ATCAA Headstart Annual Report 2014 web set up.cdr

C
elebrating 30 Years of Learning
ATCAA
Early2014
Head
Start
& Head Start
Community Report
Shaws Flat Center, Head Start
Soulsbyville Center, Head Start
Blue Bell Center, Early Head Start
Columbia College Center, Earlyr Head Start
Environment and Safety
1. To provide accessible, safe and
attractive outdoor classrooms/play
yards at all of our Centers
2. The highest possible safety standards
are evident in all of our practices and
procedures
Teaching & Learning
1. Increase the number of Teachers with
BA Degrees
2. Increase our ability to provide targeted
coaching and mentoring to teaching
staff, including home visitors
3. Increase our ability to provide services
to children transitioning from EHS to
Preschool
4. Continue to increase staff diversity
5. Increase our ability to use outcome
data to individualize services
6. Enhance the math and science areas
and instruction in both our indoor and
outdoor classrooms
Family and Community Engagement
1. Provide coaching and mentoring for
Family Services Staff
2. Increase our ability to share
information, concerns and strengths
with the community to get increased
community support and understanding
3. Increase opportunities for parents and
guardians to receive education in the
following areas: Parents as educators
of their children and parents as lifelong learners
P
ractice-Based Coaching
Research shows us that individualized,
relationship-based coaching and mentoring is a
powerful method of improving a teacher’s learning
and development.
We have had mentor teachers in place for several years
and it has been a very successful program. In the
2013/2014 program year, Head Start’s training and
technical assistance funds were combined with First 5
California funding that supported early learning quality
in Tuolumne and Amador counties, allowing us to hire a
full time coach, Susan Marvel. Helping to support and
Summerville Center, Head Start
STRATEGIC PLAN GOALS FOR 2015
train new teachers, helping teachers develop and meet
their individual goals and helping to develop training for
all staff are just some of her duties.
In 2014 our Director, Marcia Williams, was identified
by the National Center for Program Management and
Fiscal Operations as a coach for new Early Head Start
Directors. In July, they sent her to Washington, D.C.
where she underwent a three day intensive training
session. She was matched with an Early Head Start
Director in Los Angeles and has started the coaching
relationship.
W
Community Action Agency’s Early Head
Start and Head Start program sixth annual
community report. This report celebrates
30 years of service to children and their
families through ATCAA Head Start.
We are proud of our legacy of excellence and our
talented alumni who have grown up to become
productive citizens. We are proud of the number of
former Head Start parents who are now working for
Head Start.
Even though we’re 30 years old now, we continue to
learn and to grow. In the fall of 2014, in partnership
with Columbia College, we opened a toddler classroom
at the Columbia College Child Development Center.
We worked with community partners, parents and staff
to develop our 3-year Strategic Plan and spent hours of
time on professional development activities, some of
which are highlighted in this report.
At ATCAA Head Start, our success is created each day
through caring relationships of all kinds. Every day, Early
Head Start and Head Start teachers are helping children
develop their social and emotional skills, their thinking
skills and their creativity. Family services staff work with
the entire family to help set and reach goals. We work
with our partners to ensure that our children have every
possible resource to be agents of positive change in their
communities.
We want to share our goals, our progress and our plans
for the future. This report reflects our 2013/2014 school
year and our 2014 fiscal year (Jan. – Dec.).
We hope you enjoy our community report!
Kelly Ruiz, Policy Council Chair
Shelly Hance, ATCAA Executive Director
Laurie Webb, ATCAA Board Chair
Marcia Williams, ATCAA ECS Director
Jackson Center, Head Start
elcome to the Amador Tuolumne
When Marcia Williams started as
ATCAA’s early childhood service’s
director in 2009 she found a strong
program, helping to meet the needs of
children and families in the foothills.
Since then, the Head Start program
has expanded, adding an Early Head
Start program serving pregnant women
and children ages birth to three.
“By intervening early we can really
make a difference in children’s success,”
said Williams, adding that 3-year-olds
who come to Head Start through the
Early Head Start program know more
letters and words than children new to
Head Start.
How does Williams feel about being
part of a far-reaching, enduring
organization like ATCAA? Proud. She’s
particularly pleased with the results of a
government review of the agency’s
Head Start and Early Head Start
programs conducted last year. ATCAA
scored higher than any other program in
its region, which encompasses four
states - California, Hawaii, Nevada and
Arizona.
Enrollment
5 yearolds
3 year-olds
4 year-olds
2, 3 years old...97
4 years old...124
5 years old...2
T
he Head Start Classroom
Children and families in Head Start have a big
job. They need to get ready for kindergarten. We
partner with families to help them achieve that goal
and more. During early childhood, development and
learning occurs for every child in many ways that
include:
? Social and Emotional Development - Children learn to
communicate, accept guidance, and cooperate with others.
Friendships are formed when they help, share, and take
turns. Sympathy and empathy grow with the awareness
that their actions affect others and have consequences.
Head Start 223
Waiting List of 26
3 year-olds
pregnant
women
2 year-olds
less than
1 year-old
Under 1 year...31
1 year old...38
2 years old...29
3 years old...1
Pregnant Women...13
Early Head Start 112
Waiting List of 58
Twain Harte Center, Head Start
1 year-olds
? Creative Arts - Children listen to music, sing their own songs
and play musical instruments.
? Literacy - Book appreciation, phonological awareness, alphabet
knowledge, print concepts and conventions and early writing
? Mathematics - Number concepts and quantities, number
relationships and operations, geometry, patterns, measurement
and comparison.
? Social Studies - Children begin to understand the concepts of
past, present, and future. They learn how events from different
times relate to themselves, their families and their communities.
? Science - Scientific method and the natural world
W
Shaws Flat Center, Head Start
Lifelong health begins with good health
habits in childhood. Brushing teeth and
washing hands. Eating healthy foods. Getting enough rest
and activity. These building blocks to good health are
important in every Early/Head Start classroom because a
child learns best when they are healthy and secure. Parents
and children are learning about nutrition through creating
classroom gardens, planning menus and learning about
healthy choices. A mental health consultant provides
opportunities for parents to have one-on-one counseling and
also provides information about local mental health
resources.
All children have timely physical and dental exams and
basic health screenings including hearing, vision, health and
nutrition; and follow-up referrals to dental and medical
services.
Percentage of Children with
Up-to-date Health Exams
Percentage of Children
Receiving Dental Exams
ATCAA
ATCAA
ATCAA Early
ATCAA Early
Head Start 99.1% Head Start 98.2% Head Start 99.1 % Head Start 98.2%
California Early
California
California
California Early
Head Start 90% Head Start 87.9% Head Start 85.2 % Head Start 87.9%
Just 69.5% of the children entering
ATCAA Head Start have health insurance.
100% have coverage when they leave.
Summerville Center, Head Start
ellness
It’s hard for children to learn if
they’re not healthy.
Susan Bowe, Health Services
Manager, knows that all too well. It’s
her job to make sure the 350-some
children in Head Start and Early
Head Start programs are up to date
on immunizations and receive other
important health services, like annual
check-ups and hearing and vision
tests.
Bowe started working with ATCAA
20 years ago and plans to retire this
year. How does she feel about being
part of the agency as it celebrates its
30th year?
“I feel we work really hard to
collaborate with parents,” she said. “I
think the program is really valuable
because there are three critical
components – the education piece,
the parent piece and the health piece.
They all work together to help a child
be successful in school and later on
in life.”
Federal Funds
$1,635,188
Expenditures $1,660,199
Indirect
$157,393
Operations
$385,845
Personnel
$1,091,949
Income $1,147,800
Misc Revenue
$15,293
Federal Funds
$1,132,507
Expenditures $1,147,800
Indirect charges
$109,686
Operations
$171,809
Personnel
$856,763
Non-federal share $286,950
ATCAA Early Head Start 2014 Fiscal Year
Non-federal share $415,050
B
udget and Monitoring
Head Start Preschool and Early Head Start funds
are received from the U.S. Department of Health and
Human Services, Administration for Children and
Families, and Child and Adult Care Food Program
(CACFP-U.S. Department of Agriculture) and the
California Department of Education State Preschool and
General Childcare Programs. In addition, we receive
donations from community members and get support for
our Coaching Program from First 5.
ATCAA’s Early/Head Start’s most recent federal
monitoring was completed in March of 2014 with no
findings for our Early Head Start or our Head Start
program. ATCAA’s Preschool CLASS scores which
measure the quality of our center based classrooms, are
some of the highest in the nation. See the chart on this
page for the actual scores. In addition to federal
monitoring, the ATCAA Head Start Policy Council and
the ATCAA Board complete regular self-assessments for
Twain Harte Center, Head Start
Misc. Revenue
$25,011
ATCAA Head Start 2014 Fiscal Year
Income $1,660,199
ongoing quality assurance. The self-assessment was
completed in August, 2014 identifying program strengths
and steps for continual improvement.
As a federal and state grantee, ATCAA takes seriously
the mandate to safeguard funds. This was verified through its
2013-2014 Agency Audit, which showed no audit
exceptions. Financial statements are available at our Service
Centers in Sonora and Jackson.
ATCAA CLASS scores - 2014 Federal Review
Compared to National CLASS Scores
Domain
National
National
Highest 10%
ATCAA Median 50%
Emotional Support
6.68
6.08
6.50
Classroom Organization
6.37
4.52
5.83
6.35
2.83
3.65
Instructional Support
POST
PRE
POST
43%
87%
69%
95%
One year
(42 - no prior E/HS)
Two years
(41 in E/HS since age 3)
Jamestown Center, Head Start
One indicator of family satisfaction is that families
stay engaged with ATCAA Head Start and Early Head
Start. In the 2013-2014 program year, 53.6% of the children
in Head Start had been enrolled for more than one year and
64.4% of the children in Early Head Start had been
enrolled for more than one year.
This high level of participation also leads to higher levels
of outcomes for children who attend for multiple years.
Our Early Head Start and Head Start programs were fully
enrolled each month of the 2013-2014 program year.
PRE
E
nrollment
4-year-olds tested in all categoriesPercent shown of high mastery skills
with how many years in our program
When Chantal Fowler speaks with a
Head Start parent, she can tell them
she’s been there.
Fowler is a mom of six as well as a
home visitor and family advocate for the
program. Each of her children attended
Head Start, and she’s worked in the
program’s centers as well as in family
homes, helping parents learn how to
best help their children.
Some of Fowler’s clients are
pregnant women, including one teen
who is expecting. She’s able to share
her experiences with labor, as well as
offer tips on prenatal and newborn care.
“I feel privileged to be a part of Head
Start,” she said. “What we’re doing for
families is amazing. It’s an honor that
people know and trust that what we’re
doing is beneficial.”
arent Engagement
Parents are the children’s first and most important
teachers. Parents who are more actively involved with
Head Start have increased confidence, coping
abilities and overall well-being. Parents and guardians
of children enrolled in ATCAA Head Start play a
vital role in every aspect of the program through their
volunteer efforts. Volunteering also leads to job skills.
We are proud to report that in 2013/2014, 29.7% of
our staff were current or former Head Start parents.
Our survey shows that parents are satisfied and feel
their children have benefitted from attending.
Parent Survey Highlights
Overall, how much did the program
help your child?
SOMEWHAT 4%
VERY HELPFUL 96%
Overall, how much did the program
help your family?
SOMEWHAT 13%
VERY HELPFUL 87%
Overall, how much did the program
help you?
SOMEWHAT 11%
VERY HELPFUL 89%
Shaws Flat Campus, Head Start
We emphasize family
engagement to achieve the
following goals:
1. Family Well Being – Parents
and families are safe, healthy
and have increased financial
security.
2. Positive Parent-Child
Relationships
3. Families as Lifelong
Educators
4. Families as Learners
5. Parent Support for
Children’s Transitions –
Parents support and advocate
for their child’s learning and
development as they move
through school.
6. Family Connections to Peers
and Community
P
Ione Center, Head Start
ATCAA Early Head Start
& Head Start
Parent and Family
Engagement Goals
K
indergarten and School Readiness
parents/guardians in their role as their child’s first and most
important teacher.
The ATCAA Early Head Start program provides
intensive and comprehensive child development programs
and family support services. We provide young children the
language-rich, stimulating environment they need to
develop strong vocabularies and the capacity to master the
early literacy, math, problem solving, and social interaction
tasks of preschool.
Every ATCAA Head Start and
Early Head Start Center is full, with
a waiting list of qualified children
Soulsbyville Center, Head Start
Head Start defines school readiness as children
possessing the skills, knowledge, and attitudes necessary
for success in school and for later learning and life. The
Head Start approach to school readiness means that
children are ready for school and families are ready to
support their children’s learning.
ATCAA Head Start has worked to develop goals for
all our children, including the children in our Home
Based program in the following areas: physical,
cognitive, and social and emotional development. All of
these skills are essential to children getting ready for
school and for success later in life. School Readiness
goals don’t just include goals for children and their
teachers, they also include goals and strategies to help
Cary Grenland has served as a
substitute cook, teacher’s aide and
substitute teacher for Head Start.
Her job now? She's the
organization’s disabilities manager,
which means she ensures all students
who enter Head Start or Early Head
Start have what they need to play and
learn. That can be as simple as
building a step for a sandbox or as
complex as designing a written plan for
a student's smooth transition to
kindergarten.
“The great thing about Head Start is
we don’t dismiss children for any
disability or problem,” said Grenland, a
former Head Start parent who earned
her master's degree in education last
year. “We try to come up with a plan so
that they can enjoy school and
progress educationally.”
How does she feel about being part
of ATCAA? “Fortunate,” she said. “I’m
proud of ATCAA and all they’ve done to
help families become self-sufficient.”
L
Amador Tuolumne Community Action Agency – No person shall be discriminated against in participating, due to age, color, religion, sex, gender, marital
status, ancestry, medical condition, physical or mental disability, citizenship or any other consideration made unlawful by state, federal or local laws.
Design and photography by Judith Stoltenberg, 1-2015
Ione Center, Head Start
Shaws Flat Center, Head Start
Jackson Center, Early Head Start
Shaws Flat Center, Head Start
earning together for 30 years!
ATCAA Mission Statement
Jamestown Center, Head Start
Shaws Flat Center, Head Start
To help individuals in Amador and Tuolumne Counties
toward self-sufficiency. To support local residents in
becoming involved and contributing members of our
community. To promote family and other supportive
environments so that children, youth, and elders can achieve
their maximum potential. And, finally, to form partnerships
and coalitions within the community to meet these needs.
ATCAA.ORG
Amador Tuolumne Community Action Agency
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Soulsbyville Center, Head Start
**Columbia College:11600 Columbia College Drive,
Sonora, 533-0361
*Jackson: 151 Shopping Drive, Jackson, 223-7333
*Ione: 108 W. Marlette Street, Ione, 274-0395
*Sonora: 18080 Blue Bell East, Sonora, 532-5455
Jamestown: 18234 4th Avenue, Jamestown, 984-1617
Shaws Flat: 21125 Shaws Flat School Road, Sonora, 588-9055
Soulsbyville: 20300 Soulsbyville Road, Soulsbyville, 533-3143
Summerville: 18451 Carter Street, Tuolumne, 928-3651
Twain Harte: 18995 Twain Harte Dr., Twain Harte, 586-7178
OR TUOLUM
**Toddlers-only site
AD
*Early Head Start Center sites
NE
AM
Head Start Centers