Paducah Public School System Head Start Annual Report

Paducah Public School System Head Start Annual Report 2010 - 2011 As required by the Head Start Reauthorization: P. L. 110 -134 and ACF-IM-HS 08 -01 “Building Strengths for Life Long Learning”

Table of Contents Board of Education 3 Policy Council 3 Administrative Staff 4 Mission Statement 5 Vision Statement 5 About Paducah Head Start/Preschool 6 Program at a Glance 7 Centers 8 Who Are We 9 What Makes Us Different 9 Program Accomplishments 9 Head Start by the Numbers 10 ERSEA 11 Enrollment by Ethnicity 11 Enrollment by Eligibility 12 We’re All About Staff 13 Leadership With Contractual Partners 14 Ongoing Projects 14 We’re About Professional Development 15 Education 16 -21 Mental Health 22 Disabilities Dental Health Nutrition Transportation We Involve Families Parental Involvement We’re About Community Dual Language Learners Annual Budget Our Valued Partners Volunteers Findings & Trends Overall Quality 23 24 25 26 26 27 28 -29 30 31 32 33 34 35 36 2

Shared Governance Paducah Board of Education/Policy Council Paducah Board of Education Danette Humphrey, Chairman Carl Le. Buhn, M. D. , Vice Chairman Felix Akojie, Ph. D. William R. Black, Jr. Janice Howard Randy Greene, Superintendent Mark Whitlow, Attorney Paducah Head Start/Preschool Policy Council 2010 - 2011 Brian Hooper, Chairman Tanesha Cannon, Vice Chairman Latisha Maxie, Secretary Richard Schofield, Parent Representative Brandi Orenduff, Parent Representative Amanda Thomas, Parent Representative Xavier Cleary, Parent Representative Allen Treece, Community Representative Marcia Harbison, Community Representative Bill Adams, Community Representative Julie Hart, Community Representative 3

Administrative Staff Dr. Randy Greene, Executive Director Dr. Tom Ballowe, Director of Special Programs Frances Smith, Director Cindy Rodgers, Family Services Manager Tanya A. Jones, Children’s Services Manager Gloria Hildreth, Administrative Assistant Vanda Hixon, Data Entry/Technology Dr. Randy Greene Reading with Head Start Children 4

Mission Statement Paducah Head Start/Preschool provides an exceptional child development program by building compassionate partnerships with families and positively influencing the future of our society. Vision Statement Paducah Head Start/Preschool will be recognized and respected as a premier state of the art early childhood program that empowers the enthusiastic lifelong learning of the children and families we serve. 5

About Paducah Head Start/Preschool provides a high quality learning environment for children identified at high risk. We believe that all children have the capacity to learn and it is our goal to meet the unique and individual needs of each child and their family through developmentally appropriate programming and active family partnerships. We provide language-based full inclusion classrooms where teachers are highly qualified and provide teaching to “light the fire” of learning for all children, while supporting families to take an important role in their child’s education. 6

Program at a Glance About our Program The program is accredited by the National Association for the Education of Young Children and adheres to the Head Start Performance Standards and KERA Preschool Regulations; we are a blended program. Program Options This center based program operated August 30 through May 26, 130 child days, four days each week, Monday through Thursday, for 3. 5 hours per session, AM or PM. Fridays were for home visits, parent conferences, staff meetings, training, etc. 7

Centers Administration Office Clark Elementary School 2400 Adams, Suite 1 270 -444 -5780 Frances Smith, Director 3401 Buckner Lane Paducah, KY 42001 Principal Sara West 270 -444 -5730 Mc. Nabb Elementary School 21 st & Park Avenue Paducah, KY 42001 Marie Grubbs, Principal 270 -444 -5750 Morgan Elementary School 2200 South 28 th Street Paducah, KY 42003 Vicki Conyer, Principal Paducah Day Nursery 2330 Ohio Street Paducah, KY 42003 8

Who Are We? Paducah Head Start/Preschool has provided high quality preschool education to children and families in the Paducah Public Schools district since 1965. We are an integral part of Paducah Public Schools which allows for continuity of learning, family services and support. We have a blended funding program that uses Head Start, Pre-K and special education dollars What Makes Us Different? Full inclusion classrooms with culturally diverse populations A developmentally appropriate, language rich program for 237 three and four year olds Highly Qualified Teacher and Teacher Assistants On site Special Education services including Speech/Language Therapists, Occupation and Physical therapists, Program Specialist and a part time Psychologist Free school bus transportation to and from the program Program Accomplishments National Association for the Education of Young Children is the nation’s largest organization of early childhood educators that administers the largest and most widely recognized accreditation system for all types of early childhood programs. Each site at Paducah Head Start/Preschool maintained accreditation based on the results of an annual report. Classrooms of Excellence Two additional teachers have earned the recognition as a “Classroom of Excellence”, coordinated by the Kentucky Department of Education. 9

Head Start By The Numbers We Served: Families Enrollment 301 Children 136 Three Year Olds 165 Four Year Olds 288 English Spoken in the Home 12 Spanish Spoken in the Home 1 Asian Spoken in the Home Children 237 Number of Funded Children 56 Number of KERA Children 273 Number of Children Served During the Year 271 Families 84 Two Parent Families 187 Single Parent Families 22 Homeless Families 63 One or More Parents Employed 103 Had a Parent with a High School Diploma, GED 129 Some College 49_ Less than High School, No GED 270 Percentage of Families Participating in Family Goal Planning 142 Number of Families Requiring Crisis Intervention (Food, Clothing, Shelter) Classrooms 10 Number of Classrooms Program Design Center Based/Double Sessions 14/2 Ratio of Teaching Staff to Children 1 Percent Teacher Turnover 10

Enrollment, Recruitment, Selection, Eligibility & Attendance Paducah Head Start/Preschool maintained full enrollment throughout the 2010 – 2011 program year. Selection of children to enroll was made by way of the selection criterion and attendance policies approved by the Policy Council. Recruitment of families continued year-round. Families submitting applications were deemed eligible for Head Start by two factors: age and income. Head Start must follow the Poverty Guidelines at 100% to determine a family income eligible. The second factor in determining eligibility is age (3 to 5). 200 Enrollment by 171 Ethnicity 150 100 50 Funded Enrollment White Asian 85 40 African American Federal 237 State 36 Number of 4 Year Old Children Served 165 Number of 3 Year Old Children Served 136 Number of Children Enrolled for at Least 2 Years 100 Average Monthly Enrollment 99. 57% Percentage of Eligible Children Served 100% Bi-Racial 3 0 1 Pacific Islander 11

Enrollment by Eligibility 12

We’re About Staff All field staff are certified in CPR and First Aid. All staff have work history verification, reference checks, driving and criminal background checks. Bus drivers hold a commercial drivers license and are part of a random drug and alcohol screening program. Of 37 employees, 11 were current or former Head Start parents. Director and Education Manager have Early Childhood Degrees. All staff have TB skin tests on a regular basis. Education Staff 100 % of Teacher Assistants have a CDA 10 Teachers Total: 5 – Masters Degree in Early Childhood 2 – BS Degrees in EEC or Related Degree 3 - Associate Degrees Family Services Staff Manager has a degree in the field 3/4 Family Advocates have FDC (Family Development Credential) Total Staff Administrators Support Staff Family Advocates Teacher Assistants Bus Monitors 37 3 2 4 10 10 8 13

Leadership with Contractual Providers Registered Dietician Mental Health Professional Fatherhood Leader Incarcerated Parent Leader Ongoing Projects ØIncarcerated Parents ØFatherhood Activities ØLiteracy Evenings ØFight Against Obesity ØPlayground Upgrade ØUK Dental Program ØQuality Care for Kids Vision & Hearing Program 14

We’re About Professional Development Professional development for Head Start staff is intensive, ongoing and connected to early childhood best practices and in alignment with Performance Standards, NAEYC expectations, and Kentucky Early Learning Developmental Standards. In addition, professional development uses Head Start outcomes as a source for planning staff training. A wide variety of strategies are used in planning professional development opportunities for staff which include: individual assessment of training needs, site visits, technical support, mentoring, coaching, workshops, conferences and paid college tuition and books. Each staff member develops a Professional Development Plan. 15

Education Paducah Head Start/Preschool implemented the Creative Curriculum ® framework as the philosophy for interacting with families and children. This research based method interrelates how children develop and learn, the learning environment, the curriculum, the teacher’s role and the family’s role to support the success of children. The assessment instrument associated with this system is also used by our agency. The Creative Curriculum ® promotes having a developmentally appropriate learning environment that uses a learning center approach, with large portions of child-initiated activities surrounded by a balance of large group, small group, indoor and outdoor interest areas (centers), individual and teacher-directed activities. Collectively, our curriculum addresses whole-child development with strategies devoted to support social emotional, cognitive and physical growth. Opportunities are provided daily in the classroom to participate in both indoor and outdoor activities that promote: - Gross and fine motor physical development - Good health and nutrition - Language and Literacy - Creative Expression Through Music, Movement, Art and Dramatic Play - Early Math and Science Concepts - Positive Self-Concept and Self-Esteem - Social Relationships and Group Dynamics - Kindergarten readiness 16

Education As per the Head Start Performance Standards, children receive hearing, vision, developmental and behavior screenings within 45 days of entering the program. The teaching staff observed children in the classroom environment regularly to assess their progress in the Head Start domains, using the Kentucky Early Childhood standards and the Paducah Public School District Program of Studies. The assessment information is recorded in the online version of the Creative Curriculum® and is shared with parents, who provide input to staff to develop individualized activities for their children. The classroom was assessed for environmental supports of learning (ECERS & ELLCO) and through the teacher-child interactions (CLASS). AGENCY ACHIEVEMENT RESULTS ECERS-R Our agency used the Early Childhood Environmental Rating Scale-Revised (ECERS-R) to assess the environment of each classroom. The ECERS-R contains 7 subscales (space and furnishings, personal care routines, language-reasoning, activities, interaction, program structure, parents and staff) that is measured on a scale of 1 to 7. The agency has an above average score of 6. 2 out of 7. 0. ELLCO The Early Language and Literacy Classroom Observation is a 3 part tool that assesses the quality of literacy and language activities in the classroom. It helps teachers create a concentrated focus on language and literacy development. To score EXEMPLARY in a category, the teacher must meet 90% or 4. 5 on the criteria. Sections include: literacy environment, classroom observation, and literacy activities. Our agency average is 4. 59 or exemplary. 17

Education KDE Classroom’s of Excellence Two more classrooms earned this state designation. As a result, all eligible (6) classrooms in our agency have achieved this award. NAEYC (National Association for the Education of Young Children) is the nation’s largest organization of early childhood educators that administers the largest and most widely recognized accreditation system for all types of early childhood programs. Each site at Paducah Head Start/Preschool maintained accreditation based on the results of each site’s annual report. SCHOOL READINESS Paducah Head Start/Preschool adopted the Commonwealth of Kentucky’s definition of school readiness. “In Kentucky, school readiness means that each child enters school ready to engage in and benefit from early learning experiences that best promote the child’s 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 in Kentucky enter school eager and excited to learn. The five developmental areas in Kentucky for school readiness are: Approaches to Learning Health and Physical Well Being Language and Communications Development Social and Emotional Development Cognitive and General Knowledge 18

Education CLASS The CLassroom Assessment Scoring System (CLASS) is an observation instrument developed to assess classroom quality in preschool through third grade. The CLASS focuses on interactions between teachers and children and what teachers do with the materials they have. The CLASS has 10 areas (dimensions) with a scoring system of Low (1, 2), Mid (3, 4, 5) and High (6, 7). CLASS results showed staff improvement over 2009 -10 scores in 9/10 domains. [A higher score on Negative Climate (NC) denotes an increase in classroom negativity. ] Our agency scored better in all 10 domains in comparison to the national average and to Region IV. Focus will continue on dimensions that support the Instructional practices in the classroom (Concept Development, Quality of Feedback and Language Modeling). 19

Education EFFORTS TO PREPARE CHILDREN FOR KINDERGARTEN During 2009 -2010 the curriculum was aligned with the district’s Program of Studies in an effort to better prepare our children for kindergarten with an emphasis on the “whole child”. Staff selected those skills that all children should have mastered by kindergarten entry with skills selected from all domains. A record of each child’s mastery of these readiness skills was recorded and included in their cumulative file. In addition, children were provided with experiences through transition activities to prepare them for the kindergarten classroom environment. Children visited the kindergarten classrooms, received books about kindergarten and toured their elementary buildings. Parents were provided information about elementary school during home visits and parent meetings. OUTCOMES AND RESULTS Child Outcomes The Creative Curriculum assesses children’s ability to complete 50 objectives. Children performing at the beginning level (O 0 bjectives) score F 1 and progress in their development until able to accomplish all 50 objectives or STEP III. Children advancing to kindergarten should be between STEP II and Step III in their development. 20

Education Graphs show the percentage of all children in Step III comparing the fall to the spring assessment and the corresponding percentage in the Head Start domains. For 4 s going to kindergarten, less than 10 % entered at Step III at entry in any Head Start domain. The chart shows their growth in each domain. 21

Dual Language Learners Of the 10 Hispanic children, only one entered at Step III and in one area (Social/Emotional). This graph indicates the progress of these 10 children from the fall to the spring. 22

Mental Health - DECA The Devereux Early Childhood Assessment (DECA) is administered to all children at least twice a year. The DECA assesses social/emotional development by evaluating the frequency of 27 positive behaviors (i. e. strengths) exhibited by preschoolers. The results indicated improvement in all 3 subscales (Initiative, Self control, Attachment) in comparison to initial data and post data. A corollary was an increase in strengths in all 3 subscales. Of children exhibiting concerns in behavioral, the numbers decreased from 28 children to 13 by year end. 23

Disabilities Federal Regulations mandate at least 10% of enrolled children must have a verified disability. During the 2010 -2011 program year, Head Start & Blended Preschool combined, served 73 children with full participation in the program while respecting families in their diversity, language, culture, ability and ethnicity, and recognizing the rights of the children's’ differing abilities to be included as full members of their community. The Grantee has provided coordinated services for Head Start/Preschool children since the earliest days. The commitment includes: A breakdown of the range of disabilities of Head Start/Preschool children can be seen in the included table. Diagnosed Disability Number Served Health Impairment 1 Emotional/Behavioral Disorder 0 Speech or Language Impairments 30 Mental Retardation 0 Hearing Impairment (Including Deafness) 0 Orthopedic Impairment 0 Visual Impairment (Including Blindness) 1 Learning Disabilities 0 Autism 1 Traumatic Brain Injury 0 Non-Categorical /Developmental Delay 40 Multiple Disabilities (Including Deaf. Blind) 0 24

Dental 25

Health 300 Children’s Insurance 250 200 Medicaid 150 CHIP Private 100 None 50 14 0 1 12 10 13 Children’s Health Issues 9 8 Anemia 6 Asthma 4 2 Vision Problems 2 0 1 26

Nutrition Meals The Grantee is responsible for providing meal service for children Breakfast/Snack for AM Class Lunch/Snack for PM Class All meals and snacks served meet nutrition standards established by USDA. Regular nutrition activities also took place in the classroom. New foods were introduced to the children while educating them on the importance of a healthy diet. Children learned about various foods and beverages that are healthy for their bodies. Teachers emphasized the importance of being physically fit and provided 30 -60 minutes of planned physical activity in all preschool classrooms. Parents are provided: • Nutrition Education • Individualized Nutrition Counseling A Registered Dietician serves as a consultant for various nutrition activities and responsibilities. Transportation The Grantee provides transportation services to all enrolled children (Since 1966) The number of bus riders increased by 25% from the previous year. Total number of children transported __200____ Bus monitors are provided. Safety record for transportation is impeccable. 27

We Involve Families! The goals and principles of Parent Involvement are based upon a partnership with parents which supports parents as the primary educators of their children, and provides opportunities for meaningful experiences in the Head Start program. Parents are ensured the opportunities to participate in the policy making, program making as well as center based committee meetings. Based on the principles which support the culture of families, the program provides Family Literacy Programs, promotes family goal setting, economic self-sufficiency and independence. The Head Start Program respectfully supports children with disabilities and their families, and reaches out to include fathers. The program is committed to develop and sustain partnerships between our Head Start parents and staff. t Star p Jum Parent Volunteers in the Classrooms Jump Start to Head Start Fall Activity Christmas Program/Awards Ceremony Snow Flake Ball Fatherhood Program Incarceration Program, “ 24/7 Dad” End of School Family Fun Day in the Park Family Christ mas Pr og ram 28

Parental Involvement At Each Step of a Child’s Education Perhaps no element is as critical to a child’s success as parent involvement. We believe parents are a child’s most important teachers. Head Start parents are encouraged to participate in the classroom, help set educational goals, as well as read and engage in educational activities with their child at home. Research shows that children are more likely to complete high school and continue on to higher education when parents are involved in their child’s education. Head Start offers parents many exciting opportunities to get involved. All of these are an opportunity for parents to grow and learn self-reliance. Parents get involved in: • Decision-making • Their child’s classroom/site • Committee Meetings • Parent-Oriented Activities • Home Activities Decision making starts at the local level, with attendance to local parent meetings. This is where parents join staff in making decision about day to day operations and opportunities in the classroom/site. Parents are elected to serve on Policy Council, a more formal structure of decision-making. Parents at this level will participate in policy-making and the operation of the whole program. All parents are encouraged to visit and volunteer at their child’s site. This experience helps parents to develop greater skills and self-confidence, consider a variety of positive child-rearing techniques, and gain experience that could qualify them for paid employment. Parent Involvement Activities Include: • Father Activities/Male Involvement Events • End-of-Year Kindergarten Transition Activities • Parent Volunteers in classrooms, on field trips, helping with materials preparation and working with their child on goals. • Family Literacy Evenings – “I Am Moving Into Literacy” • Visits from Community Helpers • Holiday Projects for Parent and Child • Presentations for Parents – Mental Health, Adult Education & Domestic Violence, Child Abuse and Neglect • Medical & Dental Appointment and Follow-Up • Home Visits • Conferences 29

Parental Involvement Education Parent Orientation Parent input into curriculum, home activities to support developmental goals for each child, parent-planned classroom activities. 15% of families attended orientation session or participated in Phase-In Parent Committee Meetings 25% of parents participated in one or more meetings. Policy Council Parents were elected by the parents in their centers to serve on Policy Council met monthly. Parents and Community Representatives worked together in relation to program governance (shared with Grantee Board of Education), and to provide guidance and support for Head Start Administrative staff. Family Services Identification of family strengths and needs, goal setting to promote family self-sufficiency. Health/Dental Involvement of parent in preventative health, medical and dental follow up as identified through Head Start screening. Disability Identification and follow up for children with special needs. Jump Start 30

We’re About Community. . Our program engages in numerous partnerships and collaborations throughout the community we serve. These partnerships assist our program to continue growth, innovation and responsiveness to the changing needs of children and families. Bird Paint g elpin H a t l Shou r Ron Houses e v i r s D Kiwanis Annual Shoe Donation Sen ator Bu Bo b Vic Leep kie e Ma r & A ley s visi sistant ting S He uperi ad S nten den tart t Children’s Services Manager Tanya Jones Presenting Cards Made by Head Start Children for American Soldiers Paduca h Public Library Presen tation 31

32

33

Our Valued Partners Mc. Cracken County Public Library Paducah Bank Audubon Child Care Assistance Program Child Watch Commission for Children with Special Health Care Needs Tornado Alley Care Bears Day Care Easter Seals Child Development Center Kids Day Care Lourdes Child Care Western Baptist Child Development Center Mc. Cracken County Cooperative Extension Service Kentucky Works Program Kids Company Too! Merryman House Oscar Cross Boys & Girls Club Paducah Career Center Paducah Police Department Purchase District Health Department Rick’s Pharmacy Child Watch Carrie Baker Immanuel Baptist Church Little Kings & Queens Olivia’s Playhouse Four Rivers Behavioral Health Paducah Housing Authority UK Dental Program Dr. Troy Nelson Family Service Society Kids Company 1 Kentucky Homeplace Morgan FRYSC Purchase Area Development District Paducah Fire Department Paducah Cooperative Ministries American Red Cross Robert Bryant – Security Department Purchase Area Sexual Assault Center West Kentucky Health Coalition Salvation Army St. Nicholas Clinic 34

Volunteer Support Community Representatives & Professionals Number of Hours Value 454 $607, 255 Parent Volunteer Support Sites Administration Number of Hours Value 24 $ 1, 096 Clark 556 $31, 636 Mc. Nabb 748 $49, 387 Morgan 459 $22, 098 1, 787 $104, 217 Total

Findings & Trends The Community Assessment is a compilation of information related to trends, available resources and challenges facing Head Start eligible children and their families. During the strategic planning process in March 2011, the committee made up of Policy Council and staff members, reviewed the Community Assessment data and identified the following items as issues of interest: Weight Issues Nearly one out of four Paducah Head Start/Preschool children is overweight. Overweight children are at high risk of becoming overweight adolescents and adults. Overweight adults are at risk for a number of health problems including heart disease, diabetes, high blood pressure, stroke and some forms of cancer. Single Parent Families Approximately 57% of children enrolled in the Head Start program live in a single parent family. Children growing up in a single-parent household have twice the risk of repeating a grade in school, having behavioral problems, dropping out of high school, and being out of work; and girls raised in single-parent households have twice the risk of becoming teenage mothers. (S. Mc. Lanahan and G. Sandefur, 2004) Adult Education Research from the National Institute of Health and the Center for Disease Control indicates that children flourish when their parents have basic literacy skills, functional English and high school credentials. Additionally, children whose parents have not completed high school and who are unemployed are five times more likely to drop out of school than are the children of parents who have completed high school and who are gainfully employed. The factor that most strongly correlates with the educational achievement of children is the educational achievement of their parents. 36

Overall Quality All Head Start programs undergo a federal on-site review every three years to determine program compliance with federal Head Start Performance Standards and applicable laws, regulations and policy requirements. Paducah Head Start/Preschool program was reviewed in the Spring of 2009. At the conclusion of the on-site review, it was determined that 1 finding was noted. Results – Completed In the Financial Audit for 2010, we had no findings. All documents are available for public review. 37