Hopewell City Public Schools Head Start Annual Report

2016-2017

Dr. Melody D. Hackney, Superintendent

Joyce P. Jones, Executive Director

Peggy Fulton, Coordinator

Woodlawn Learning Center 1100 Dinwiddie Ave. Hopewell, VA 23860

(804) 541-6414 (804) 458-2064 Fax

Table of Contents

Mission 3

Reauthorization Act 4

What is Head Start 5

Narrative 6

School Readiness 7

School Readiness Outcomes

8-9

Parent Activities 10

Kindergarten Preparation

11

Program Goals 12-13

Budgetary Expenditures 14

Planned Budget for 2016-2017

15-16

External Reviews 16

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HOPEWELL HEAD START Our Mission The mission of the Head Start program is to provide an effective and comprehensive child development program to meet the emotional, social, health, nutritional, and psychological needs of 156 low – income preschool children and their families. Our Goals

To maximize the strengths and unique experiences of each child.

To encourage self-confidence, spontaneity, curiosity, and self-discipline this will assist in the development of the child’s social and emotional health. To encourage parents direct participation in the program as a principle influence on the child’s development

We Believe…

In a culturally diverse organization that speaks with a unified voice for the betterment of Head Start children and families in Virginia. In quality leadership, trained advocacy, professional development, and effective communication. In the premise that all children are teachable, valuable, and deserve an equal start to a quality education. In providing an array of comprehensive services to families to encourage long term self-sustaining practices.

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Reauthorization Act This report is prepared to comply with the Head Start Reauthorization Act of 2007 which states that:

Each Head Start agency shall make available to the public a report published at least once in each fiscal year that discloses the following information from the most recently concluded fiscal year, except that reporting such information shall not reveal personally identifiable information about an individual child or parent:

(A)The total amount of public and private funds received and the amount from each source.

(B) An explanation of budgetary expenditures and proposed budget for the fiscal

year.

(C) The total number of children and families served, the average monthly enrollment (as a percentage of funded enrollment), and the percentage of eligible children served.

(D)The results of the most recent review by OHS (Office of Head Start) and the

financial audit.

(E) The percentage of enrolled children that received medical and dental exams.

(F) Information about parent involvement activities.

(G)The agency’s efforts to prepare children for kindergarten.

(H)Any other information required by OHS.

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Head Start… A national program working locally to enhance the lives of children, families and communities.

What is Head Start? Head Start is a national child development program for children birth to age 5 that provides services to promote optimal academic, social and emotional development for income-eligible families. Created in 1965, Head Start is the most successful, longest operating, national school readiness program in the United States. It is a child-centered, family-focused, comprehensive and community-based human development program with a goal of supporting children and families in becoming productive citizens. Head Start provides comprehensive education, health, nutrition, dental, mental health, social services and parent involvement opportunities to children and families. By servicing more than 27 million preschool aged children and their families, Head Start has contributed to the enhancement and productivity of communities across the country.

Who is served in Head Start? The Hopewell Head Start program serves preschool children, ages three to five, at Woodlawn Learning Center. The program is open to income eligible families and for those who qualify has a maximum capacity to serve 156 children. There are nine preschool classrooms. Our three year old classrooms have a ratio of 16:2 or 17:2, and the four year old classrooms have a ration of 18:2. We operate a full day program, Monday - Friday, and we provide breakfast, lunch, and an afternoon snack.

Head Start Works for Hopewell Currently, 156 children are served in Hopewell’s Head Start program. These children along with hundreds, who came before them, are exposed to learning environments that support their growth in language, literacy, mathematics, science, social and emotional functioning, creative arts, physical skills, and approaches to learning. Comprehensive services are also provided to support children and families in becoming self sufficient individual. In short, children and their parents are gaining skills and dispositions to become more productive citizens of their communities, their state and nation, and the world. Hopewell’s Head Start program work to deliver high quality human development services and advocates on behalf of the best interest of children and families. This work enhances the lives of not only the children and families participating in the program, but also, the life of the communities where they live and the economic well-being of the City. Head Start adds value to Hopewell with an economic impact (federal grant dollars, workforce expansion, and enhancement), support of productive families (parents who demonstrate more positive parenting skills and increased involvement in their community), proven school readiness success (students who demonstrate increased achievement in school because of quality early childhood education and quality improvement initiatives), and pro-active communities that take opportunities to enhance the lives of round children and their families. Head Start does work for Hopewell.

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Narrative of

Head Start Annual Report 2016-2017

Total Number of Children and Families Served: ❑ Hopewell Head Start has 156 budget slots for children: ❑ 9 Head Start classrooms ❑ 2 Three year old classrooms with a ratio of 16:2 ❑ 2 Three year old classrooms with a ratio of 17:2 ❑ 5 Four year old classrooms with a ratio of 18:2 ❑ Average monthly enrollment for the program year was 90.4% ❑ Percentage of Head Start eligible children served is 100% ❑ The last Federal Review was June of 2016 in the area of Environmental Health

and Safety. The program was found compliant in all areas. ❑ The most recent audit of Hopewell Public Schools and Head Start conducted by

Cherry, Bekaert & Holland, LLP. The audit was completed on October 23, 2015. They had no findings.

❑ Percentage of children enrolled who received at least one medical examinations is 100%

❑ Percentage of children enrolled who received at least one dental examinations is 100%

❑ Available Parent Engagement activities include: Volunteering in the classrooms Policy Council Parent Committees Parent trainings Program Self-Assessment Team Member Family Literacy Literacy Monthly Activity Calendar Health Services Advisory Committee Family Services Advisory Committee School Readiness Committee

❑ Efforts to prepare children for Kindergarten: Provide information concerning kindergarten curriculums and expectations of kindergarten teachers in the elementary school Kindergarten teacher and ele meets with parents Kindergarten registration night

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School Readiness “School readiness” describes the capabilities of children, their families, schools, and communities that best promote student success in kindergarten and beyond. Since no one component can stand on its own, each component plays an essential role in the development of school readiness. Ready Children –

● Are prepared socially, personally, physically, and intellectually within the developmental domains addressed in Virginia’s Foundation Blocks for Early Learning (literacy, mathematics, science, history, and social science, physical and motor development, and personal and social development).

● Have had their growth and development supported in a holistic manner. Ready Families –

● Have adults who understand that they are the most important people in a child’s life and who take responsibility for the child’s school readiness by establishing active, nurturing relationships with the child.

● Provide steady and supportive relationships, ensures safe and consistent environments, promote good health, and foster curiosity, excitement about learning, determination, and self – control in children.

Ready Schools –

● Accept all children and provide seamless transitions to high – quality learning environments by engaging the whole community on behalf of children.

● Welcome all children with opportunities to enhance and build confidence in their skills, knowledge, and abilities.

● Provide skilled teachers who recognize, reinforce, and extend children’s strengths and who are sensitive to cultural values and individual differences.

Ready Communities –

● Act as primary stewards of children’s readiness. ● Include businesses, faith-based organizations, early childhood service

providers, community groups and local governments as “members” of the team.

● Work together to support children’s school and long term success by providing families affordable access to information, services, high-quality child care, and early learning opportunities.

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School Readiness Outcomes School readiness refers to the development and demonstration of a wide range of skills in a child’s social, emotional, physical, and cognitive development that lead to success in school. A critical area of school readiness involves competency in emergent literacy skills of name writing, alphabet knowledge, beginning sound awareness, print and word awareness, rhyme awareness, and nursery rhyme awareness. Hopewell’s Head Start program uses the Phonological Awareness Literacy Screening (PALS) Pre-K to evaluate children’s knowledge in these skill areas. The Phonological Awareness Literacy Screening was developed by the University of Virginia’s Curry School of Education through a grant from the Virginia Department of Education and is currently the leading assessment for literacy skill development in early education. Results from the 2016-2017 school year PALS show that a majority of students assessed met or exceeded the expected age and developmental range in eight categories used to measure school readiness in the areas of literacy and language. Name Writing: The scoring of name writing is a measure of a child’s cognitive process as they begin to understand a connection between written and spoken language (Invernizzi, Sullivan, Meier, & Swank, 2004).

● 91% of students entering kindergarten in the Fall of 2017 have met school readiness expectations in Name Writing.

Alphabet Knowledge and Letter Sounds: Considered a fundamental skill of literacy development, knowledge of the alphabet results from combining an understanding of letter recognition with phonemic awareness. It involves recognition of both upper and lower case letters and corresponding letter sounds.

● 93% of students entering kindergarten in the Fall of 2017 have met the developmental range for recognizing uppercase letters.

● 90% of students met the developmental range for identifying lowercase letters.

● 85% of students can associate sounds with individual letters. Print and Word Awareness: The understanding that results from the realization that the writing represents the sounds of words is an important step in learning to read. In this component of the assessment, students must differentiate between letters, words and pictures must recognize familiar words in a book.

● 95% of the children entering Kindergarten in the Fall of 2017 have met school readiness expectations in Print and Word Awareness.

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Beginning Sound Awareness and Rhyme Awareness: These assessment components test the student’s ability to manipulate sounds in units within spoken words and are critical to a child’s ability to learn to read.

● 96% of children entering kindergarten in the Fall of 2017 have met the school readiness expectation of Beginning Sound Awareness.

● 83% of children entering kindergarten have met school readiness expectations in Rhyme Awareness.

Nursery Rhyme: A child’s knowledge of nursery rhymes has a direct positive impact on a student’s ability to read and spell in later grades (Invernizzi, Sullivan, Meier, & Swank, 2004).

● 95% of children entering kindergarten in the Fall of 2017 have met school readiness expectations for nursery rhyme awareness.

Invernizzi, M., Sullivan, A., Meier, J., & Swank, L. (2004). Phonological awareness literacy screening:   preschool (PALSPreK). Charlottesville, VA: University of Virginia.

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Parent Activities 2016-2017

The following activities were offered for parents: A Job and Educational Information Fair American Education Week Behavior Management Workshop Budgeting Workshop Child Growth and Development Workshop Conflict Resolution in Children Workshop Dental Health Workshop End of Year Culminating Activity Father’s Day Celebration Governance Training Literacy Workshops Male Readers Mental Health Training Monthly Parent Meetings Mother’s Day Celebration Nutrition Workshops Orientation to Head Start Parent Banquet Pedestrian Safety Training Policy Council Resume Writing Workshop Transition to Kindergarten Volunteer Training

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Kindergarten Preparation

2016-2017

Head Start teachers begin kindergarten preparations after the 45-day assessment period. Children are taught basic social skills and given the cognitive tools to prepare them to become lifelong learners. Children scheduled to attend kindergarten participate in the PALS district wide assessment, the Brigance developmental screening and a locally designed assessment to determine their achievement in letter, number and shape recognition. Children and parents are provided and participate in the following activities: Field trips to enhance their educational and social-emotional experiences Assessments to determine progress Transition night at all of the elementary schools Transition Handbook End of the Year Culminating Activity

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Hopewell Head Start Program Goals Hopewell City Schools Head Start has two program goals. Goal One: "Hopewell Public Schools Head Start will increase child attendance and decrease absenteeism and tardiness, so that all children will develop the habit of attending school regularly, leading to success in kindergarten and opening doors to college." The short-term objectives for goal one are as follows:

● Year One: To increase the average daily percentage to 87%. ● Year Two: To increase the average daily percentage to 89%. ● Year Three: To increase the average daily percentage to 92%. ● Year Four: To increase the average daily percentage to 96%. ● Year Five: To increase the average daily percentage to 100%.

Goal Two: "Hopewell Public Schools Head Start will actively engage adult males from the community to help promote social-emotional growth and cognitive abilities of students to enable them to become more successful in school and in life." The short-term objectives for goal two are as follows:

● Year One: To increase male participation to nine regular volunteers. ● Year Two: To increase male participation to eighteen regular volunteers. ● Year Three: To increase male participation to twenty-seven regular volunteers. ● Year Four: To increase male participation to thirty-six regular volunteers. ● Year Five: To increase the male participation to forty-five regular volunteers.

Goal One: "Hopewell Public Schools Head Start will increase child attendance and decrease absenteeism and tardiness, so that all children will develop the habit of attending school regularly, leading to success in kindergarten and opening doors to college."

Data reviewed for this goal was collected utilizing the ChildPlus program. The following samples of ChildPlus data included the average daily attendance for each classroom separately and for the program as a whole, Teacher Monthly Attendance Reports, A Participant Average Daily Attendance(ADA) Percentage Grid, an Individualized Attendance report, a copy of the current attendance policy and procedures with parent agreement letter. The current year data reflects that the program goal was not met for the third year. In researching the reasons behind the absents ranged from medical issues related to the flu, asthma and Hand, Foot and Mouth disease to some families facing transportation issues due to being homeless. Last year, an additional concern included family needs for child care before school opening in the morning was identified. The program did survey returning parents to gage interest in before school care. Thirty-three percent of the parents who returned the survey stated that they were interested. However, in discussing possible options to support those families during the meeting, it was discovered that none of the local daycares are at capacity and the suggestion was made to advertise that fact with our families.

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Goal Two: "Hopewell Public Schools Head Start will actively engage adult males from the community to help promote social-emotional growth and cognitive abilities of students to enable them to become more successful in school and in life."

Goal two seeks to strengthen male involvement in the learning process and lives of the children. A Male Involvement Plan was developed and implemented for the 2016-2017 program year. While a strong interest in volunteering was noted during a volunteer kick-off event, several barriers had been noted. Those barriers included but were not limited to the work schedules of those desiring to volunteer. A suggestion from one of the team members to have local fraternities adopt classrooms was discussed.

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CITY OF HOPEWELL, VIRGINIA

PUBLIC SCHOOLS’ - HEAD START PROGRAM Grant No: 03CH3468

Disclosure of

Public Funds Received For the Grant Year Ending December 31, 2016

APPROVED BUDGET

BASE BUDGET (PA 22) + TRAINING & TECHNICAL ASSISTANCE (PA 20) STAFFING: Instructional Staff $ 514,830 Support Staff 261,408

Total Staffing $ 776,238

FRINGE BENEFITS: FICA (Social Security) $ 55,927 Retirement 113,423 Health/Life Insurance 182,667

Total Benefits $ 352,017

PROGRAM OPERATING EXPENSES: Supplies $ 40,992

Substitutes 13,391 Equipment 107,087

Others 44,548 Training and Technical Assistance 19,774

Total Operating Expenses $ 225,792

Total Approved Budget $ 1,354,048

AWARD COMPUTATION: A. Non-Federal Share $ 288,534 B. Federal Share $ 1,154,135

FEDERAL SHARE COMPUTATION:

A. Total Federal Share $ 1,354,048 B. Unobligated Balance Federal Share 547.00

C. Fed. Share Awarded This Budget Period $ 1,354,595

08/26/2017 FDC

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CITY OF HOPEWELL, VIRGINIA

PUBLIC SCHOOLS’ - HEAD START PROGRAM Grant No: 03CH3468

Disclosure of

Public Funds Received As of December 31, 2016

TOTAL FEDERAL FUNDS AUTHORIZED Base Funding (P.A. 22) $ 1,334,274 Training and Technical Assistance (P.A. 20) 20,321

Total Federal Fund Authorized $ 1,354,595

FEDERAL SHARE OUTLAYS

STAFFING: Instructional Staff $ 514,830 Support Staff 261,408

Total Staffing $ 776,238

FRINGE BENEFITS: FICA (Social Security) $ 55,927 Retirement 113,423 Group Life 9,595 Disability 657

Retired Health Care Credit 8,414 Health Premium 164,001

Total Benefits $ 352,017

PROGRAM OPERATING EXPENSES: Purchased Services $ 43,413

Substitutes 13,391 In-Service 19,774

Electrical 1,078 Travel 57 Non-Instructional Supplies 11,558

Instructional Supplies 29,434 Equipment 107,087

Total Operating Expenses $ 225,782

Total Federal Outlays $ 1,354,048

UNOBLIGATED BALANCE OF FEDERAL FUNDS $ 547

10/17/2017 fdc

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Public and Private Funds Received  

 Hopewell Public Schools Head Start Public and Private Funds Received 

2017 FY Ending 12/31/2017

Funds Received: Head Start Funds  $1,314,186 Head start Training and Technical Assistance $ 20,321 In-Kind Contributions $ 333,627 Federal Share $ 1, 314,186 Un-Obligated Balance of Federal Funds $   Administrative Costs $ 139,947 Parent Activity $ 3,440  Total Funds Received  ________ 

(Award Amounts) $1,334,507 

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For additional contact information Please visit the Head Start Association at

www.headstartva.gov

Virginia Head Start Association P.O. Box 441

Woodstock, Virginia 22664 (540) 459-8923

Hopewell Public Schools 103 N. 12th Avenue

Hopewell, Virginia 23860 Hopewell.k12.va.us

(804)541-6400

Woodlawn Learning Center 1100 Dinwiddie Avenue Hopewell, Virginia 238

(804) 541-6414

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