Head Start

SELF HELP, INC. HEAD START

2010-2011

ANNUAL REPORT

Community, Friends, Partners,

Self Help, Inc Head Start 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 collaborations 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 and our volunteers who provided  countless hours of service, our community, our families and most of all our children.  Our thanks to all of our supporters.

We had our tri-annual review this program year by the Federal Government.  This is a process where a team of people who are experts in the various content areas of the Head Start program spend a week and review all aspects of the program.  They spent time in classrooms, interviewed  staff, parents, and Board members.  They reviewed files, fiscal  records,  materials, Program Plans, monitoring results to insure that we are meeting all the rules and regulations of the Head Start program.  I am very pleased to report that our program was exemplary and did not have any findings or deficiencies.

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, Director

Self Help, Inc Head Start

Massachusetts State Supplement Funding of $448,249 was used to supplement salaries, along with the 30% Fringe, and Indirect Cost based on 3.2%

Massachusetts Full Day Program Funding  $1,117,215 was used to pay salaries of full day staff, as well as fringe of 30% and Indirect Cost based on 2.9%.  These funds were used to provide a full day program for 140 children.

Massachusetts Quality Funding of  $123,480 was used to supplement salaries and 30% fringe for 12 staff, 7 Lead Teachers, 2 Family Advocates, and 2 Behavior Specialists, and Indirect Cost based on 3.2%

U. S. Department of Agriculture funding of $415,162 was used for purchase of food for 202,694 meals and snacks.

The following is a breakdown for the Federal  2011 – 2012  Fiscal Year Budget

Self Help, Inc. Head Start Budget

Salaries                        $3,056,859

Fringe                               917,057

Travel                                   5,000

Equipment                               -0-

Supplies                             124,500

Contractual                       222,879

Other*                            1,053,854

Training                               58,909

Indirect Cost                      174,052

*The other category includes Maintenance at 8 sites – $107,664,  Insurance – $70,000  - Utilities/Telephone – 156,488,  Parent Activities – $25,000,  Space costs – Rent  $34,711, Mortgages  – $453,895, Printing/Recruitment $2,000,  Vehicle Repair/Maintenance – $90,000,  Staff Travel – $20,000,  Building Repairs – $107,664, Storage of files – $1,000, Dues – $7,500, Leased Equipment – $82,960, and Licensing Fees $2,700

Our most recent independent audit was performed by the firm of Bruce D Norling, CPA, P.C.  The audit reviewed the financial position of Self Help, Inc. activities through September 30, 2010, and Statement of Cash Flow.  The audit found that Self Help, Inc. complied, in all material respects, with the terms of its funding, and the conditions of OMB Circular A-135 Audits of States, Local Governments, and Non-Profit Organizations.

The Self Help, Inc. Head Start program underwent a triennial Federal Review by the Office of Head Start (OHS) in November 2010.  A Certificate of Compliance was awarded to Self Help, Inc. Head Start by the Office of Head Start that acknowledges full compliance with all applicable Head Start Program Performance Standards, laws, regulations and policy requirements.  In May of 2011 , the Office of Head Start conducted a risk assessment of Self Help Inc. Head Start and found we are taking a proactive approach to addressing risk.

Head Start Population

The Self Help, Inc. Head Start program served 265 three year-olds 502 four year olds, and 4 five year old children, 252 two parent families, and 493 single parent families.  Of the families enrolled in Self Help, Inc. Head Start, 282 family members have completed some college or have an undergraduate degree, while 137 family members have not completed high school.  Of the Self Help, Inc. Head Start families, 155 have a parent/guardian in school or job training.  Of the two parent families, 203 parents are employed, of the single-parent families, 262 are employed.  280 parents are not working, (i.e. unemployed, retired or disabled.

Of the 745 families served, 688 have received health education and parenting education in at least one of the following ways, workshops and trainings, newsletters, presentations at parent committee meetings, and home visits. 256 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 socio-emotional screening and complete medical screening, 771completed dental exams, and 124 children were diagnosed as needing treatment, and of these all received the necessary treatment.

There are 1,569 pre-school children with a diagnosed disability within our service area receiving services from their public school systems.  Head Start provided services to 83 children enrolled in the program who have a diagnosed disability.  Of these 83 children,   82 received special education and related services.  One child was diagnosed late in May, 2011, and the public school will provide services beginning in September 2011.

The Mental Health staff provided three or more consultations with program staff regarding 81 children, Mental Health staff consulted with the parents/guardians of 135 children regarding their child’s behavior/mental health.  Thirty-seven children were provided an individual mental health assessment, and 97 children were referred to outside agencies for mental health services

100% of parents with a child enrolled in a Head Start center participated in home visits and parent conferences.

10%  of the children enrolled were from families that were over-income

The average daily attendance for students attending the program was 83%

The Self Help, Inc. Head Start program served 55% of the eligible Head Start families within Plymouth County, 42% of eligible families within Bristol County and 28% of eligible families within Norfolk County.

Number of families who received Parenting Education           676

Number of families who received housing assistance               205

Number of families with Domestic Violence Issues                      18

Number of families participating in ESL education                     100

Number of families who received Emergency

Intervention, (food, clothing or shelter)                                       203

Number of families with an incarcerated parent                        10

Number of families provided job training                                      45

Number of families receiving mental health services                61

Number of families receiving health education                        624

Number of families homeless during enrollment year             112

Number of children whose fathers participated in

Dad’s Groups                                                                            88

Number of families receiving services under the Special

Supplemental Nutrition Program for Women, Infants

And Children (WIC)                                                                 478

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 $415,162

from the Child and Adult Care Program to provide these meals to the children

Head Start is an inclusive program that is the least restrictive environment for many children with diagnosed disabilities.  During this year 83 of the children served were children with diagnosed disabilities.  Local Educational Agreements with the school districts ensure the provisions of all support to children and their families to meet these special needs.  1 child received services for emotional/behavioral disorders;  56 received speech and language services; 1 child had an orthopedic impairment; 1 child had visual

impairment; 3 children had Autism and 21 had a diagnosis of non-categorical development

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 made within 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 Department of the Public Schools coordinates 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.

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 is the child a second language learner.

This analysis is based on the following statistics for this past program year

Number of children                                                         697

Male                                                                                48%

Female                                                                             52%

Primary Language Spoken (English)                              70%

(Spanish)                               8%

(French)                                1%

(Portuguese)                         5%

(Vietnamese                         1%

(Arabic)                                2%

(Other)                                  8%

3-4 year olds                                                                   46%

4-5 year olds                                                                  54%

The following data is presented focusing on the two highest steps of achievement.  An analysis can be made utilizing the children’s baseline from the Fall and making a comparison with their achievement by Spring.  The percentage of growth is another important aspect to look at when analyzing the data for growth and achievement

Fall                            Spring

Language Development 38%                             81%

Understands an increasing complex

and varied vocabulary                                        37%                             77%

Develops increasing abilities to

understand language to communicate

information, experiences, ideas

Develops increasing abilities to

understand and use language to

communicate information,

experiences, ideas, feelings,

opinions, needs, questions, and

for other varied purposes                                 38%                             80%

Uses an increasingly complex and varied

spoken language                                                 47%                             82%

Literacy 30%                             77%

Phonological Awareness                                   32%                             77%

Associates sounds with written words             23%                           *66%

Book knowledge and appreciation                   36%                             83%

Print awareness and concepts                           27%                             71%

Recognizes word as a unit of print                   21%                           *62%

Identifies at least 10 letters of the alphabet

especially those in own name                          26%                           *68%

Knows that letters of the alphabet are a

special category of visual graphics that

can be individually named                              26%                           *70%

Mathematics 31%                             77%

Numbers and operations                                   30%                             76%

Science 32% 78%

Creative Arts 35%                             82%

Social/Emotional Development 41%                             84%

Approaches to Learning                                    32%                             78%

Physical Health & Well Being 44%                             88%

*What appears to be the lowest percentage of achievement also has the lowest percentage as the baseline.  When you then look at the percentage of growth for each of these there is a high percentage of growth.

Every area had a greater percentage of growth when compared to last year’s statistics except “uses an increasingly complex and varied spoken language, print awareness and concepts, and social emotional development which had 1% less growth.

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 strategies for the children to achieve to the best of their abilities while in the Head Start program.  We are providing additional training for the education staff and utilizing additional observation tools including CLASS  Also, through collaboration with the public schools, we are achieving school readiness for the children entering kindergarten.