O P M E N T , I N C .

Early Childhood Education & Family Development2014-15 ANNUAL REPORT TO THE COMMUNITY

PROFESSIONAL DEVELOPMENT

Youth Development, Inc. believes that continuous professional development is important to a child’s growth and development. As the National Association for the Education of Young Children (NAEYC) states,

Early childhood education professional development is a continuum of learning and support activities designed to prepare individuals for work with and on behalf of young children and their families, as well as ongoing experiences to enhance this work. These opportunities lead to improvements in the knowledge, skills, practices, and dispositions of early education professionals. Professional development encompasses education, training, and technical assistance, which is essential to providing high quality services to children and families.

As such, the YDI Early Childhood division has established, as its program Goal #3 – To ensure high expectations that promote the quality of services by recruiting and training a highly qualifi ed and skilled staff who understand and can respond to the challenges and needs of our children and families.

The staff who work in early childhood education services have a major infl uence on children’s learning and development. This is because the ways in which staff interact with children – such as whether they focus on children’s learning, encourage children to explore activities, extend and challenge children’s thinking, provide meaningful activities, and are responsive to

children – are critically important. There is considerable research evidence of strong correlations between the training of staff and the quality of early childhood education services. In particular, staff who have specialized early childhood education training and more years of formal education, provide more stimulating, warm and supportive interactions that benefi t children.

The Youth Development, Inc. Early Childhood Education & Family Development division provides ongoing training throughout the school year to provide staff with the latest information and research in the early childhood education fi eld so that they can incorporate this information into their teaching practices in the Head Start and Early Head Start classrooms. Training is tailored to specifi c staff positions so that all staff can acquire new skills and knowledge to enhance their work with children and families.

Hours

New Mexico Child Care Licensing Annual Training Requirements for staff who work directly with young children

24

YDI Head Start teachers’ total hours of annual training in 2014-2015

50

YDI Early Head Start teachers’ total hours of annual training in 2014-2015

38

HEAD START/EARLY HEAD START 2015 BUDGET

Categories Budget Amount Percentage

Personnel $7,095,544 55%

Fringe Benefi ts $2,463,732 19%

Supplies $489,271 4%

Contractual $345,633 3%

Other $1,317,893 10%

Indirect Costs $1,182,917 9%

TOTAL BUDGET $ 12,894,990

PROPOSED 2016 BUDGET

Categories Budget Amount Percentage

Personnel $ 7,095,544 55%

Fringe Benefi ts $ 2,470,932 19%

Supplies $ 486,271 4%

Contractual $295,833 2%

Other $1,363,493 11%

Indirect Costs $1,182,917 9%

TOTAL BUDGET $12,894,990

FISCAL ACCOUNTABILITYMONITORING REVIEW AND FINANCIAL AUDITThe most recent federal review conducted by the Offi ce of Head Start occurred in March 2014. Reviews of Head Start agencies are conducted by the Offi ce of Head Start under the authority of the Head Start Act to determine whether Head Start agencies meet regulatory requirements with respect to program, administrative, and fi nancial management, and to help programs identify areas for improvement and areas of strength as part of their ongoing self-assessment process. Youth Development, Inc. program status is Compliant.

The agency fi nancial audit report completed by Moss Adams LLP in December 2014 revealed no fi ndings. The audit was approved by the YDI Policy Council on January 2015.

PROGRAM BUDGET FUNDING SOURCE

Head Start/Early Head Start $12,894,990U.S. Dept. of Health & Human Services – Admin. for Children & Families (ACF)

Food Program (CACFP) $830,500 N.M. Child Adult Care Food Program (CACFP)

Pre-K $692,673 N.M. Children Youth & Families Department (CYFD)

Home Visitation $93,458 N.M. Children Youth & Families Department (CYFD)

Child Care Subsidies $86,237 N.M. Children Youth & Families Department (CYFD)

Head Start Center of Excellence

$200,000U.S. Dept. of Health & Human Services – Admin. for Children & Families (ACF)

Child Care Partnerships/Expansion

$1,637,715U.S. Dept. of Health & Human Services – Admin. for Children & Families (ACF)

In-Kind Contributions $3,683,177 Community/Parent Volunteer services

TOTAL $20,140,086  

YDI EARLY CHILDHOOD EDUCATION & FAMILY DEVELOPMENT̶FINANCIAL INFORMATION

Public Funds = 100%

2014-2015 TEACHERS AND HOME

VISITORS CREDENTIALS

• Head Start Teachers = 72

• Early Head Start Teachers/ Home Visitors = 36

• Head Start Teacher Associates = 76

SPECIAL EDUCATION SERVICES

Program collaboration between YDI Head Start/Early Head Start and the Local Education Agencies (Part B Providers) and the Early Intervention Agencies (Part C Providers) has continued to be a key factor in providing special education services to children with identifi ed needs. Building a good working relationship with community partners enables more children with disabilities to be served alongside typically developing peers and reduces unnecessary duplication of efforts.

One of the main responsibilities of the Special Education Manager is to track the number of students who are referred for special education services and support teachers in developing effective lesson plans and modifi cations, as needed. Communication between the Part B and Part C Providers, the parents, the Head Start/Early Head Start staff and the Special Education Manager or Northern Component Manager is crucial in providing appropriate special education services to children who qualify for an Individual Family Service Plan (IFSP) or an Individualized Education Program (IEP). Enrollment of children with a disability into the Head Start/Early Head Start Program has to meet with the placement criteria as outlined in the American with Disabilities Act (IDEA) and the Head Start Performance Standards.

During the 2014-2015 school year, 213 Head Start children were referred as a result of teacher concerns, parent concerns, and/or doctor recommendations. 140 of YDI Head Start children received services outlined in their IEP. For Early Head Start, 25 children were referred as a result of teacher concerns, parent concerns, and/or doctor recommendations. 41 of YDI Early Head Start children received services from an Early Intervention Agency. YDI Head Start and Early Head Start met the goal of serving 10% of children with disabilities for the 2014-2015 school year, at 10% of the actual enrollment.

Two critical themes, Family Engagement and School Readiness, were main areas of focus in referring and identifying children with special needs. The responsibility for school readiness lies not with children, but with the adults who care for them and the systems that support them. Child development occurs across all areas of development – physical well-being and motor, social and emotional development, approaches to learning, language development, and cognitive and general learning. YDI Head Start and Early Head Start strives each year to address the developmental needs of all children who enroll in their program.

High quality early education programs provide the foundation for school readiness, offer opportunities and programs that support parent engagement and provide services for each child’s individual differences. YDI Head Start and Early Head Start is committed to working together with families, early childhood education providers, center staff, and community partners to provide learning environments and developmental experiences that promote growth and learning to ensure that all of preschool children enter school eager and excited to learn.

DIAGNOSED PRIMARY DISABILITY

# OF CHILDREN RECEIVING SPECIAL

EDUCATION SERVICES

Speech-Language Impairments

82

Developmentally Delayed 52

Orthopedic Impairments 3

Autism (center-based classroom)

1

Early Intervention services during the fi rst month of enrollment in Head Start

2

2014-2015 EARLY HEAD START CHILDREN WHO RECEIVED SERVICES FROM AN EARLY INTERVENTION AGENCY

100% of all YDI Head Start teachers have a minimum of an Associate’s Degree

100% of all YDI Early Head Start teachers have at least a CDA credential

49% of YDI Head Start teachers have a BA or greater

92% of YDI Head Start teacher associates have CDA credentials

2014-2015 YDI Head Start Disability Types

*YDI exceeded the minimum hours of training required

*YDI met the minimum qualifi cations for teachers