Board of Education Agenda Abstract - Granicuschccs.granicus.com/DocumentViewer.php?file=chccs_2... · Employee Compensation Cap Compliance Assurance Chapel Hill-Carrboro City Schools

Board of Education Agenda Abstract

Meeting Date: June 18, 2015 Agenda Type: Consent Agenda Item #: 5h

Subject: Approval of Head Start Continuation Grant

Division: Instructional Services Department: PreK/Head Start Person Responsible:

Sherron Leplin Kerry Moore

Feedback Requested From:

Previous Work Session No Date Previous Discussion and Action No Date

Attachment(s): Head Start Continuation Grant (documents Attached)

PURPOSE: To obtain approval of the Continuation Grant for the fiscal year November 1, 2015 - October 31, 2016

BACKGROUND: This information must be shared with and approved by the governing body and Policy Council. The grant application was approved by the Pre-K/Head Start Policy Council on June 1, 2015, at its regular meeting. This requirement addresses Head Start Performance Standard #1304.20(c). It is also required by Head Start that the assignment of appropriate governing body and policy group responsibilities, including the development, review, and approval/disapproval of program policies and procedures, are ensured. This Board has met this requirement each year. The funds support services given to 136 Head Start children and their families.

FINANCIAL IMPACT: The grant will provide $1,233,476 in Federal Funding to CHCCS.

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PERSONNEL IMPACT: Our blended funding program provides salary and benefits for a total of 67 employees in the district

RECOMMENDATION: Approval of the resolution.

RESOLUTION: Be it, therefore, resolved that the Board of Education approves the Head Start Continuation Grant for the fiscal year Nov. 1, 2015 – Oct. 31, 2016.

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Pre-K / Head Start Chapel Hill-Carrboro City Schools 750 S Merritt Mill Road

Chapel Hill, NC 27516 Phone: 919-918-2153 Fax: 919-967-5605

Chapel Hill-Carrboro City Schools Pre-K/Head Start

04CH4777 Employee Compensation Cap Compliance

Assurance

Chapel Hill-Carrboro City Schools Pre-K Head Start complies with the Head Start Act, Section 653 (Comparability of Wages), which limits the compensation of Head Start staff. The language precludes use of any Federal funds to pay any part of the compensation of an individual employed by a Head Start agency whose compensation exceeds the rate payable for Level II of the Executive Schedule, which is currently $181,500. Compensation for none of the Chapel Hill-Carrboro City Schools Pre-K/Head Start staff exceeds the employee compensation cap. None of the salary of the Executive Director of PreK/Head Start or the Superintendent is charged to the Head Start grant.

Signature:

Mike Kelley Title: Board Chair Organization: Chapel Hill-Carrboro City Schools Pre-K Head Start

Date:

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04CH4777 | 02: 11/01/2015-10/31/2016 | Non-Competing Continuation

Table of Contents

Results of Self-assessment and Improvement Plan 2

Self Assessment and Improvement Plan_docx.pdf 2

Training and Technical Assistance Plan 14

HS Grant Application FY2016_docx.pdf 14

Governing Body and Policy Council Decisions 31

Policy Council Approval.pdf 31

Other Supporting Documents 32

Organizational Chart_docx.pdf 32

Documents Not Included in this PDF 33

HSES Page 1 of 33 4 of 38

Regio n IV Head StartGran t e e : Chapel Hill-Carrboro Pre- K/Head Start 04CH4777

YEAR: 2015- 2016Children and Families—Ready for School, Ready for Life

Self Asse s s m e n t and Improve m e n t PlanSelf Asse s s m e n t Proc e s sWe conduc te d our self assessm e n t during the months of March and April, 2015. Par ticipa t ion in the self assess m e n t included teache r s , teache r assis tan t s , paren t s , communi ty member s , and some school system adminis t ra to r s . We identified areas in which we were doingwell and areas that we wanted streng th e n .

We reviewed our Head Star t School Readiness Plan and our draftParen t , Family, and Communi ty Engage m e n t Plan, and classroomassess m e n t resul ts in Teaching Stra tegie s Gold (TS Gold).

Previously, our progra m goals were set with a three year framework in mind. We reviewed those goals for progress and approp ria t e n e s s and where we believed we should be in our final year. All were foundto be appropria t e and continuing needs for the progra m.

This year we were cleared for our one area of Non- Compliance . Non- compliant: Human Resources , 648A(g)(3)(A): All full- time

employees working direc tly with children shall crea te aprofessional developm e n t plan.

We provided evidence to our regional office documen t s both Teache rs and Teache r Assistan t s maintain professional developme n t plans. Ourprogra m was subseque n t ly cleared of this non- compliance . We plan to continue this process which includes a mid and end of year review.

Resul t s of Self Asses s m e n tEach manage r assembled a team that included staff, teache rs , paren t s , and some distric t adminis t r a to r s . They identified program streng ths and any areas of non- compliance , and considere d areas for growth. The following summa rizes the resul ts of the Self Assessme n t .The areas for growth will be addresse d by each manage r as they formulat e their plans for next year.

PREK/HEAD START: SELF ASSESS ME N T REVIEW SUMMARYChildren and Families—Ready for School, Ready for Life

Review e d: MANAGEMENT SYSTEMSDate s of Review : March 2015Team Memb e r s: Kerry Moore, Penny Allen, Marivel Pineda, RubyPittman, Policy Council

Govern a n c e :Progra m stren g t h s




Paren t empowe r m e n t Transpa re ncy of the progra m through documen t s and repor t s .Areas for growth Increas e d involvemen t with regional head star t meetingsNon- compl ia n c e – none identified

Planni n gProgra m stren g t h s Program response to communi ty needs Monitoring of the progra m’s goals and objectivesAreas for growth Continue to lack in African American enrollmen t despite

increase d recrui tm e n t and outreachNon- compl ia n c e – none identified

Com m u n i c a t i o nProgra m stren g t h s Communica t ion with paren t s : through paren t meetings , emails,

call outs. Paren ts receive info daily at pickup, throughnewsle t t e r s , home visits, paren t- teache r conferences .

Staff: through Monday memo, email, inner office mail,manage m e n t team meetings .

Areas for growth Communica t ion: to have a more systema t ic way of

communica t ing with paren t s .Non- compl ia n c e – none identified

Record- keepi n g & reportin gProgra m stren g t h s Child plus is our primary databas e- crea te s repor t s in various

areas . Child files are arrang e d by Head Star t categories- filing is up to

date.Areas for growth

Sometimes data ente red by teache r s is late or in an incorrec tlocation.

Non- compl ia n c e – None identified

Ongoin g moni t ori n gProgra m stren g t h s Online monitoring through Child Plus & Teaching Stra tegies

Gold




Teaching Strat egies Gold looks desegr eg a t e s data to identifyareas of streng th and also where children need additional help.

Areas for growth Additional need more speake rs of languag e repres e n t e d

(Spanish, Karen, Burmese) for therapis ts , staff in roomsNon- compl ia n c e – none identified

Huma n resour c e sProgra m stren g t h s An interview team is in place for hiring needs 100% qualification compliance for teaching staffAreas for growth None identifiedNon- compl ia n c e – none identified

Fiscal Mana g e m e n tProgra m stren g t h s All accoun ting records are sufficient and accura t e . There are

written procedu re s in place i.e. code of conduc t , accounting useof credit card etc.

Direct cost is suppor t e d and approved buy cost rate andinventory is done to safegua rd mate rials yearly within the HeadStar t progra m compens a t ion for services are reasonable andallowable set by dpi

Financial repor t s are shared with Policy Council monthly as wellas with the board of educa tion financial records are submit ted

Head Star t office in Atlanta quar te r ly (sf-425) procure m e n tprocedu r e meet all federal, local, and state regula tions as wellas the adminis t r a t ive grant

Areas for growth None identifiedNon- compl ia n c e – None identified

Review e d: CHILD DEVELOPMENT & HEALTH SERVICESDate s of Review : March 2015Team Memb e r s: Lynda Craig, Susan Kingsley, Lauren Binger, TheaWilson, Keshia Woodard

Preven t i o n & early interve n t i o nProgra m stren g t h s Established ongoing relationships with UNC dental, speech &

hearing, Pre- K Interven tion, menus varied & nutritious.Areas for growth




Progra m would benefit from more hours with mental healthconsultan t

Non- compl ia n c e – none identified

Trackin g and follow upProgra m stren g t h s Ongoing monitoring and tracking within child plus for health

servicesAreas for growth None identifiedNon- compl ia n c e – None identified

Individu al iz a t i o nProgra m stren g t h s School readiness indicato r s/goals aligned with Teaching Stra t egie s

Gold, Head Star t Child Developmen t and Early LearningFramework, NC Founda tions (preschool standa r ds ) , Common Core& NC Essen tial Standa r ds

Share School readiness indicato rs /goals with paren ts at initialHome Visit and reviewed at 2 nd Home Visit; paren t s & teache r sdevelop child goals collabora t ively

Child progress assessed 3x/year; data shared with staff &communi ty (through Educa tion Advisory Commit tee); data used toplan curriculum-

A plan is in place for facilitating transi tion to kinderga r t e n Updated transi tion checklis t to reflect new standa r ds & updated

school readines s goals Strong paren t participa t ion in home visits and paren t- teache r

conferenc es

Areas for growth Continue to emphasize School readiness indicator s/goals in

planning & repor t ing Increase collabora t ion with kinderga r t e n teache r s on expec ta t ions

for kinderga r t e n prepa r a t ion In collabora t ion with family services, implement more effective

methods of paren t involvement & connec tion to classroomNon- compl ia n c e – none identified

Disabi l i t i e s servic e sProgra m stren g t h s Interage n cy par tne r ships & collabora t ion Multidisciplinary care coordina tion and Follow- up Modifications that allow all children to par ticipa t e in our progra m




Internal communica tion & protocols Staff & paren t suppor tAreas for growth Identify additional funding sources for mate rials & expansion of EC

slots Strea mlining process & protocols for placing studen ts in

classroomsNon- compl ia n c e – none identified

Curricul u m and asse s s m e n tProgra m stren g t h s Teache rs provide individual and small group activities for children Collabora t ing with kinderga r t e n teache r s on Kinderga r t e n Entry

Assessme n tAreas for growth Develop means to documen t individualization & differen tia t ed

teaching on lesson plans Need for a progra m wide lesson plan templa te aligned with Head

Star t and distric t initiativesNon- compl ia n c e – none identified

Review e d: FAMILY AND COMMU NITY PARTNERS HIP SDate s of Review : March 2015Team Memb e r s: Melissa Breaden, Cinthia Gonzalez, MarianaMartinez, Sonia Ortiz, Elizabe th Bell, Lynda Craig

Family partn er s h i p buildin gProgra m stren g t h s A large number of grea t resources in communi ty collabora t ion with

all distric t staff & Pre- K Interven t ion, strong connec tions andrelationships with communi ty resources , studen t s involved withelemen ta ry schools & studen t s .

Areas for growth None identifiedNon- compl ia n c e – none identified

Parent Involve m e n tProgra m stren g t h s Offer many paren t involvement oppor tuni t ies , including family

involvemen t ; accommod a t e paren t s to maximize paren tinvolvemen t /pa r t icipa t ion; include fathers in all processes .

Areas for growth Consider family literacy activity- i.e. Backpack progra m, sending

books home, literacy day in classroom, read- a- thon, etc.Non- compl ia n c e – none identified




Com m u n i t y & child care partn er s h i p sProgra m stren g t h s Part of LEA& relationships developed over last year as in the same

building. Meet with early Head Star t monthly at OCPIC and

OCPYC(inte r ag e n cy councils) and in the spring for transi tion meetings of children transi tioning to head star t from Early Head Star t .

Meet with receiving schools elementa ry counselor s & nurses to share informa tion regarding children transi tioning to kinderga r t e n .

Pre- k/Head Star t offers paren t educa tional trainings throughou t the year to paren ts on educa tion, mental health/behavior , nutri tion and kinderga r t e n readiness .

Ongoing relationships and collabora t ion with local mental health counseling agency that’s total focus is on young children’s (health to 5yr’s) mental health- Kidscope

Areas for growth Could use more hours of mental health consultan t . Increase d progra m services without increase in funding, need

more funding.Non- compl ia n c e – none identified

Review e d: PROGRAM DESIGN: Date s of Review: March 201 5Team Memb e r s: Kerry Moore, Melissa Breaden, Cinthia Gonzalez, Mariana Martinez, Sonia Ortiz, Elizabeth Bell, Lynda Craig, Veronica Arreola Vasquez, Maria Martinez- Villalpando, Gail Cloud, Lauren Binger , Lynda Craig

ERSEAProgra m stren g t h s Strong studen t monthly attenda nc e average (91%) and family

services monitoring of attenda nc e & reducing barrie r s . Serve largenumber of studen t s with disabilities and strong connec tion with Pre- K Interven tion. Strong extensive recrui tme n t efforts throughou t the communi ty. We maintain full enrollment and fill vacancies in less than 30 days.

Areas for growth Monitor enrollment to ensur e our Head Star t progra m has a

diverse populat ion that reflects the head star t eligible populat ion in the communi ty.





Facil i t i e s , mater ia l s , equip m e n t & transp ort a t i o nProgra m stren g t h s Dept of health inspects for sanita tion concerns every 6 months Facilities depar t m e n t maintains rooms, playgrounds through work

order s Staff inspec ts rooms 3 times a year Distric t provides our class space & playgroundsAreas for growth Sites are not equitable in terms of size, age, technology, etc. Work orders not always complet ed expeditiously Budget doesn’t allow for large capital needsNon- compl ia n c e – none identified

Review e d: USING CHILD OUTCOMES IN PROGRAM SELF-ASSESS ME N TDate s of Review: March 201 5Team Memb e r s: Susan Kingsley, Thea Wilson, Gail Cloud

Progra m stren g t h s Class training on instruc t ional suppor t Three staff member s are class trained observe r s Class scores exceed minimum required

Domai n Minim u mscore

CHCCS

Emotional suppor t 4 6.25Classroom organizat ion

3 5.48

Instruc tionalsuppor t

2 3.81

Areas for growth Maintain & improve class scores in Instruc t ional Suppor t and all

domains Provide ongoing training, coaching & suppor t to teaching staff on

instruc t ional suppor tNon- compl ia n c e – none identified

Review e d: CHILD DEVELOPME NT & HEALTH SERVICES:Date s of Review: March 201 5Team Memb e r s: Lauren Binger, Thea Wilson, Lynda Craig

Review e d: MENTAL HEALTHDate s of Review: March 201 5Team Memb e r s: Lauren Binger, Thea Wilson

Progra m stren g t h s




PBIS stra tegies & training for all staff. Second step early learning curriculum to promote social

emotional developme n t Ongoing training for teache r s on behavior manage m e n t Mental Health consulta t ion for each class room Suppor t from Mental Health/Disabili ties S ervices Specialist .Areas for growth Mental Health hours limited due to financial const ra in t s , need

more communi ty resources for families that speak languages otherthan English.

Need more time to confer with teache r s and ente r info into childplus.


After the Self Assessm en t was complet e and through our Manage m e n tTeam meetings , we reviewed the following information and documen t s : 3 year summa ries of informa tion from the Progra m Information Repor t, curren t progra m demogra p hics , resul ts of our self- assess m e n t ; end of year resul ts for School Readiness Goals, the 2015- 2016 T/TA plan, communi ty information from the communi ty assess m e n t , school readiness goals, and our progra m goals.

IMPROVEMENT PLANMany of the issues that arose during our Self Assessme n t have beenaddress e d in areas indicated in the plan portion of the table. Other issues in areas which pertain to individual teache r s , have been address e d on an individualized basis which include ongoing monitoring.

Issu e Plan Perso n sResp o n s i b

le

Timeta b le

Mana g e m e n tSyste m s Increas e d progra m

services and budge t needs are presen t however there is no additional funding.

Increas e dinvolvement withregional Head

Develop budge t to maximize spendingpossibilities to potentially include travel for paren t s to attend regional Head Star t meetings .

Streng t h e n PolicyCouncil to include

Head Star tDirector , Fiscal Manage r

PolicyCouncil,Head

July 2015

Novembe r2015




Star t conference s and meetings

some of these activities.

Star t /Pre- K Director

Child Develop m e n t and Health Servic e s Increas e d need for

more speake r s of languag e s other than English for therapis t s and staffin classrooms.

Program would benefit from more hours with a mental heal th consultan t .

Our grantee , the local LEA will provide us with a designa te d time frame in which district employed transla to r s are available.

Licensing and job requirem e n t s of theMental Health/Disabilities Specialist have been reviewed and updated to reflect progra m needs.

CHCCS ESL Coordina tor, Head Star t /Pre- K Director

Head Star t /Pre- K Director , Manage m ent Team,Human Resources

Septe m b er 2015

July 2015

Family and Com m u n i ty Partn er s h i p s A more system a t ic

way of communica t ing with paren t s is needed.

In collabora t ion with family services , impleme n t more effective methods of paren t involvement & connec tion to school.

Consider family literacy activity- i.e.Backpack progra m,sending books home, literacy day in classroom, read-a- thon, book read at night.

Continue updating phone numbe r s and address e s as needed.

Obtain data fromParen t Survey toplan progra m min g aligned with need.

Build a par tne r s hip withthe Public School Founda tion to sponsor family literacy activities.

Family Services ,Head Star t Director

Monthly

August 2015

August 2015




Room.

Progra m Desi g n Continue to

emphasize SchoolReadiness Goals and Indicator s in planning & repor t ing

Need for aprogra m wide lesson plan templat e alignedwith Head Star t and district initiatives

Develop means todocumen t individualiza tion & differen tia t e d teaching on lesson plans

Maintain &improve classscores

Sites are notequitable in termsof size, age, technology, etc.

Work orders notalways completedexpeditiously

Review goals bi-annually with afocus groupcomposed ofrepres en t a t ivesfrom allstakeholde r s .

Develop auniversal lessonplan templat ewithindividualiza tionanddifferen tia t ion.

Provide ongoingtraining,coaching &suppor t toteaching staff oninstruc t ionalsuppor t

We will continueto monitor andassess class roomneeds andresources toensure anequitableeducation is hadby all studen t s .

Educa tion Specialist , Teache rs and Teache r Assistant s , Head Star t /Pre- K Director

Novembe r2015 and April 2016

Impleme n ted August 2015

August2015throughMay 2016

Ongoing

Disabi l i t i e s Identify additional

funding sources formate r ials & expansion of EC slots

Strea mliningprocess & protocols for

Assess need atcheckpoint s toensure we areutilizing allavailable slots

Include Pre- KInterven tionCoordina to r on

ECSS/HeadStar t Executive Director , Head Star t Director , Manage m ent Team

August2015,Decembe r2015 andFebrua ry2016

Ongoing




placing ExceptionalChildren in classrooms

the Manage m e n tTeam and Care Coordina t ion meetings .




Mana g e m e n t Tea m

Title NameHead Star t Director Kerry Moore

Education Specialist Susan KinglseyLicensing Specialis t/Data Specialist Gail Cloud

Nurse/H ea l th Specialis t Lynda CraigExtende d Care/Den ta l Care Specialist Keshia Woodard

Special Services Specialist Lauren Binger Pre- K Interven t ion Coordina to r Thea Wilson

Family Services Manage r Melissa BreadenFamily Services Liaisons Judy Ortiz

Cinthia GonzalezMariana Martinez

Book Keeper Penny AllenSecre t a ry Marivel Pineda


Region IV Head StartGrantee: Chapel Hill-Carrboro Pre-K/Head Start 04CH4777

YEAR: 2015-2016Children and Families—Ready for School, Ready for Life

Section 1: Program Design and Approach to Service Delivery/T/TA Plan

Subsection A: Long Range Goals, Objectives and Program Impacts

Program Goals 2013-2016

Long term goals and objectives were established based on the Community Assessment and

Parent Survey completed June 2014. Throughout the year, the Management Team meets to

discuss the progression of the long term goals, their effectiveness on the program and

community needs and alignment to expected outcomes. School Readiness Goals and

Alignment Charts follow the Program Goals.

Program Goals for 2015-2016

Goal: I: Strengthen behavior and mental health supports to teachers and to parents.

Short Term Objectives

1. Family services staff and teachers will receive training in talking to parents about

behavioral and mental health concerns for children.

2. A list of mental health providers serving young children and families will be available

to share with teachers and families.

3. Develop possible strategies to fill gap between initial referral and therapeutic

services will be developed.

Expected Outcomes

Students exhibiting concerning behaviors will be identified through monthly Care

Coordination Meetings. This support team will identify possible causes and measure to

take in order to decrease in the number of disruptive behaviors in the classroom.

Increase in trained staff and consultants to identify and provide direct service to service.

Families will have knowledge and access to mental health providers to support the

family unit.

1HSES Page 14 of 33 17 of 38



Shortened time between identification of need, referral and services received.

Progress:

This year, our staff has worked diligently to address the mental health needs of our students

and families. Through our monthly Care Coordination meetings, teachers have had the

opportunity to share concerns with the Social Worker, Mental Health Coordinator, Mental Health

Consultant, Disabilities Coordinator, Education Specialist and the Family Service Workers to

document and address concerns and make referrals to community agencies when necessary.

We have taken a team approach to follow up on referrals which occur bi-weekly to ensure the

process for families to obtain services is expeditious. The job description and requirements for

our Mental Health Coordinator is currently under review to include licensure to support their

ability to provide services to students and families when necessary.

Supporting Data:

Increase parent trainings from one to two in the year 2015-2016

Increase classroom support to teachers through observation and feedback

Decrease time between referral and intervention for students and families

Goal: II: Increase applications and enrollment of African American families.

Short Term Objectives

1. Identify possible reasons for the decline in enrollment of African American children

will be identified.

2. African American families will report knowledge about how the application and

enrollment process works, and how the program serves children and families.

Expected Outcomes:




Through the identification of causes for the decline, our program will lead a

purposeful and targeted recruitment effort in order to increase the enrollment of African

American students.

Progress:

This year we have developed strong relationships with the African American community to

gauge their understanding of Head Start and the opportunities it presents to students. The

Director has met with community stakeholders to increase outreach to families through

churches, community organizations and non-profits and to also gain an understanding of the

steady decline of enrollment. There are many factors that play into the decline some within our

control and many outside. We will continue to build trust through different African American

community organizations to ensure they are taking full advantage of our program.

Supporting Data:

African American enrollment declined but has risen by 23% over the past two years.

We will continue to monitor enrollment.

Goal: III: Strengthen classroom instruction to increase Kindergarten ready literacy skills

including higher level thinking questions and language development. (BROAD)

Short Term Objectives:

1. By June, 2014, program average Instructional Support scores (CLASS) will increase by

0.35 over 2013 baseline.

2. We will increase the number of staff who are CLASS reliable to participate in CLASS

trainings and peer coaching.

Expected Outcomes:

CLASS scores will increase due to professional development and teacher’s

increased understanding




Trained program staff will be available to conduct formal and informal CLASS

observations in order to give individualized feedback teachers. Based on results, we will

implement a differentiated training model to support teachers based on individual needs.

Progress:

With increased support and training, our program have increased our CLASS scores by an

average of .74, almost double our initial goal. The highest increase was in Instructional Support

with a program increase of 1.38 above the baseline. To accomplish this, we added two

additional CLASS reliable staff members able to perform formal and informal CLASS

observations and offer peer support to their colleagues. We also have a model classroom for

Instructional Support for teachers who may need assistance in that area. They are able to

observe and receive feedback in an effort to increase their individual classroom scores. CLASS

professional development has been available all year through our monthly Teacher and Teacher

Assistant Meetings where both groups were presented opportunities to learn more about the

domains and how to support students in the classrooms. In coming years, we will have more

group as well as individualized support for teachers in an effort to steadily increase our scores.

Most of our classrooms have partnered with the Kindergarten classrooms at their sites to

vertically plan support social and academic development of students. The Director is also

partnering with Elementary School Literacy coaches to ensure the social and academic

development of students is seamless as they transition.

Supporting Data:

CLASS scores will continue to increase as a program with individualized support.

Teachers will increase the number of Higher Order Thinking questions asked.

Goal: IV: Strengthen information sharing across the program.




Short Term Objectives:

1. By November, 2014, all Teachers will enter child notes in ChildPlus to allow more

effective use of Special services meeting time

2. By May, 2014, Information on Pre-K classroom performance will be passed on to School

principals, Kindergarten teachers, and School Social Workers.

3. By May, 2014, strategies for more efficient sharing of child and family information with

other agencies and with other departments in the school system will be identified.

Expected Outcomes:

Develop procedures and protocols to ensure all vested parties are included when

sharing information.

The timetable for action is reduced based on information being received in a

timely fashion.

Appropriate staff will be identified to serve on community boards to bridge the

communication throughout the program and community.

Progress:

Streamlining Communication across the program has been a goal for us this year and several

protocols have been established to accomplish this. Our Care Coordination Meetings,

Administrative Meetings and our Transition Meetings have expended to include additional

stakeholders with input on the child/children being discussed. We were able to take an in depth

look at who needs to be around the table, sometimes combining groups to increase production.

Teachers and administration have also been strongly encouraged to enter child and family

notes into ChildPlus and monitoring has been in effect on this account. We have also

collaborated with Early Head Start in our county to support students and families transitioning

into our program. As we continue to strengthen our program, communication will be at the




forefront of our operation. Our administration and teachers will continue to sit on committees

and boards of interest to bridge the communication throughout the schools and the community.

Supporting Data:

The Administrative/Management team will meet at least twice per month

Teachers and Teacher Assistants will meet at least once per month

Policy Council will meet at least once per month

Policy Council will have a representative from the School Board

School Readiness Goals

Language & Literacy: Children will leave the program with language and early literacy

skills to benefit from Kindergarten literacy instruction

Cognition & General Knowledge: Children will leave the program with cognitive skills

to answer higher level thinking questions

Mathematics: Children will leave the program with mathematical skills to benefit from

Kindergarten instruction.

Approaches to Learning: Children will leave the program with the ability to focus on

instruction.

Physical Well-Being and Motor: Children will leave the program with knowledge of

physical-well-being. Children will leave the program with medical and dental homes

Development:




Social & Emotional:1. Children will leave the program with skills for effective group

participation. 2. Children will leave the program with parents engaged in their childrens’

continued learning and with knowledge to support it

English Language Development: English Language Learners (ELL’s) will increase

their ability to use expressive and receptive English.

These goals are a part of our continued plan. No new updates or changes have occurred.



FY-2016Children and Families—Ready for School, Ready for Life

Section 1: Program Design and Approach to Service Delivery

Subs e c t i o n B: Servic e Delivery

1. Need s of Children and Famil i e s

The Chapel Hill-Carrboro City Schools Pre K Head Star t progra m provides

compreh e n s ive education services to children and families living in the

Chapel Hill-Carrboro City School District in Orange County, North Carolina.

The poverty rate in Orange County is slightly above the state average at

17.8% and is also experiencing a decline of access to high quality,

affordable childcare . In the opening of School Repor t 2014, CHCCS

repor t ed 24% of studen ts were eligible to receive free and/or reduced

lunch. This continues to show a growing trend in the needs of our

communi ty. The progra m serves children for 180 school days from 7:30-

2:30 and after care is available. Children served are three to five years of

age, not yet eligible for kinderg a r t e n . In 2014- 15, the progra m served a

total of 272 children: 136 Head Star t eligible, 117 NC Pre- K eligible, 45

special educa tion eligible, 14 Tuition with Subsidy and 52 tuition paying

non- HeadSta r t eligible children. Some children had dual enrollmen t Head

Star t and NC Pre- K, Head Star t and special educa tion, or NC Pre- K and

special educa tion.

2. Servic e Area

The Chapel Hill-Carrboro City Schools Pre K Head Start program provides

comprehensive education services to children and families living in the Chapel Hill-

8




Carrboro City School District in Orange County, North Carolina. The boundaries are the

city limits of Chapel Hill and Carrboro.

No new updates or changes have occurred.

There are no changes to delegate agencies no do we have child care partners.

3. Justif ic a t i o n of Propo s e d Funde d Enrollm e n t and Progra m Option s

a. Complete d in HSES under Progra m Schedule.

b. There are no changes in enrollmen t . Our progra m will remain at 136 total

enrollmen t .

c. No Head Star t slots will be conver te d . All slots will remain age three to five,

not eligible for kinderg a r t e n .

Please see Administrative Program Plan in the appendix.

4. Cent er s and Facil i t i e s

1. All Cente rs in elementa ry schools will remain the same

2. No additional cente rs will be added for the 2015- 2016 school year

Please see Administrative Program Plan in the appendix.

5. Recrui t m e n t and Sele c t i o n

No changes have been made to our Recruitment and Selection Plan. Please see

Family Service Plan in the appendix.

No changes have been made to our Disabilities Enrollment Plan found in the appendix.

6. Transp or t a t i o n

Transpor t a t ion is not provided in our progra m. This will remain the same

for the 2015- 2016 School Year.

7. Educat i o n a l Servic e s

9




No changes have been made to our Education Plan found in the appendix.

8. Heal th

No changes have been made to our Health Plan. Please see Health Plan in the

appendix.

9. Family Servic e s and Socia l Servic e s

No changes have been made to our Family Service Plan. Please see Family Service Plan in

the appendix.

10. Early Head Start Spec i f i c

Not Applicable

11. Transition

No changes have been made to our Transition Plan. Please see Family Service Plan in the

appendix.

12. Coordination

The grantee for our program is the Local Education Agency. Our program has full

access and support of the LEA to support high quality child health and developmental

services. In the Head Start/Pre-K department, we work in conjunction with the

Preschool Intervention team (part of the LEA) to support Part C and Part B of the

Individuals with Disabilities Act for our program. This will remain the same for the 2015-

2016 school year.

10





Subsection C: Approach to School Readiness

1. Updates to Approach in School Readiness

a. There are no change s or updates made to the child assessm e n t s utilized in

our progra m.

b. There are no changes to the curriculum used by our progra m.

c. There are no change s or updates made to our observa tion tool. We will

continue to utilize CLASS.

2. Report on the progres s of children and the progra m towards achieving

school readiness in each of the five domains.

1. TSG final checkpoints

a. Growth Report by Domain- All 4 year olds growth from fall to spring:

a.i. Fall includes 16 EESS, 50% English, 50% ELL; Spring includes 19 EESS, 50% English, 50% ELL

a.ii. look at fall to spring growth; identify areas of excellence and areas of need

a.ii.1. Excellence – 88% or higher meeting and exceeding expectations

FALL SPRING

FALL SPRING

FALL

# below % below

# below

% below

# meeting

% meeting

# meet % meet

# exceed

% exceed

Soc-emot

73 49 19 12.8 75 50.3 63 42.3 1 .7

Physical

65 43.6 10 6.7 84 56.4 95 63.8 0 0

Language*

70 54.7 13 10.2 58 45.3 83 64.8 0 0

Cognitive

47 31.5 7 4.7 99 66.4 84 56.4 3 2

Literacy*

39 30.7 7 4.7 85 66.9 88 69.3 3 2.4

11




Math 88 59.1 18 12.1 60 40.3 85 57 1 .7a.ii.2. Need – 12% or higher below expectations

12


3. Describe progra m improveme n t s implemen t e d in response to the analysis of

child assessm e n t and other data.

In addition to our School Readiness Goals, one of our program goals is to improve our CLASS

in all areas. However, we chose to focus our professional development on the Instructional

Support Domain. Teachers, Teacher Assistants and other Staff participated in professional

development and structured practice on the Concept Development, Quality of Feedback and

language Modeling Dimensions. Although our scores consistently remain higher than the OHS

minimum requirement, as a program we felt students would benefit both socially and

academically when fully engaged with these skills.

Below is a chart outlining the growth our program has experienced as a result of this year’s

efforts.

Domain /Dimension

Minscore

required

2014 OHSNationalGrantee-

levelscores

CHCCSFall 2014CLASSScores

CHCCSSpring2015

CLASSScores

Differential

Emotional Support 4 6.10 6.25 6.63 +.38Positive Climate 6.07 6.44 6.73Negative Climate 1.05 1.06 1Teacher Sensitivity 5.91 5.97 6.58Regard for Student Perspectives 5.46 5.65 6.22

Classroom Organization 3 5.83 5.48 6.16 +.68Behavior Management 6.04 6.11 6.57Productivity 6.10 5.82 6.48Instructional Learning Formats 5.36 4.52 5.43

Instructional Support 2 2.90 3.81 4.18 +37Concept Development 2.51 3.63 4.0Quality of Feedback 2.91 3.84 4.02Language Modeling 3.28 3.96 4.58

We experienced growth in all areas while receiving positive feedback from teachers on how it

has improved instruction, student learning and understanding. Teachers have also witnessed


and increase in language development, a correlated response to the professional development.

This increase includes both native English speakers and non-native speakers.


Subsection D: Parent Family and Community Engagement1. No updates or changes were made.

2. Prior to opening enrollmen t , the Director and the Enrollmen t Specialis t met

with many leade rs , commu nity membe rs and stakeholde r s in the African-

American communi ty to discuss our PFCE goal to encoura g e the increas e of

African- American studen t s in our progra m. As a result of those meetings , we

were able to broaden our recrui tme n t efforts by extending our efforts to

additional non- profits ad commu nity agencies . We received qualita t ive Data:

Feedback from our meetings with communi ty membe r s . In addition to the

decline in African American residen t s in Chapel Hill and Carrboro they

offered addition possibilities as to why there is a reduc tion in enrollment .

The following are top three reasons why we have experience d a dip in

enrollment outside of the reduc tion in the African American Population in

the

A. There is a perceived lack of trust amongst the African American community and

head Start. This has built due in part to the historically families feeling as though

they purposely did not receive desired placement within our program. Also there are

stories of mistreatment.

B. The lengthy application process was also cited as a possible reason as to why

families did not apply. They expressed a desire for support and application drives in

the community to assist with the process.


C. Although the towns we serve have a free bus transit system, the lack of

transportation, it was also reported as a deterrent to families applying to our

program.

This feedback was fluent throughout the different groups and members As a result of this

feedback, our program is dedicated to earning the trust back from the African American

community and build a bridge of understanding. We have taken a look at this qualitative

data and concluded we need to continue to address this goal for the next year. Our focus

will shift from collecting data to focusing on what we are going to do with the data we've

collected.

Self Assessment and Improvement Plan


Subs e c t i o n E: Govern a n c e , Organiza t i o n a l and Mana g e m e n t

Struc t ur e s and Ongoi n g Oversig h t

1. There are no upda te s or changes to the roles and responsibili ties of

the Board and Policy Council.

2. A curren t organiza tional char t is included.

3. In direct response to our goal to increase mental heal th services to

children and families, the manage m e n t team reviewed the job

descrip tion of the Mental Health/Disabili ties Specialist and made

significan t changes to reflec t our need. In previous years, it was not

required for this position to hold a license of any kind. This year, we

concluded it was impera t ive for the person holding this position to be

a Licensed Clinical Social Worker (LCSW), Licensed Professional

Counselor (LPC), Licensed Mental Health Counselor (LMHC) or hold

School Counselor License. Along with this change, we emphasized


the need for this person to provide direc t in-classroom services as well

as provide teache r s and paren ts with stra t egies and resources to

address mental health needs. The full job descrip tion can be found in

the Appendix. No other changes or update s have occur re d .

Self Assessment Process

We conducted our self assessment during the months of March and April, 2015.

Participation in the self assessment included teachers, teacher assistants, parents,

community members, and some school system administrators. We identified areas in

which we were doing well and areas that we wanted strengthen.

We reviewed our Head Start School Readiness Plan and our draft Parent, Family, and

Community Engagement Plan, and classroom assessment results in Teaching

Strategies Gold (TS Gold).

Previously, our program goals were set with a three year framework in mind. We

reviewed those goals for progress and appropriateness and where we believed we

should be in our final year. All were found to be appropriate and continuing needs for

the program.

This year we were cleared for our one area of Non-Compliance.

Non-compliant: Human Resources, 648A(g)(3)(A): All full-time employees

working directly with children shall create a professional development plan.

We provided evidence to our regional office documents both Teachers and Teacher

Assistants maintain professional development plans. Our program was subsequently

cleared of this non-compliance. We plan to continue this process which includes a mid

and end of year review.


Results of Self Assessment

Each manager assembled a team that included staff, teachers, parents, and some

district administrators. They identified program strengths and any areas of non-

compliance, and considered areas for growth. The following summarizes the results of

the Self Assessment. The areas for growth will be addressed by each manager as they

formulate their plans for next year.



Region IV Head Start

Grantee: Chapel Hill-Carrboro Pre-K/Head Start 04CH4777

YEAR: 2015-2016

Children and Families—Ready for School, Ready for Life

p. 1 of 5

Budget Justification

Salary. $752,723 Salaries for all program employees are based on state salary schedules plus a local supplement

mandated by the school board. Of the 69 total staff employed in the Pre-K/Head Start program, 25

receive at least a portion of their salary from Head Start funds not to exceed our salary allocation.

The average salary for classroom teachers is $43,789; the average salary for teacher assistants is

$21,893.

Fringe Benefits. $265,224

All full time employees of the program are members of the North Carolina Teachers and State

Employees Retirement System, and all full time employees receive health insurance. The required

employer contribution to the Retirement fund currently is 15.67%. Five years ago, the rate was

10.51%, a 39.7% increase in the cost of the retirement benefit. The required employer contribution

for health insurance is $5,479 per employee an increase of $194 from last fiscal year. The

employer health insurance contribution currently pays the entire cost of “basic” level health

insurance for the individual employee. Family or dependent coverage may be purchased by the

employee at an additional cost. Employer contributions for these benefits and for Social Security

are:

Social Security calculated at 7.65% of salary; $55,649

Health Insurance at $5,479 per employee. $113,990

Retirement calculated at 15.67% of salary; $109,580

Out-of-Town Travel. $1,000

Pays for travel to workshops, conferences, and trainings more than 20 miles away. Available for

teachers, family specialists, parents, and administrative staff in support of program goals,

performance standards, T/TA plan, and individual Professional Development Plans.

Reimbursement rates are set by the State of North Carolina.

Mileage reimbursement rate: $.56/mile

Lodging, up to: (instate) $65.90, (out of state) $77.90

Meals: Breakfast: $8.20, Lunch: $10.70, Dinner: (instate) $18.40, (out of state) $20.90

#Trips Destination Length of Stay Purpose Staff positions)_________Cost 1 Raleigh, NC 2 days NCHSA Conference 1 Admin, 1 Teacher, 2 Parents $1000

Supplies. $42,418

As the demands of increased benefits costs have squeezed budget categories, we have tried to

make sure that classrooms remain supplied with the items they need for safety and for licensing,

with a small amount for teachers to access for items the would like to have.

Office Supplies. Includes paper products, pens, printer supplies, and other items for

administrative and classroom communication, planning, and record keeping. We are

moving to more electronic documents to hold the line on office supplies.

$11,000

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YEAR: 2015-2016


p. 2 of 5

Child and Family Services Supplies. Includes supplies for classrooms as well as those

needed for registration, transition materials, parent orientations and parent trainings, and

those requested by program coordinators. $26,418

Most laptops and desktops in use at this time are five or more years old. We will continue

efforts to replace them to facilitate teacher and administrator use of our online assessment

tool and online data management tool., and to reduce paper costs. $5,000

Contractual. $30, 565

Our long time provider of father involvement has decided to concentrate on his other business

ventures and declined to renew a contract with us for this service. We will provide father

involvement through activities that we initiate ourselves while we look for a suitable alternative.

Health/Disabilities Services.

o UNC-CH School of Dentistry. Provides dental exams and follow-up care for Head

Start enrolled children. (Head Start share) $10,000

o KidSCope. Provides mental health consultation and service for Head Start enrolled

children. (Head Start share) $5,500

Other.

o Iron Mountain. Paper/document shredding service. $500

o AmeriCorps. Provides a regular worker to enhance classroom child: teacher ratio

and allows teacher assistants to leave work early in order to attend community

college courses required for CDA or AA certification. $8,500

Other. $74,219

Rent. Our classrooms are in elementary schools and the district pays rent for our

administrative offices. The district has very few meeting spaces large enough for group

staff meetings. Funds pay for the occasional rental of community meeting spaces and fees

for custodial services for meetings and trainings after school hours. $1,000

Telephone. For two cell phones for the extended care coordinator to stay in contact with ten

sites providing extended care, and for the program nurse to be available to teachers when

not in her office. (Head Start share) $2,500

Local Travel. For management team and itinerant staff (ESL teachers) for travel between

nine sites and administrative offices, and for teacher assistants who provide extended care

at another site, @ $.56/m (HS share) $13,000

Nutrition Services. For classroom cooking activities and for meals for Head Start children

to cover costs not covered by CACFP. There are no charges for food to parents of Head

Start children. $11,000

Substitutes. For classroom staff taking sick leave, professional leave, etc. The district sets

rates—teacher: $95/day, TA: $75/day, and for extended teacher leave: $125/day (Head

Start share) $10,500

Parent Services. Pays for Parent Activity Funds (use determined by Parent Committee

within Head Start guidelines), for costs associated with Policy Council, Parent Committees,

and parent trainings. These funds will also be used to help fund activities to increase father

involvement in the lives of their young children. $3,000

Publications /Advertising/Printing. Costs to print program literature such as parent

handbooks and to advertise the program. (Head Start share) $1,199

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YEAR: 2015-2016


p. 3 of 5

Professional Organizations. Program memberships for National Head Start Association,

Region IV HSA, and North Carolina HSA $2,500

Field trips. Includes costs for parent initiated and teacher planned field trips, and dental

visit trips. Covers any admission charges and costs for bus and driver for one field trip for

each class (Head Start share) $3,220

Child Plus. Subscription for online information management system.

$4,400

Teaching Strategies Gold. Subscription for online child assessment tool, and enhances our

ability to analyze data. (Head Start share) $4,000

Postage meter. Mailing costs for letters to parents as well as other official business.

$1,500

Auto Liability Insurance. Reimburses Family Services staff for the increased cost of auto

liability insurance in order to safely transport children and parents. $1,500

Training or Staff Development. (T/TA allotment) $17,261

Supports the cost of trainings in district and registration for conferences and trainings out of

district, and for reimbursement for educational expenses for teacher assistants pursuing CDA or

AA credential. These funds are available for all staff.

Part I, implementation of Program Goal Plan $10,561

Part II, implementati of Required Trainings $6,700

See the Training and Technical Assistance Narrative and Plan for specific purposes of this

spending.

Indirect Costs. $42,135

Rate is set by the North Carolina Department of Public Instruction, currently 3.413%.

Total Number of Employees for Entire Pre-K/Head Start Program.

Position 2013-14

Classroom teachers (7.5 FTEs by Exceptional Children program) 20

Teacher assistants (11.5 FTEs by Exceptional Children) 32

Extended Care TAs (both part time at 40%) 2

ESL teachers (.5 by PKHS, 1.5 by World Language program) 2

Family Services Manager 1

Family Services Assistants 3

Education Specialist 1

Licensing/Data Specialist 1

Special Services Specialist 1

Nurse/Health & Nutrition Specialist (nurse by School Health) 1

Extended Care/Dental Coordinator 1

Director 1

Bookkeeper 1

Secretary/Receptionist 1

Child Care providers (for evening meetings) 2

TOTAL: 69

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YEAR: 2015-2016


p. 5 of 5

Non-Federal Share.

Salary.

Exceptional Children funds teacher and assistant positions to serve preschool children who qualify

for special education within the program. For 2015-2016, seven teacher positions and eight teacher

assistant positions are included in the non-federal share match. Half of their salaries are paid with

Exceptional Children’s funds.1 Approximately 40% of the children receiving special education

services in these classes are Head Start enrollees. (For 2014-2015 the number was 10 of the 24, or

41.7%)

The program nurse is paid entirely with local school system funds. She serves the 250 children

enrolled in the entire program, including the 136 who will be Head Start enrolled (55% of

enrollment). The Data and Licensing Manager provides services to the entire program.2 Two

English as a Second Language teachers serve all children enrolled in the program whose home

language is not English. Half the salary for one teacher is paid with local funds, the other 1.5 paid

with ESL funds.

Position

Half of

Salary from:

Salary

Amount Soc Sec Retirement Health Ins.

7 teachers Excep. Child. $162,780 $12,452 $25,507 $19,177

7 TAs Excep. Child. $74,864 $5,727 $11,731 $19,177

Subtotal $237,644 $18,179 $37,238 $38,354

Head Start multiplier =40% $95,058 $7,271 $14,895 $15,341

Salary from:

1 Nurse Sch. Health $65,520 $5,012 $9,376 $5,479

1 Data/Lic Local $42,462 $3,248 $6,233 $5,479

.5 ESL teacher Local $29,800 $2,280 $4,265 $2,740

Subtotal $137,782 $10,540 $19,874 $13,698

Head Start multiplier=55% $75,780 $5,797 $10,931 $7,533

Total $170,838 $13,068 $25,826 $22,874

Total Salary + Benefits for Head Start children: $232,606

Donated Space: School System.

The school system donates classroom space for all 20 classrooms in the elementary schools. All

classrooms and playgrounds meet Head Start and local child care licensing standards of 35 sq

ft/child indoors.

# Children sq.ft./child local rental rate Total

136 35 $19.44/sq ft $92,534 Total Classroom Space: $92,534

Available for NON-FEDERAL SHARE: $323,023

REQUIRED NON-FEDERAL SHARE: $308,369

1 The other half of the salary for these positions is paid with Local or NCPreK funds. 2 The Data/Licensing Manager position is funded entirely with Local and NCPreK funds.

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