Head Start
The Self Help Head Start Program provides a comprehensive developmental service for low-income, pre-school children ages 3 to 5 years of age, primarily. Head Start also provides social services for their families. Specific services for children focus on education, socio-emotional development, physical and mental health , and nutrition.
Head Start began in 1965 in the Office of Economic Opportunity as an innovative way in which to serve children of low income families and is now administered by the Administration for Children and Families. The cornerstone of this program is parent and community involvement–which has made it one of the most successful pre-school programs in the country.
 |
Philosophy |
The Head Start Program is based on the premise that all children share certain needs and that children of low income families, in particular, can benefit from a comprehensive developmental program to meet those needs. The Head Start approach make the following assumptions:
A child can benefit from a comprehensive, interdisciplinary program to foster development.
Because the family is the principal influence on the child’s development, the child’s family, as well as the community, must be involved in the program.
The overall goal of the Head Start Program is to bring about a greater degree of social competence in children of low-income families. Social competence means the child’s everyday effectiveness in dealing with both the present environment and later responsibilities in school and in life. Social competence takes into account the interrelatedness of cognitive and intellectual development, physical and mental health,nutritional needs as well as other factors. To achieve social competence, Head Start objectives and performance standards provide for:
- Improvement of the child’s health and physical abilities, including appropriate steps to correct physical and mental health problems and to enhance every child’s access to an adequate diet.
- Improvement of the family’s attitude toward future health care and physical abilities.
- Encouragement of self-confidence, spontaneity, curiosity and self-discipline that will assist the child’s social and emotional health.
- Enhancement of the child’s mental processes and skill, with particular attention to conceptual and communication skills.
- Establishment of patterns and expectations for success for the child that will create a climate of confidence for present and future learning efforts and overall development.
- Enhancement of the ability of the child and the family to relate to one another and to others.
- Development of a sense of dignity and self-worth within the child and his family.
Program Information
Head Start regulations stipulate no more than 20 children per room, with a lead teacher and a teacher. Hours of operation are 8:30 am to 4:30 pm, Monday through Friday. The program year begins the end of September and runs through the end of May each year. Transportation may be available for children depending on need and availability. Children receive a nutritious meal served family style for breakfast and lunch each day. All children are taught to wash their hands before meals and to brush their teeth after meals. The children are encouraged to develop good personal health habits. A nutritious afternoon snack is also provided.
Head Start gives children a head start in life by providing them with activities that help them to develop mentally, socially, emotionally, and physically. Head Start recognizes that parents are the first and most important teachers of their children. Parent involvement is not only welcomed but greatly encouraged. Parents can participate as full partners with Head Start staff to help children progress. Head Start staff offers children love, acceptance, understanding, and the opportunity to learn and to experience success. Head Start children socialize with others, solve problems, and have other experiences that help them become enthusiastic, self-confident learners. The children also improve their listening and speaking skills. They spend time in stimulating settings where they form good habits and enjoy playing with educational materials and working on tasks with classmates. Children will leave Head Start more prepared for kindergarten, excited about learning, and ready to succeed. Health professionals will assess children for any health problems. These professionals will arrange vision and hearing tests, and assist parents with needed immunizations. Head Start offers nutritional assessments and dental exams as well. Children with health needs receive follow-up services. Mental health and other services are available for children and families with special needs.
SELF HELP, INC. HEAD START
2011 – 2012
ANNUAL REPORT
Community, Friends, Partners
The Self Help, Inc. Head Start program has had a busy year of serving over 750 preschoolers and their families in a comprehensive integrated service delivery model. Through the year not only were developmental goals met, but also health needs were addressed for the children and their parents. There were many opportunities for parent involvement and we were so pleased to have such high numbers of parents involved in all areas of the program.
The hard work of dedicated staff and volunteers has made a positive impact on the families served, as well as the community, through partnerships of service and collaboration to meet community goals. We could not have done it without our parents and community volunteers.
The standard of expected quality for Head Start has never been higher than it is presently. We continue to strive for excellence in every area of service.
It has been a rewarding year for staff—many of whom completed degrees. The professional development opportunities offered to staff have insured that we are meeting the mandate that all educational staff are highly qualified and trained to meet the needs and challenges of our families. Our parents, as well as community members, have provided countless hours of volunteer service in all aspects of the program. Our thanks to all of our supporters.
We look forward to yet another year of excellence as we continue to “break the cycle of poverty” for the children and families within our service area.
Patricia N. Foley
Head Start Director
Self Help, Inc.
SELF HELP, INC. HEAD START FUNDING 2011-2012
Enrollment Funding
Federal – Head Start
687 $5,613,169
Massachusetts – State Supplement 448,249
Massachusetts – Full Day Program
100 925,532
State Quality Improvement Grants 18,712
State UPK (Universal Pre-Kindergarten) 75,525
State Inclusive Grant 136,859
U. S. Dept of Agriculture 436,286
Massachusetts State Supplement Funding of $448,249 was used to supplement salar
Massachusetts State Supplement Funding of $448,249 was used to supplement salaries, as well as the 30% Fringe and Indirect Cost based on 3.2%
The Massachusetts Full day Program funding of $925,532 was used to pay salaries of full day staff, as well as fringe of 30% and Indirect Cost based on 3.2%. These funds were used to provide a full day program for 100 children.
State Quality Improvement Grants (QRIS) of $18,712 was used to purchase appropriate classroom equipment/supplies for Norton, $3,198; Norwood, $4,165; Rockland, $4,965; Stoughton, $1,740; and Brockton, $4,644.
State UPK funding of $75,525 was used to supplement salaries and 30% fringe for 10 staff – 6 Lead Teachers, one CDA Advisor, 1 Behavior Specialist, 2 Family Advocates and Indirect Cost of 3.2%
State Inclusive Grant of $136,859 was used to extend the day and program year for 25 Head Start children, which included children with special needs, and supplement salaries of education staff.
The U. S Department of Agriculture funding of $436,286 was used for purchase of food for over 700 children, breakfast, lunch and snack for full day students, totaling 205,028 meals, salaries for the Food Services staff, fringe of 30%, space costs, and Indirect Cost of 3.2%
The following is a breakdown for the Federal 2012-2013 Fiscal Year Budget
Self Help, Inc. Head Start Budget
Salaries $3,057,734
Fringe 917,320
Travel 7,500
Equipment -0-
Supplies 106,863
Contractual 217,879
Other* $1,108,246
Training 58,909
Indirect Cost@3.2% 178.713
*The other category includes Maintenance at 7 sites- $121,290; Insurance $70,000; Utilities/Telephone $123,000; Parent Activities, $25,000; Space Costs, Rent $37,901-Mortgage $453,895; Publications/Advertising/Printing, $2,000; Vehicle Repair/Maintenance, $136,000; Staff Travel, $20,000; Storage of Files, $1,000; Dues, $7,500; Leased Equipment, $82,960; and Licensing Fees, $2,700
Financial Audit
Click on the budget graphic below to see Self Help, Inc.’s latest year completed budget.
Federal Oversight
Federal oversight is provided by the Administration for Children. The Regional Office is located in Boston, Massachusetts, and each program is assigned a Program Specialist, as well as a Fiscal Specialist to oversee the program to ensure that all Head Start Performance Standards are met. All Head Start programs in the country are required to provide various reports monthly, semi-annually and annually These reports are monitored by both Regional and National staff. Frequent telephone conversations take place between the Program Specialist and the Head Start Director at which time information is shared regarding the program and any challenges we may be facing. An annual meeting is held between the Regional Staff, and managerial staff from our program. In addition to staff, the Head Start Policy Council Chairperson, and the President of the Self Help, Inc. Board of Directors are also present. Every three years a Federal Program Monitoring Review is completed by a Federal team who visits the program for a week and completes an in-depth monitoring where all compliances of the Head Start Performance Standards are reviewed. During the last review, the program was determined to be in full compliance and we were determined to be an excellent program providing a quality program for our children and families. Our next Federal Review is scheduled to take place during the program year 2013-2014.
Head Start Population
The Self Help, Inc. Head Start program served 276 three year-olds, 478 four year-olds, and 6 five year-old children, 231 two-parent families, and 483 single parent families. Of the families enrolled in our program, 277 family members have completed some college or have an undergraduate degree, and 136 family members have not completed high school. Of the Self Help, Inc. Head Start families, 92 have a parent or guardian in school or job training. Of the two parent families, 189 are employed; of the single parent families, 252 are employed and 273 parents are not working (unemployed, retired or disabled.
Of the 760 families served, 675 received health and parenting education in at least one of the following ways: workshops and training, newsletters, presentations at parent committee meetings, and home visits. 310 parents volunteered in Head Start in classrooms/decision making and/or planning throughout the year. This number also included many grandparents who are raising their grandchildren.
687 children in Self Help, Inc. Head Start received a developmental screening and three developmental assessments. During the course of the year, 687 received a social-emotional screening, as well as a complete medical screening. 731 had a professional dental examination; of these, the number of children diagnosed as needing treatment was 439. 363 of these children received treatment.
The Mental Health staff provided three or more consultations with program staff regarding 86 children. Mental Health staff consulted with the parents/guardians of 102 children regarding their child’s behavior/mental health. Eight children were provided an individual mental health assessment, and 86 children were referred to outside agencies for mental health services.
There are 1,618 pre-school children with a diagnosed disability within our service area of 2 cities and 26 towns who are receiving services from their public school systems. Head Start provided services to 74 children enrolled in the program who have a diagnosed disability and they received special education and related services.
- 100% of parents with a child enrolled in a Head Start center participated in home visits and parent conferences.
- 67 enrolled children were from families that were over-income.
- The average daily attendance for students attending the program was 85%
The Self Help, Inc. Head Start program served 60% of the eligible families within Plymouth County, 21% of eligible families within Bristol County and 33% of the eligible families within Norfolk County.
Number of families who received Parenting Education 675
Number of families who received Housing Assistance 166
Number of families with Domestic Violence issues 13
Number of families participating in ESL education 51
Number of families who received Emergency Intervention 325
Number of families with an incarcerated parent 8
Number of families provided job training 42
Number of families receiving mental health services 109
Number of families receiving Health Education 507
Number of families homeless during enrollment year 63
Number of children whose fathers participated in Dads Groups 78
Number of families participating in GED and college programs 61
Number of families participating in substance abuse prevention/treatment 38
Number of families receiving services from WIC 585
Number of families receiving under the Supplemental Nutrition Assistance Program 485
Children eat two nutritious meals and snacks each day that include fresh fruit and vegetables, low fat, low salt and low sugar foods. Teachers, volunteers, parents and children brush their teeth twice a day. Besides modeling for the children, this promotes wellness for adults, as well. The Self Help, Inc. Head Start program received $436,286 from the Child and Adult Care Program to provide these meals to the children.
Services for Children with Disabilities
Head Start is an inclusive program that is the least restrictive environment for many children with diagnosed disabilities. During this year 74 of the children served were children with diagnosed disabilities. Local Educational Agreements with the school districts ensure the provisions of all support to children to meet these special needs. Fifty-four children have speech or language impairments, 2 have orthopedic impairments, 1 has a visual impairment, 13 have a non-categorical/developmental delay, and 3 have multiple disabilities.
Transition
Memorandums of Understanding are signed every two years with all of the LEAs in our service areas to facilitate coordination of programs and to establish ongoing communication. Ongoing communication also occurs through the local Coordinated Family and Community Engagement (CFCE) council sub-committees to ensure continuity of developmentally appropriate curricular objectives are met. Both the Head Start Child Outcomes Frameworks and the State early Learning Standards are utilized to ensure shared expectations for children’s learning and development in preparation for kindergarten.
The Transition to Kindergarten Guide is given to parents during the first Parent-Teacher Conference. Joint trainings are made available through agreements with the MOUs and with local CFCEs. Kindergarten registration is dually coordinated and then conducted at our sites.
A Student Profile Transition Form is completed by the teachers and signed with consent by the parent and then forwarded to the school in which each child will enroll. An invitation is made to include the special education provider(s) in establishing goals, objectives and plans of action along with our teachers and parents for children diagnosed with a disability and receiving services. The Bilingual Departments of the Public Schools coordinate efforts with our agency to screen limited English proficient children before entry into the public schools. Our agency provides translators to aid parents/guardians in the understanding of instruction and services being provided to their child by the school system.
School Readiness Plan
Head Start strives to promote school readiness in a learning environment that supports children’s growth in language, literacy, math, science, social and emotional functioning, creative arts, physical skills and approaches to learning with assistance of the families. It is through the experience in their homes, at preschool settings, and the support of their community that children come to school ready for success.
School Readiness is a comprehensive effort to prepare children for the school and the future. Schools, the community and families must work together in order to successfully create an environment that nurtures children in all areas of their development.
Goals:
These goals listed below represent the hopes and aspirations for children entering school, not the expectations. Children develop at different rates, not every child will have mastered all of the skills an behaviors listed below at the beginning of a primary program.
Children will enter kindergarten with:
- Physical examination
- Dental examination
- Immunization record that shows receipt of immunizations required for age
- Hearing/vision exam
- Results of lead test
Physical Well-Being & Motor Development Goals:
Children entering kindergarten will:
- Possess good overall health, including oral, visual, and auditory health
- Eat a balanced diet with a variety of nutritious foods
- Get sufficient rest and exercise to support healthy development
- Recognize the importance of doctor and dentist visits
- Independently complete developmentally appropriate personal care tasks such as dressing, brushing teeth, toileting, washing hands, mealtime skills, etc.
- Run, jump, climb and does other activities that help develop large muscles and provide exercise
- Use pencils, crayons, scissors and points and does other activities that help develop small muscles
Cognitive and General Knowledge Goals
- Children entering kindergarten will:
- Learn to identify and name shapes and colors
- Learn to sort and classify objects by one attribute
- Learn to count and plays counting games
- Know basic math concepts, beginning concepts of quantity, math, vocabulary, sorting/comparing
- Have opportunities to notice similarities and differences
- Understand simple concepts of time (night and day, today, yesterday, tomorrow)
- Use non-standard units of measure
Language and Literacy Goals
- Children entering kindergarten will:
- Be encouraged to ask questions
- Sing simple songs
- Listen to stories read to them
- Recognize and say simple rhymes
- Have opportunities to listen to and make music and to dance
- Know the difference between print and pictures
- Link letter with sounds in play activities
- Show interest in reading and demonstrate comprehension skills
- Have a general knowledge of emerging literacy skills such as letter recognition and corresponding letter sounds and general book and print awareness
- Demonstrate emergent exciting skills
- Use 5-6 word sentences
- Will learn to write name
English Language Development
Children entering kindergarten will:
- Participate with movement and gestures while others dance and sing in English
- Demonstrate eagerness to participate in songs, rhymes and stories in English
- Acknowledge or respond nonverbally to common words or phrases, such as “hello” “goodbye” when accompanied by adult gestures
- Point o body parts when asked
- Follow multi-step directions in English with minimal cues or assistance
- Request items in English such as “car”, “milk”
- Point to pictures and say the word in English, such as “frog”, “baby”
- Use one or two English words, sometimes joined to represent a bigger idea, such as “cupcake”
Approaches to Learning Goals
Children entering kindergarten will:
- Be curious and motivated to learn
- Learn to explore and try new things
- Join in cooperative play with others and invites others to play
- Ask questions and seek new information
- Be able t begin and finish activities with persistence and attention
- Set goals and develop and follow through on plans
Social/Emotional Goals:
Children entering kindergarten will:
- Be able to be away from parents/family/without being upset
- Be able to recognize and regulate emotions, attention, impulses, and behavior
- Be able to express his or her own needs and wants
- Have many opportunities to be with other children and is learning to play and share with others
- Maintain healthy relationships and interactions with adults and peers
- Participate in group activities
- Follow simple rules and routines
- Have the ability to focus and listen
- Demonstrate problem-solving skills, use life skills and self-control, develop positive relationships with others
Action Steps:
Adopt and align established Office of Head Start (OHS) preschool goals from the Head Start Child Development and Early Learning Framework, establishing clear school readiness goals across domains
(language and literacy, cognition and general knowledge, approaches toward learning, physical well-being and motor development, and social and emotional development)
By establishing a School Readiness Committee and partnering with LEAs we have aligned The Head Start Child Development and Early Learning Framework, State Early Learning Standards and the Local Education Agency expectations to develop school readiness goals and Office of Head Start child outcome goals to ensure the continuum of services.
Create the implement a plan of action for achieving the established school readiness goals:
By offering trainings to improve teacher-child interactions, developing Individual Professional Development Plans, providing monthly supervision and feedback, implementing CLASS, ECERS and utilizing Project Approach and Creative Curriculum, the staff will achieve professional growth which will increase the outcomes and school readiness for families
Family Engagement in their child’s education is increased through volunteering, extending the curriculum in the home, Policy Council, home visits/conferences, parent meetings, parent trainings and monthly family fun activities, and a transition to kindergarten guide, ensures family support in their child’s school readiness goals.
Assess child progress on an ongoing basis and aggregate and analyze date at multiple times throughout the year
Teachers utilize Teaching Strategies GOLD to assess and analyze date three times per year (Fall, Winter and Spring) and set goals to improve the children’s school readiness goals.
Examine data for patterns for progress for groups of children in order to revise, or develop and implement plans for program improvement
Managers assess and analyze data three times per year(Fall, Winter and Spring) through multiple considerations (age, language, gender, geographic location, time of enrollment) to examine patterns of progress for program improvement
Summary
Self Help, Inc. Head Start in its effort to create an exceptional learning environment, has made it a practice to challenge children all within the confines of a classroom that is clean safe, well equipped and nurturing. Instruction will focus on language development and higher order thinking skills which will be essential for school success. Families, early care and education providers, school staff and community partners must work together to provide environments and developmental experiences that promote growth and learning to ensure that all children enter school eager and excited to learn
Head Start Outcomes Report – 2011-2012
When you are evaluating the learning of a child, the following individual differences have to be taken into consideration: the child’s gender, temperament, interests, learning styles, life experiences, culture, special needs, age and second language learner.
The analysis is based on the following statistics for this program year.
Number of children 687
Male 50%
Female 50%
Primary language spoken (English) 69%
(Spanish) 8%
(Portuguese) 4%
(Chinese) 1%
(Arabic) 2%
(French Creole) 7%
(Other) 7%
(Unknown) 1%
3-4 year olds 41%
4-5 year olds 59%
Children diagnosed with a disability 10%
Children receiving mental health services 7%
The following data is presented showing the percentage of children below meeting and exceeding the expectation of growth for each developmental area. An analysis can be made utilizing the children’s baseline from the Fall and making a comparison with their achievement by Winter and then in Spring.
| Social/Emotional- regulates own emotions and behaviors, establishes and sustains positive relationships and participates cooperatively and constructively in group situations. |
|
||||||||
|
|
Fall |
Winter |
Spring |
||||||
| Ages | Below | Meeting | Exceed | Below | Meeting | Exceed | |||
| 3 Yrs. | 53.4% | 42.8% | 3.8% | 25.3% | 56% | 3.8% | |||
| 4 Yrs. | 44.5% | 45.1% | 10.4% | 25.2% | 51.5% | 23.3% | |||
|
Spring |
|||||||||
| 3 Yrs. | 3.8% | 42.4% | 45.8% | ||||||
| 4 Yrs. | 11.2% | 33.3% | 55.5% | ||||||
| Physical-demonstrates traveling, balancing, gross motor and manipulative skills as well as fine motor strength and coordination | |||||||||
|
|
Fall |
Winter |
|||||||
| Ages | Below | Meeting | Exceed | Below | Meeting | Exceed | |||
| 3 Yrs. | 61.4% | 37.7% | 0.8% | 32.2% | 61.4% | 5.4% | |||
| 4 Yrs. | 48.3% | 47.3% | 3.4% | 37.7% | 63.7% | 6.6% | |||
|
Spring |
|||||||||
| 3 Yrs. | 16.9% | 58.9% | 24.2% | ||||||
| 4 Yrs. | 10.4% | 56% | 33.6% | ||||||
| Language –listens to and understands increasingly complex language, uses language to express thoughts and needs and uses appropriate conversational and other communication skills. | |||||||||
|
|
Fall |
Winter |
Spring |
||||||
| Ages | Below | Meeting | Exceed | Below | Meeting | Exceed | |||
| 3 Yrs. | 63% | 36.2% | 0.9% | 40.8% | 52.9% | 6.3% | |||
| 4 Yrs. | 43.9% | 51.7% | 4.5% | 27.3% | 60.8% | 11.9% | |||
|
Spring |
|||||||||
| 3 Yrs. | 23.4% | 54% | 22.6% | ||||||
| 4 Yrs. | 11.7% | 48.9% | 39.4% | ||||||
| Cognitive –demonstrates positive approaches to learning, remembers and connects experiences, uses classification skills and uses symbols and images to represent something not present |
|
||||||||
|
|
Fall |
Winter |
Spring |
||||||
| Ages | Below | Meeting | Exceed | Below | Meeting | Exceed | |||
| 3 Yrs. | 62% | 36.7% | 1.3% | 33.9% | 56.6% | 9.5% | |||
| 4 Yrs. | 46.2% | 47.6% | 6.2% | 22.7% | 60.1% | 17.2% | |||
|
Spring |
|||||||||
| 3 Yrs. | 16% | 54.4% | 29.5% | ||||||
| 4 Yrs. | 8.4% | 43.1% | 48.5% | ||||||
| Literacy-demonstrates phonological awareness, knowledge of the alphabet, print and its uses, emergent writing skills and comprehends and responds to books and other texts | |||||||||
|
|
Fall |
Winter |
Spring |
||||||
| Ages | Below | Meeting | Exceed | Below | Meeting | Exceed | |||
| 3 Yrs. | 68.4% | 28.3% | 3.4% | 36% | 49.6% | 14.5% | |||
| 4 Yrs. | 40.1% | 54.1% | 5.9% | 16.3% | 70.9% | 12.7% | |||
|
Spring |
|||||||||
| 3 Yrs. | 16.5% | 49.8% | 33.8% | ||||||
| 4 Yrs. | 5.3% | 57.4% | 37.3% | ||||||
| Mathematics-uses number concepts and operations, explores and describes special relationships and shapes, compares and measures and demonstrates knowledge of patterns. | |||||||||
|
|
Fall |
Winter |
Spring |
||||||
| Ages | Below | Meeting | Exceed | Below | Meeting | Exceed | |||
| 3 Yrs. | 73.3% | 25.4% | 1.3% | 39.4% | 52.3% | 8.3% | |||
| 4 Yrs. | 61.5% | 34.4% | 4.2% | 38.4% | 47.5% | 14.1% | |||
|
Spring |
|||||||||
| 3 Yrs. | 22% | 51.3% | 26.7% | ||||||
| 4 Yrs. | 17.9% | 46.4% | 35.8% | ||||||
Every area of development showed growth exceeding the target rate
The greatest gain occurred with the social/emotional outcomes of almost half of the three year olds and over half of the four year olds exceeding the expectations for growth.
The second highest gain for the three year old children was literacy with a third of the children exceeding the expectation and for the four year old children, it was cognitive at almost half of the children exceeding the expectation.
The third highest gain for the three year olds was cognitive at almost a third of the children exceeding and for the four year olds, it was language with almost forth percent exceeding expectations.
The lowest area of gain for the three year olds was language at twenty0three percent exceeding and for the four year olds, it was physical at thirty-four exceeding expectations.
Learning is ongoing and there is always room for growth and improvement. We will continue to strive to provide the best learning environment and improve on teaching the children to achieve to the best of their abilities while in the Head Start program.
We will continue to provide additional training for the education staff in the areas of utilizing Teaching Strategies Gold, I am Moving I am Learning, Science, Technology, Engineering, and Mathematics (STEM) education, Dual Language Learners, and Classroom Assessment Scoring System (CLASS) . Also, through collaboration with the public schools, we are achieving school readiness for the children entering kindergarten.
 |
Head Start Eligibility:
The Self Help Head Start Program offers both a half-day Head Start experience, and for families who are working, attending school or are enrolled in a training program, a full day Head Start Experience. Priority is given to children with special needs and family concerns.
The half day program is free of charge and the full day program has a sliding-fee scale that is dependent on the families total income and ability to pay. The Head Start Income Guidelines for 2009 are as follows:
2011-2012 Head Start Income Guidelines
|
Size of Family Unit
|
Head Start Annual Income (Includes homeless families, foster children, and families receiving public assistance) | School Readiness Maximum Annual Income (Parents share ranges from $15 to $59 a month) |
|
1
|
$10,890 | $24,651 |
|
2
|
$14,710 | $31,718 |
|
3
|
$18,530 | $38,785 |
|
4
|
$22,350 | $45,852 |
|
5
|
$26,170 | $52,919 |
|
6
|
$29,990 | $59,986 |
|
7
|
$33,810 | $67,053 |
|
8
|
$37,630 | $74,120 |
For Annual Income families with more than 8 members, add $3,820 for each additional
member to determine income eligibility.
School Readiness add $7,067 for each additional member.
If you would like to fill out one of our pre-application forms, click below and call up the PDF form.
Enrollment
Enrollment in the Head Start program is ongoing. Preschool children whose parents reside in the Self Help service area and are low-income (meet above income guidelines) age 3 to 5 are eligible for the program. Working families who do not meet the above income guidelines and have a child age 3 to 5 may still be eligible for Head Start Program through the Community Partnerships Program if they meet that programs income guidelines. Under the Community Partnerships program families pay a sliding fee based on total family income.
To enroll your child in the Self Help Head Start Program please visit our main office at the Ulysses G. Shelton, Jr. Head Start Center, 370 Howard St., Brockton or call the Head Start Administrative offices at 508-587-1716 to ask questions or set up an appointment. Applications will also be accepted from any of our Head Start locations. In order to process your application you should bring the following documents with you when you apply for enrollment:
- Proof of income (4 pay stubs, W-2 form, or print out from your Public Assistance provider
- Child’s birth certificate or baptismal record
- Social Security cards for all family members
- Signed documentation from a Physician, Therapist or other medical specialist if your child has any disabilities or handicaps
- Up to date immunizations with most recent physical informtion.
- Dental record if available
Contact Us
& Follow Us