St - PC\|MAC



St. Clair County Head Start

21685 U. S. Hwy. 231 N. ( Old Coal City School

P. O. Box 641

Pell City, Alabama 35125

Phone: (205) 338-9694 Fax: (205) 338-3215

St. Clair County Head Start

2013 – 2014 Annual Report

Revenue and Expenses 2013 YTD

|Revenue |Total |USDA |HHS |Other |

|Federal Funds- HHS |1,309,359 |- |$1,309,359 |- |

|Federal Funds- ARRA |- |- |- |- |

|USDA- Income |155,114 |155,114 |- |- |

|Grantee’s In- Kind |73,515 |- |73,515 |- |

|Miscellaneous |15,329 |- |- |15,329 |

| | | | | |

|Total Revenue |1,553,317 |155,114 |1,382,874 |15,329 |

| | | | | |

|Expenses | | | | |

|Personnel |761,006 |42,681 |718,325 |- |

|Fringe Benefits |157,095 |8,051 |149,044 |- |

|Supplies |38,469 |6,674 |31,795 |- |

|Contractual |69,268 |3,474 |65,794 |- |

|Travel |4,422 |- |4,422 |- |

|Other |106,963 |6,891 |95,941 |4,131 |

|Food |92,532 |92,532 |- |- |

|Training |13,323 |- |13,323 |- |

|In- Kind Expenses |73,515 |- |73,515 |- |

|Depreciation | 31,315 | | |31,315 |

|Support Service-Management and General| | | | |

|Personnel |166,190 | |166,190 | |

|Fringe Benefits |27,793 | |27,793 | |

|Supplies |4,943 | |4,943 | |

|Contractual |16,662 | |16,662 | |

|Travel |794 | |794 | |

|Other |11,160 | |11,160 | |

|Training |3,173 | |3,173 | |

|Total Expenses |1,578,623 |160,303 |1,382,874 |35,446 |

Program Activities and Outcomes:

Enrollment

Funded Enrollment: 217

Number of children served in the 2013-2014 program year: 249

Number of families served in the 2013-2014 program year: 227

Percentage of eligible children served: 100%

Number of children with disabilities served: 26

Attendance

Average Daily Attendance: 89%

Monthly Enrollment: 100%

Results of 2011 Federal Triennial Review

There were three Noncompliance findings. A Corrective Action Plan was created and implemented throughout the program. A follow-up visit and confirmation letter from OHS cleared all three findings.

Results of Medical and Dental Exams

Children that received medical screenings: 207

Children that received dental screenings: 213

Parent Family and Community Engagement Outcomes:

➢ Parent Committee - all parents are representatives

➢ Head Start Policy Council- 51% of council must be parents

➢ Male Involvement – Pumpkin Carving Contest, Doughnuts for Dad, and Daddy Daughter Dance

➢ Grandparent Day

➢ Family Literacy Initiatives-Imagination Library and Kiwanis RIF

➢ Parent Education Seminars on Nutrition and Stress Management, and Healthy Relationships

➢ 66 Graduates of Parent University

➢ 16 Single Parent Graduates from Pharmacy Technician Program

➢ Parent Family and Community Engagement Framework fully implemented

Transition Activities to K-12

➢ Conferences and school tours with LEA representatives

➢ Summer enrichment packets with preparatory activities for kindergarten

➢ Transfer of health Parent information

➢ School Readiness Advisory Committee with K-12 members

Number of program volunteers

516

Staff Numbers and Credentials

Total number of staff 44

Total number of Classrooms 12

Teachers with Bachelor’s Degree in Early Childhood Education/ Related Degree 5

Teachers with Associates Degree in Early Childhood Education/Related Degree 7

Teacher Assistants with Bachelor’s Degree 5

Teacher Assistants with Associates Degree 2

Teacher Assistants with CDA Credential 5

School Readiness

The program has developed School Readiness Goals stating expectations for children’s development across the five essential domains. These goals are aligned with The Head Start Child Development and Early Learning Framework and the Alabama Early Learning Guidelines. Strategies for accomplishing the goals and achievement have been identified by utilizing Creative Curriculum and Teaching Strategies Gold Assessment tool. The curriculum and assessment tool allows us to measure and plan for children’s progress on both an individual and program-wide level. Systems are in place for the aggregation and analysis of assessment information to assist teachers and parents in planning for each child’s instruction and program management in determining staff development needs and other program improvement planning.

Training and implementation of the Parent Family and Community Engagement Framework has begun and is on-going.

School Readiness Goals Outcomes Report

Spring 2014

Program Strategies for Improvement

➢ Classroom level data will be used by teacher upon the start of the new year to determine domains/objectives for which children are not reaching the appropriate level of development. Teachers will use their findings to determine needed revisions to individual classroom teaching strategies, professional development goals and additional materials and equipment.

➢ TS GOLD Inter-rater Reliability testing had been made available and assigned to all teachers and assistants in preparation for the next program year. This will help in insuring all staff members have a thorough understanding of TS GOLD including each objective/dimension and the corresponding levels and indicators. Staff may begin working on it at any time; all staff must complete by September 10, 2014.

➢ Teachers will use individual child profiles from TS GOLD to determine individualized lesson plans for all children, taking into consideration what is known about children with IEP’s, children who are English Language Learners, and all other subgroups. Individualized objectives will be determined monthly and used to guide teachers planning.

➢ Lesson planning for small group, large group and interactive read aloud will include more intentional teaching strategies, including those that support concept development, language modeling and quality of feedback as described in the Instructional Support Domain of CLASS.

➢ In efforts to allow teachers more time for individual and small group interactions, the program will explore options for increasing the quantity of time available for teaching/learning. A later lunch time and/or a shorter rest time are two such options.

4-Year-Olds

This report represents the assessment data gathered for 124 children who will be entering their kindergarten year in the fall of 2014. Only children who were assessed in both the Fall and the Spring Checkpoint were included in this report.

Teachers used the 66 objectives included in the Teaching Strategies GOLD assessment system to report the children’s developmental level. The system measures the knowledge, skills, and behaviors that are most predictive of school readiness. This report includes objectives from 6 domains. Four are considered developmental: Social Emotional, physical, language and cognitive. The other 2 are content learning that is identified in early learning standards: Literacy and Mathematics.

School Readiness

Scores, which are based on the teacher’s assessment of the children’s developmental levels, were evaluated by comparing them with widely held expectations for children’s development and learning. Our goal is to have all children scoring at 90% or higher for each of the widely held expectations for development for 4-year-olds at year’s end to better prepare them for entering kindergarten poised to achieve and succeed. The final scores for year’s end were as follows: Social Emotional (89.5%), Physical (87%), Language (85%), Cognitive (84%), Literacy (84%), and Mathematics (81%).

In addition to these widely held expectations are GOLD Readiness Benchmarks that define where a child should typically be when transitioning from preschool into kindergarten to be successful in kindergarten. Children scored higher than the established GOLD Readiness Benchmarks in all domains, with the largest difference being 56.2 points in Literacy and the smallest being 5.1 points in Mathematics Our goal is to ensure 100% of children enter kindergarten with the skills necessary to achieve and succeed in years to come. An average of 77.3% of 4 year-olds have already accomplished GOLD Readiness Benchmarks in the various domains. The remaining 22.7 % of the children’s development was determined to be at the “Emerging” level, which indicates that they are ready to learn and will continue to progress in their development if given the appropriate support and guidance.

Demographics and Disaggregation

Total Count: 124

Gender – Male: 55 %( 69); Female: 45 %( 56)

Race – White: 68 %( 84); Black or African American: 22%(27), More than One Race: 10%(13)

Ethnicity/Language – Non-Hispanic: 96%(119); Hispanic/English Language Learners: 4%(5)

IEP Status – Children without IEP: 91%(113); Children with IEP: 9%(11)

• Female students continue to score higher on average than male students in all domains, with the largest differences occurring in the Literacy and Language Domains.

• When comparing scores across races, only slight variations were seen. Children of more than one race scored higher than their white and African American peers in math, language, literacy, and physical development. African American children scored slightly higher than their white and bi-racial peers in cognitive and social emotional development.

• Children of Hispanic ethnicity/English language learners continue to score considerably lower than non-Hispanic/English speaking children in all domains, with the largest differences being in language, literacy, and cognitive development.

• Comparisons between children with IEP’s development and that of those without IEP’s indicate the gap between the two has continued to increase as the year has progressed:

o Higher scores for non-IEP children than children with IEP’s in social-emotional, cognitive and physical development are evident with the least being in physical.

o Larger differentials exist in language, literacy and mathematics, with the largest being in literacy.

• When comparing classroom scores, the number of 3 year-olds in a 4 year-old classroom continues to not have a significant impact, as Classrooms C(5) and J(4) have the greatest number of 3 year-olds. Classroom C’s scores are in the top 50% of all domains. Classroom J’s are in the lower 50% for all domains except language and physical; however, this classroom had a teacher change in the middle of the year and finished the year with a new teacher who is still learning the tool.

• Classrooms F and G now have the largest number of IEP’s with four each. Classroom F’s scores are in the upper 50% for all domains amongst all classrooms. Classroom G’s scores continue to be in the bottom 50% in the language, physical and social emotional domains; however, for the domains of mathematics, literacy and cognitive abilities, they are in the upper 50% of all classrooms. The number of IEP’s in the classroom does not appear to affect classroom outcomes.

• Classrooms H (11/18) and K (10/18) continue to have the most boys enrolled. These classrooms comprise the bottom 25% of the classrooms in all domains.

4 Year-Olds

All Participants[pic]

Subgroup Comparisons – Spring

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Classroom Comparison - Spring

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GOLD Benchmarks for School Readiness - Spring

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3-Year-Olds

This report represents the assessment data gathered for 66 children who will be returning to Head Start for another year of preschool in the fall of 2014 and where enrolled in the program during both the Fall and the Spring Checkpoints.

Teachers used the 66 objectives included in the Teaching Strategies GOLD assessment system to report the children’s developmental level. The system measures the knowledge, skills, and behaviors that are age appropriate and most predictive of school readiness. This report includes objectives from 6 domains. Four are considered developmental: Social Emotional, physical, language and cognitive. The other 2 are content learning that is identified in early learning standards: literacy and mathematics.

School Readiness

Scores, which are based on the teacher’s documentations of children’s interactions, exploration and effort and teacher’s assessment of the children’s developmental levels, were evaluated by comparing them with widely held expectations for children’s development and learning. These widely held expectations show where most children of this age are likely to be at the beginning and the end of the program year. Our goal is to have all children meeting or exceeding the widely held expectations for development for 3-year-olds at year’s end to better prepare them for the final year of preschool before entering kindergarten poised to achieve and succeed.

Across the domains, on average 97.7% of the children were determined to be at or above the level of development that is expected for children at this point of the year, indicating that they will be have the knowledge and skill necessary for success if provided enriching experiences and interaction for the remainder of the program year. Language, Literacy and Cognitive had the largest percentages of children who were not at the expected level of development for this point in the program year. The smallest deficit was noted in physical development. The greatest growth since the Winter assessment was noted in the mathematics development domain.

Demographics and Disaggregation

Total Count: 66

Gender – Male: 45%(30); Female: 55%(36)

Race – White: 65%(43); Black or African American: 24%(16); More than One Race: 11%(7)

Ethnicity/Language – Non-Hispanic/English Speaking: 92%(61); Hispanic/English Language Learner: 8%(5)

IEP Status – Children without IEP: 91%(60); Children with IEP: 9%(6)

• Males continue to score lower than females in all domains except physical. The greatest differences in scores are in the domains of language and cognitive.

• When comparing across races, differences are noted between the average level of development of black or African American children and bi-racial children and their white peers in all domains. African American children scored an average of 3.25 points higher than the white children in mathematics and literacy. Bi-racial children scored an average of 3.35 points higher than the white children in cognitive and language development. The least noted differences were in the domains of social emotional and physical development.

• Hispanic children scores lower on average than their peers in the domains of social emotional, language, literacy, and mathematics.

• When disaggregating children with an IEP from their non-IEP peers, children with IEP’s scored lower in all domains, with the most significant difference noted in mathematics. Similar differences were noted in the domains of physical, literacy, cognitive, and language development.

• When comparing classroom scores, 3 year-olds in 4 year-old classrooms (F & J) continue to score lower in mathematics (F & J), literacy (F & J), cognitive (F), language (F), and physical (F) than their peers in classrooms that were exclusively 3 year-olds.

• Classroom L has the most children with IEP’s with four. Their scores continue to be lower than their exclusively three year-old counterparts in mathematics, literacy, and language.

• Classroom D has the largest male enrollment with 10 out of 17 students. The effects of this are inconclusive as Classroom D’s scores continue to be in the top 50% of exclusively 3 year-old classrooms in math, language and physical development. However, other classrooms have shown greater gains and they are now in the lower 50% in literacy, cognitive and social emotional.

3Year-Olds

All Participants

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Subgroup Comparisons – Spring

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Classroom Comparisons - Spring

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Widely Held Expectations – Spring

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