Continuation Application 2014-2015
Teresa Wright, Ed.D., Director 321 633 1000 ext. 340
Terri Barlow, Principal 321 617-7786 ext. 290
Table of Contents Introduction ..................................................................................................................................... 1 Section I. Program Design and Approach to Service Delivery ................................................ 1 A. Long Range Goals, Objectives and Program Impacts .......................................................... 1 1.0
Program Design and Management ............................................................................... 2
2.0
Child Development ....................................................................................................... 5
3.0
Health Services ............................................................................................................. 6
4.0
Mental Health and Disability Services ......................................................................... 7
5.0
Family and Community Engagement ........................................................................... 9
B. Service Delivery ................................................................................................................... 11 C. Approach to School Readiness ............................................................................................. 12 D. Parent, Family and Community Engagement (PFCE) ......................................................... 20 E. Governance, Organizational and Management Structures, and Ongoing Oversight ............ 21 Section II. Budget and Budget Justification ............................................................................. 23
School Board of Brevard County Head Start Refunding Application_Revised 3/19/2014
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SCHOOL BOARD OF BREVARD COUNTY HEAD START 2014-2015 Continuation Application Introduction The budget period of 7/1/2014-6/30/2015 will represent the third year of operation for the School Board of Brevard County Head Start program. Program stakeholders have expressed a continued commitment to providing full-service prekindergarten programs to Brevard county’s most at-risk young learners in a high quality setting with instruction delivered by a well-equipped teaching staff. Continued and ongoing support is being provided by the board chair, board members, district support staff, administrators at each school site, teachers and other employees. All required refunding application documents were uploaded into the Head Start Enterprise System under the Grant Application Budget Instrument (GABI) tab.
Section I. Program Design and Approach to Service Delivery A. Long Range Goals, Objectives and Program Impacts Long Range Goals and Short Term Program Objectives Following is a listing of the School Board of Brevard County Head Start Program multiyear priority goals for each of the service areas reflected in the Head Start Performance Standards and the Head Start Act. Program staff determined long-term goals and objectives for program improvement with input from the Policy Council. Community assessment data, family survey results, annual self-assessment findings, child outcomes data, and recommendations from content area managers were used to identify priorities for the three year project period. The listing that follows contains the status of implementation for goals established prior to 2013-14, as well as new goals for the years that follow.
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1.0
Program Design and Management Long Term Goal: To strengthen the utilization of Head Start grant funding through adherence to established policies and procedures for planning, ongoing monitoring, recordkeeping and reporting, program governance, human resources, and fiscal accountability as measured by ongoing progress monitoring, annual self-assessment and formal program reviews. Short Term Program Objectives: 1.1
By February 2013, request and obtain a change in the budget year (currently May 1 to April 30) to align with the school district fiscal and school calendar year. (achieved June 2013)
1.2
By May 2013, secure training from PROMIS (management information system for planning, record keeping, and reporting) for the Head Start data registrar for generating and completing the Program Information Report (PIR). (achieved August 2013)
1.3
By April 2013, a plan will be developed to condense the location of Head Start classrooms to a smaller number of sites (the goal will be less than 15). Currently the program is housed in 21 locations. (achieved April 2013)
1.4
By September 2013, at least 50% of Head Start teachers must have a baccalaureate or advanced degree in early childhood education or a baccalaureate or advanced degree in any subject, and coursework equivalent to a major relating to early childhood education with experience teaching preschool-age children per the 2007 HS Act. (achieved May 2013)
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1.5
By August 2013, the program will increase the number of family advocates currently serving Head Start families. (The goal will be to have a minimum of 10 to serve the funded enrollment of 624.) (achieved December 2013)
1.6
By August 2013, the program will research hiring at least two additional instructional coaches (and/or resource teacher) to facilitate appropriate ongoing monitoring as required by the Head Start grant. (achieved August 2013)
1.7
By August 2013, the program will hire an additional instructional assistant for each 3 year old classroom or reduce the maximum number of students in the classroom to 15. (This goal was partially achieved in 2013-2014.) 1.7.1
(NEW) By August 2014, the program will hire an additional instructional assistant for each Head Start classroom.
1.8
By August 2013, all Head Start teachers will be trained in utilizing the PROMIS program (or other management system) to ensure accurate record-keeping and reporting as required by the Head Start grant. (This goal was reprioritized based on the acquisition of a new school district data collection tool/ learning management system.) 1.8.1
(NEW) Staff training in PROMIS will continue and include how best to utilize PROMIS to collect and analyze CLASS observation data.
1.9
By August 2013, the Head Start program will research a plan to work collaboratively with School Age Child Care (SACC) to provide high quality extended day services to Head Start children. (This goal was partially achieved; continue for 2014-2015 program year.)
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1.10
By August 2013, develop a record keeping system for required Head Start documentation using the established school district student cumulative record folder as a framework. Eligibility documentation will be maintained in a separate folder from the school district student cumulative record file. (achieved August 2013) 1.10.1 (NEW) Based on self-assessment data; specific items from student folders will be copied and stored at the central Head Start office for ease in accessibility.
1.11
By August 2013, develop a process for documenting non-federal share fund sources, particularly those provided by school district funds. (achieved August 2013) 1.11.1 (NEW) Staff will research other sources of non-federal matching funds to become less reliant on state prekindergarten funding. 1.11.2 (NEW) Staff will develop a readily available form to use for documentation of non-federal matching funds.
1.12
By August 2013, develop a process for documenting the work activity of those employees whose positions are split-funded using Head Start and other funds (local, state, and/or federal). (achieved November 2013)
1.13
By August 2013, a plan will be developed to increase funding for field trips and substitute teachers/instructional assistants in Head Start classrooms. (This goal was partially achieved; continue goal for the 2014-2015 program year)
1.14
(NEW) A teacher handbook will be developed to guide teachers in the implementation of all program components including the following: curriculum,
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assessment, screening, lesson planning, parent communication, parent involvement, ongoing progress monitoring, record keeping, and child progress reporting. 2.0
Child Development Long Term Goal: To provide a high quality early childhood program to eligible Head Start children as measured by ongoing progress monitoring, annual self-assessment and formal program reviews. Short Term Program Objectives: 2.1
By May 2013, Head Start/VPK Teachers will be provided the opportunity to attend CATCH training. (CATCH is a partnership with a local hospital to provide training for teachers in providing healthy nutrition and fitness activities for children.) (achieved in May 201; and continued for 2014-15 program year)
2.2
By August 2013, a new screener and assessment system will be implemented for use in all Head Start classrooms. (achieved September 2013) 2.2.1
(NEW) By December 2014 the Teaching Strategies GOLD assessment tool will be consistently used in all Head Start classrooms.
2.3
By August 2013, an improved system for documenting and monitoring individualization in lesson plans will be developed and implemented. Written guidelines will be developed for individualization of lesson plans. (achieved August 2013)
2.4
During the 2013-2014 School Year, all Head Start teachers will receive training in Conscious Discipline strategies, CLASS Dimensions, the Early Literacy Program and the HighScope Framework. (achieved December 2013)
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2.4.1
(NEW) Continue to provide training in Conscious Discipline strategies, CLASS Dimensions, HighScope, and Creative Curriculum for new employees.
2.5
By December 2013, all Head Start sites will be assessed to determine maintenance and playground equipment needs. Items will be purchased and/or repaired to the fullest extent possible based on available funding. (This goal was partially achieved; continue for 2014-2015 program year.)
2.6
(NEW) All Head Start teachers will receive training in Trauma Informed Care.
2.7
(NEW) The program will increase opportunities for students to access technology in the classrooms through the use of classroom computers and hand-held devices.
3.0
Health Services Long Term Goal: To provide high quality, comprehensive health services to eligible Head Start children as measured by ongoing progress monitoring, annual self-assessment and formal program reviews. Short Term Program Objectives: 3.1
Prior to registration for the 2013-2014 school year, a parent folder will be created to provide information regarding health and required information/documents for Head Start children and families. (achieved August 2013)
3.2
By March, 2013, a process for gathering essential health information during the initial eligibility meeting will be established. This will include documenting health insurance information and identifying whether or not families have a medical and dental home. (achieved March 2013)
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3.2.1 (NEW) By July 2014, the program will establish a procedure to follow-up with families in order to confirm the establishment of a medical and dental home. 3.3
By May 2013, the program will determine the parameters of collaboration with the Office of Food and Nutrition Services to provide a nutritionist/dietician to support the Head Start health manager in making sure the Head Start Performance Standards for nutrition are met. (achieved May 2013)
3.4
By August 2013, the program will hire one additional certified health technician for a total of three to support funded enrollment of 624 students. (achieved July 2013)
3.5
By August 2013, the program will secure medical providers in the local area to function as a referral source for Head Start children. (achieved August 2013)
3.6
By August 2013, the program will secure dental providers in the local area to function as a referral source for Head Start children. (achieved August 2013)
3.7
(NEW) By July 2014, the program will develop a procedure for either the teacher or the IA to complete a daily health checklist.
3.8
(NEW) By July 2014, the program will develop a procedure to provide parent input regarding on-going care and changes in health status.
4.0
Mental Health and Disability Services Long Term Goal: To provide a high quality early childhood program that includes mental health and disability services to eligible Head Start children as measured by ongoing progress monitoring, annual self-assessment and formal program reviews.
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Short Term Program Objectives: 4.1
By July 2013, the program will research and purchase a new screening and assessment tool for the program which addresses all areas of the Head Start Framework. (achieved July 2013)
4.2
Continue our Community Partnership with Brevard CARES to provide ongoing support to Head Start families. (achieved June 2013) 4.2.1
(NEW) By July 2014 establish a contract with Brevard CARES for training and technical assistance for parent, family and community engagement staff to provide referral services for at-risk families in crisis.
4.3
Continue the agreement with a mental health provider to offer comprehensive mental health services for Head Start families. Create a document providing information about the types of mental health services Head Start can provide for families and students. (achieved March 2014) 4.3.1
(NEW) By July 2014 contract with a mental health provider to make available services as indicated by the Head Start performance standards.
4.4
By July 2013, work with a mental health provider to develop a plan to provide mental health screenings within the first 45 days a student is enrolled in the Head Start program. (Modified in August 2013 to reflect a program wide, teacher administered developmental screener with a social/emotional component.)
4.5
(NEW) By September 2014, create an informational brochure outlining mental health services that are available to families.
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5.0
Family and Community Engagement Long Term Goal: To strengthen family and community partnerships utilizing the Head Start Framework for eligible children and their families as measured by ongoing progress monitoring, annual self-assessment, and formal program reviews. Short Term Program Objectives: 5.1
By February 2013, establish a policy and procedure for paying teachers and instructional assistants for extra duty for the required 2nd home visit. (achieved, February 2013)
5.2
By July 2013, the program will have no less than 750 eligible children in the PROMIS data base, ensuring there are at least 126 eligible children on the waiting list. (not achieved) 5.2.1
(NEW) By July 2014 the program will have no less than 15% of our funded enrollment in the PROMIS data base, ensuring there is at least 15% of our funded enrollment on the waiting list.
5.3
By August, 2013, family advocates will receive training in the Family Partnership Agreement, including relationship building skills with families. (This goal was partially achieved; continue for the 2014-2015 program year) 5.3.1
(NEW) Provide training to teachers and family advocates to support effective collaboration in meeting the needs of families.
5.4
During the 2013-2014 year, develop a plan to utilize social media, including a program website for families, to expand the program’s ability to communicate with parents. (not achieved, continue for the 2014-2015 program year)
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5.4.1
(NEW) Program staff will collaborate with the school district communications office and educational technology department to increase broader communications. (not achieved, continue for the 2014-2015 program year)
5.5
During the 2013-14 school year, the program will develop an activity with a focus on father involvement to be shared during the initial orientation process with families. (not achieved, continue for the 2014-2015 program year)
Program Impacts: Participants, Community, the School Board of Brevard County By establishing a Head Start program for at-risk children ages 3-to-5, the School Board of Brevard County has provided the community with an opportunity to take part in continuous care for families who have received fragmented services while struggling with issues of transportation, building relationships with authority figures and other financial/social/emotional concerns. Because the school district offers a continuum of services delivered by the local education agency, student achievement has been positively impacted in a variety of ways. The opportunity for children and families to work within the framework of the school system builds relationships that extend over time and throughout the entire academic sequence of the children served. This increases the possibilities of families’ engagement in the program. The approach to learning is both comprehensive and consistent. Carefully chosen curriculum is woven into the daily routines and lives of children and families. This creates a rich and fertile ground for both academic and social/emotional success. The staff employed by the organization has built a firm knowledge base of child growth and development, the role that the parent plays in the achievement of each child, and the importance of smooth transitions between and among programs.
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B. Service Delivery There have not been any changes to either the program plan to provide child development services, or to the service/recruitment areas and criteria. The Head Start preschool funded enrollment has remained, and will continue to remain, at 624. The program has maintained two stand-alone sites and continues to serve students in 10 elementary schools and one high school in a center based model. The delivery of health services has included the creation and implementation of a parent communication health folder. This folder provides information regarding health and wellness as well as all required documents (as appropriate) to be completed by families to provide a full and complete understanding of the health needs of all children participating in Head Start. As a result of the self-assessment the health manager collaborated with the family services manager to determine a process by which essential health information such as documenting health insurance information and identifying family status regarding a medical and dental home will occur during eligibility. The program secured both medical and dental providers in the local area to function as a referral source for Head Start children. Certified health technicians performed the hearing and vision screenings and body mass index for children who did not have a current physical. As a result of the health services staff developing a partnership with the Women, Infants, and Children (WIC) program, they were able to acquire hemoglobin results for children of families receiving WIC. By supporting families in obtaining current physicals and immunization records during the registration process, health staff was able to enter health information into PROMIS in a timely manner. The program’s transition plan includes entry into and exit from the program. The transition process is smooth and effective because the preschool children ride the same buses, eat in the same cafeteria, and participate in many of the same
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activities (computer lab, music, physical education, media center) as the other children in the elementary schools. Parents are introduced to kindergarten teachers, classrooms, and routines as part of the elementary school experience and through open houses held at the end of the academic year. Student files are already part of the permanent school records, both educational and health, and are, therefore, transferred in a timely manner. The Head Start program supports parent participation at each site through a variety of opportunities. Both the family advocates and teachers invite families into the classrooms during the initial home visits. Families are invited into the school throughout the year. These activities include open houses, curriculum nights, parent/teacher conferences, community presentations, guest speakers, celebrations, literacy activities and parent meetings. Changes in transportation for students located at Riverview School were indicated and occurred due to difficulty in recruiting children in this area of the county. Unlike most of the other sites, students living within the two mile radius are provided transportation to and from school each day. With the addition of transportation, the program increased enrollment. C. Approach to School Readiness The School Board of Brevard County Head Start program has established a school readiness plan that includes school readiness goals that are aligned with the five essential domains identified by the National Education Goals Panel as well as the eleven domains in the Head Start Child Development and Early Learning Framework. Additionally, the goals are aligned with the Florida Early Learning and Developmental Standards for both 3 and 4 year olds, the Head Start Performance Standards, adopted curriculum components and the requirements and expectations of the school district. The readiness plan incorporates the four integral elements of quality teaching and learning found in the HOUSE framework (The School Board of Brevard County Head Start Refunding Application
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National Center on Quality Teaching and Learning, August 2012 V.2.2). These include engaging everyday interactions with children, choosing and implementing a strong curriculum, using regular assessment of children’s skills, and individualized teaching. Assessment System Progress towards meeting the school readiness goals is measured using a wide variety of assessment tools including anecdotal notes, children’s portfolios, a locally developed assessment tool, the Battelle Developmental Inventory (BDI) screening instrument, the Florida Voluntary Prekindergarten (VPK) Assessment for 4 year olds and the Teaching Strategies GOLD ongoing assessment. The Florida Voluntary Prekindergarten (VPK) Assessment, a formal progress monitoring assessment, is used to collect information about children’s development. This allows the program to monitor and assess academic progress as well as gather information that can be used to meet the instructional needs of each child. The VPK Assessment is aligned with Florida Early Learning and Developmental Standards for Four-Year-Olds which have been aligned with the Head Start Child Development and Early Learning Framework. The VPK Assessment is administered in September, January, and May and measures progress in print knowledge, phonological awareness, mathematics, language and vocabulary with results being entered into the VPK Online Reporting System. The VPK Assessment Online Reporting System has the capacity to create reports which teachers use to monitor progress and use the results to assist in planning instruction to meet each child’s needs. Teachers plan large group, small group and individualized instruction based on the data results connected to the Standards for Four-YearOlds. Reports are available for results at the child, classroom, and center levels. Internet links to
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instructional strategies aligned with the Standards for Four-Year-Olds are available to instructional staff through a state early learning website. The Battelle Developmental Inventory (BDI) screener is completed within 45 calendar days of each child’s entry into Head Start. The BDI examines the skill level of students ages 3 to 5 in five different domains. These include: adaptive, personal/social, communication, motor, and cognitive. Based on skill level, children score either “pass” or “refer”. Children whose skills indicate a “refer” are then provided interventions in order to support growth. Teachers may refer students to the Exceptional Student Education (ESE) Specialist or to the Individual Problem Solving Team (IPST) located at each school site. BDI class screening results and follow-up interventions are shared with the parents, site administrators, and the education manager. Data is aggregated by teachers at the student and classroom level and by the education manager at the school and program level. The Developmental Profile is a locally created ongoing progress monitoring tool that is aligned with the Head Start Child Development and Early Learning Framework and the prekindergarten learning standards for Florida. It is completed three times each year and the results are shared with families at parent conferences. Beginning in the fall of 2013, teaching staff began transitioning from the Developmental Profile to GOLD, which is based on 38 objectives that include predictors of school success and are aligned with the state prekindergarten standards for Florida as well as the Head Start Child Development and Early Learning Framework. The data are aggregated by classroom and program level three times per year: November, February and May. At each point, program staff studies the child outcome averages across domains for the total program to identify any school readiness areas where children are not progressing. Next, staff looks at the distribution of scores
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to examine the variability of children’s progress. Program staff, working collaboratively with classroom teachers, determines where to place additional support for individualizing teaching and learning. Staff disaggregates data to discern patterns among subgroups and identify achievement gaps. Each teaching team uses the analysis to refine their planning process for each child and groups of children and as a guide to set professional goals as part of each teacher’s Professional Growth Plan (PGP). Using data from multiple sources, teachers focus on school readiness in a developmentally appropriate manner for each child. Data collected from the BDI, GOLD, VPK Assessment and the Developmental Profile will be used to determine group and individual professional development needs. The data will be shared with teachers, parents, school administrators, the school readiness team, district personnel, the school board, and the Policy Council. The progress of children with suspected disabilities or with identified disabilities is monitored through specific Individualized Education Plan (IEP) forms and through observations and assessments made by the classroom teaching team. Key Findings from Assessment Data The Head Start program was new to Brevard Public Schools for the 2012-13 school year. The assessment data from last year’s state Voluntary Prekindergarten (VPK) program includes the VPK Provider Kindergarten Readiness Rates, the VPK Assessment data and the pre and post screener, the DIAL-3. The Kindergarten Readiness Rates were based on the students’ substantial completion (70 %+) of the VPK program and scores that indicate readiness for kindergarten on both the Early Childhood Observation Screener (ECHOS – Not Yet Demonstrating, Emerging/ Progressing or Demonstrating) and the Florida Assessment in Reading (FAIR-K – 67%+ probability of reading success). The percentage of students identified as “ready” for
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kindergarten in Brevard Public Schools was well above the percentage statewide. Additionally, all 2013-14 Head Start school sites have achieved a Kindergarten Readiness Rate above the benchmark score of 70%, ensuring that none will be identified as low performing providers. The average score for the eleven Head Start school sites is 82%. The administrative team, teachers, and instructional assistants work together at the site to analyze the data for student, class, and program reports and engage in ongoing progress monitoring. Based on the results of last year’s VPK Assessment data, the program has determined that all Head Start sites made significant increases in the percentage of students identified as Exceeding Expectations (EE) and Meeting Expectations (ME), along with a significant decrease in the percentage identified as Below Expectations (BE). The results of VPK Assessment AP1 from October 2013 indicate that print awareness and mathematics are the greatest area of need for students. The program will concentrate efforts in these areas and continue to address phonological awareness, oral language/vocabulary, and teacher/child interactions. Data from AP2 will be utilized to continue to drive instruction and conduct ongoing progress monitoring at the student, classroom, school, and district levels. Individual student screening and assessment information is also shared with families during parent conferences led by Head Start teachers. Teachers share data in a user friendly format to ensure that parents understand student strengths and areas of need. Parents also receive specific information and suggestions about how they can support their child’s development and academic growth at home. The initial results from the Batelle Developmental Inventory indicate a pass rate of 80% or higher for 3 year olds in the motor, adaptive, personal/social and cognitive domains. The communication domain indicated a pass rate of 77%. The pass rate for 4 year olds for all
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domains was 80% or higher. The pass rate program wide, for all five domains was 80% or higher. The initial results from the GOLD ongoing assessment indicate performance and growth in all areas. The physical areas (fine and gross motor) indicate the greatest opportunities for improvement. Literacy and math have shown the most improvement since the first checkpoint. Graduation is a long term goal for all students. Key data related to Brevard Public School graduation rates indicate that students fare well in the long term. According to the Florida Department of Education graduation rates for 2012-2013, Brevard’s graduation rate went up 2.2 percentage points while the state average increased 1.1 percentage point. The state graduation rate for African American students is 15.9 percentage points lower than Caucasian students, while the difference for students in Brevard is just 7.6 percentage points. Similarly, Florida’s Hispanic students lag 5.6 percentage points behind Caucasian students while the difference in Brevard is just 1.5 percentage points. Brevard’s overall graduation ranking in Florida is 5th. The graduation rate among African American students in Brevard ranks 5th and among the Hispanic population it is ranked 3rd. The program has learned the importance of informing families about each assessment tool and demonstrating student progress over time. School readiness can be positively impacted when families are made partners in the growth and development of their child. By articulating with the public schools we have learned how we can more clearly align learning outcomes with the entry level skill expectations for kindergarten. Communication with the schools has supported assessment data results that show significant ongoing progress in all areas. Teachers facilitate a family meeting about the standards and the connections to the assessments at the beginning of the school year. The progress of individual children is shared
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three times during the school year during scheduled parent conferences. Teachers share the individual student assessment reports, authentic work samples, and classroom observations. Teachers and families work together to set goals for individual student success as well as to provide the resources for follow-up. Program Improvements The program will continue to implement the Classroom Assessment Scoring System (CLASS) to support and increase the skill level of teaching teams relative to teacher-child interactions. Six members of staff are certified CLASS reliable. The education manager is a certified “train the trainer” for CLASS. The education manager and one instructional coach are Making the Most of Classroom Interactions (MMCI) trainers. Thirty-four teachers and 34 instructional assistants working in the program are receiving training in MMCI during the 20132014 program year. The MMCI training sessions allow teaching teams to examine the impact of teacher-child interactions and relationships on children’s learning. The professional development provided helps guide educators to identify teacher-child interactions that affect child outcomes. Finally, training participants learn how using the CLASS observation tool can provide a framework for considering teaching practices and guiding observations using actual classroom videos. The program will begin classroom observations with the CLASS tool after the completion of MMCI training during the 2014/2015 program year. Classroom teaching staff is provided both group and individual professional development opportunities to support the successful implementation of the school readiness goals. Each teaching team consists of a lead teacher and at least one instructional assistant. Both the teacher and the assistant must complete and pass two online training courses presented by the Florida Department of Children and Families: Language and Vocabulary Instruction for PreK and
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Emergent Literacy Instruction for PreK. Teachers of 4 year olds must also complete training in the administration of the VPK Assessment instrument. As part of the implementation of both Teaching Strategies GOLD and Creative Curriculum teachers received four days of professional development on both of these components. All teachers receive either training in the state Standards for Four Year Olds or Standards for Three Year Olds. All teachers and instructional assistants have been trained in the Head Start family eligibility process, the Exceptional Student Education (ESE) referral process, the Head Start Child Development and Early Learning Framework and School Readiness Goals, the Parent, Family, and Community Engagement (PFCE) Framework, and Child Abuse and Neglect awareness training. Teachers have received training in the administration of the Battelle Developmental Inventory. Teachers and instructional assistants have also received training in HighScope Adult-Child Interactions and the Healthy Habits for Life curriculum component. To improve student performance relative to physical development, the program will continue to provide CATCH (Coordinated Approach to Child Health) training. CATCH employs a holistic approach to child health by targeting multiple aspects of the school community and involving teachers, students, families and the broader school community in a range of health promoting activities. Each classroom teacher is required to create an individual Professional Growth Plan (PGP) annually using the guidelines set forth in the school district Instructional Personnel Performance Appraisal System (IPPAS). Each PGP must include the development of an individual goal, work plan strategies and outcome measures and reflection. The IPPAS utilizes teacher evaluation metrics that include professional practices and student achievement. The appraisal system includes seven dimensions: instructional design and lesson planning; learning
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environment; instructional delivery and facilitation; assessment; professional responsibilities and ethical conduct; relationships with children; and relationships with parents and the community. Each teacher and instructional assistant is observed by administrators and fellow teachers both formally and informally. The final summative evaluation for each teacher includes a review of the effectiveness of the individual Professional Growth Plan (PGP). Instructional assistants are also required to complete a Professional Development Implementation Plan. Each plan must include at least one goal that connects professional development to student learning. As stated in the introduction, a review of community assessment data revealed general satisfaction with the quality of the School Board of Brevard County Head Start program. The results of the self-assessment, including program strengths and opportunities for improvement are detailed in a separate section of the refunding application. D. Parent, Family and Community Engagement (PFCE) Parent, family and community engagement in the Head Start program includes building relationships to support family well-being, positive relationships between parents and their children, and ongoing learning for both parents and children. The program has a systematic, integrated and comprehensive approach to family engagement and has maintained the Parent, Family, and Community Engagement (PFCE) goals and plans. Parents are provided with opportunities to volunteer at their child’s school, attend parent/child conferences, participate in home visits and increase their understanding of child readiness expectations by contributing to the Head Start School Readiness Plan. Families have the opportunity to participate in monthly meetings at each school and they are also invited to participate in the Family as Readers program. Family advocates provide support to families through the analysis of needs, goal setting and access to support systems when indicated. One hundred percent of families enrolled
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in the program have completed a family needs assessment that outlines opportunities for volunteering in the school setting, topics about which families might need more information, and an invitation to attend the parent school committee and the policy council. In collaboration with the family advocate, families enrolled in the program have also completed a Family Partnership Agreement. This agreement is a joint effort with staff to identify family goals, strengths, and resources or areas of support. Progress towards completion of the goals is monitored by the family advocates. The following data reflects family progress in program activities that support individual children’s school readiness: 87% of families participated in home visits by the date of the self-assessment, and 83% of families had participated in parent-teacher conferences. A program-wide, monthly average of 251volunteer hours provided evidence of parent involvement in student learning. E. Governance, Organizational and Management Structures, and Ongoing Oversight There were not any changes to the roles and responsibilities of the school board and Policy Council. A new school board chairperson was selected by majority vote of the board, according to established policy, in November, 2013. There were additions and changes to the organizational chart for the Head Start program to increase the capacity managerial monitoring and oversight for the benefit of program quality. The position of Head Start director/principal was added to provide an increased level of decision-making authority, providing necessary autonomy for the person in this role. Based on the recommendation of Head Start Training and Technical Assistance, the program added a family services manager. The primary responsibilities of this person are to oversee the ERSEA process and supervise family advocates. Ten additional family advocates, for a total of 14 were hired to facilitate the ERSEA process and maximize services to families.
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The program utilizes PROMIS as the primary management system for planning, record keeping and reporting. This comprehensive management information system is used by program staff to manage client intake, eligibility and program enrollment. The program also utilizes the school district data management system for some attendance and enrollment tasks. Most communications are carried out through the school district email or website. A summary of the results of the most recent self-assessment and the improvement plan and a comprehensive training and technical assistance plan were uploaded into the Head Start Enterprise System (HSES) as separate documents. School Board of Brevard County Head Start Refunding Application
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Section II. Budget and Budget Justification A detailed budget narrative for planned use of the restoration of sequestered funds, costof-living adjustment (COLA), program operation costs, training and technical assistance (TTA), and sources of non-federal share appears on the following pages. As indicated by Program Instruction ACF-PI-HS-14-01, released on February 10, 2014 regarding the FY 2014 funding increase, the amounts for restored funding and the COLA are included with the budget narrative for program operations. The budget narrative for TTA and non-federal share are separate. A manually created SF-424A reflecting the COLA funding and sequestration restoration in separate columns was uploaded as a separate document into the Head Start Enterprise System under the Grant Application Budget Instrument (GABI) tab.
Program Operations Budget – Inclusive of Restored and COLA funds
RESTORATION OF SEQUESTERED FUNDS GABI Line
Line Item Description a. Personnel - Child Health and Developmental Services Teacher Aides & Other Personnel: Restoration funds will be used to hire additional instructional assistants. These additional units will ensure program compliance with adult to child ratios as required by the Head Start 5 Performance Standards. These additional positions will also support school readiness goals by reducing the adult to child ratios during instructional time. TOTAL UNITS 10.5 b. Fringe Benefits FICA at 6.2% ; Workman's Comp at .558% 1 2
Health/Dental Insurance at $6,532 annually; Life Insurance at .216%
3
Retirement at 4.91%
b. Fringe paid by RESTORATION OF SEQUESTRATION -SUBTOTAL Total Personnel and Fringe paid by RESTORATION OF SEQUESTRATION SUBTOTAL
School Board of Brevard County Head Start Refunding Application
Operation Costs
$156,368 $10,479 $65,464 $10,780 $86,723 $243,091
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PLANNED USE OF COLA FUNDS GABI Line
Line Item Description a. Personnel - Child Health and Developmental Services Teacher Aides & Other Personnel: COLA funds will be used to hire additional instructional assistants. These additional units will ensure program compliance with adult to child ratios as required by the Head Start 5 Performance Standards. These additional positions will also support school readiness goals by reducing the adult to child ratios during instructional time. TOTAL UNITS 2.5 b. Fringe Benefits FICA at 6.2% ; Workman's Comp at .558% 1 Health/Dental Insurance at $6,532 annually; Life Insurance at .216% 2 Retirement at 4.91% 3 b. Fringe paid by COLA FUNDS SUBTOTAL Total Personnel and Fringe paid by COLA FUNDS
Operations Costs
$36,957 $2,492 $17,954 $2,563 $23,009 $59,966
PROGRAM OPERATIONS BUDGET PLAN GABI Line
Line Item Description a. Personnel - Child Health and Developmental Services Program Managers/ Content Experts: Education and PFCE Resource Teacher for Head Start/Program Manager (1.5 units); Head Start 1 Instructional Coach/Content Expert (3.0 units) TOTAL UNITS 4.5 2
Teachers - Head Start Classroom Teachers (24.5 units) TOTAL UNITS 24.5
3
Family Childcare: No family childcare workers are employed using Head Start program funds.
4 5 6 7 8 9
Home Visitors: No home visitors are employed using Head Start program funds. Teacher Aides & Other Personnel: Head Start Classroom Instructional Assistants (33.0 units); 0.5 instructional assistant employed to assist with Head Start family literacy activities. TOTAL UNITS 33.5 Health/Mental Services Personnel: The grantee contracts with community agencies for health/mental health services.
Operations Costs
$193,558 $1,006,680 $0 $0
$493,446 $0
Disabilities Services Personnel: Employee with experience in working with students with disabilities to provide support services for children (1.0 unit) Nutrition Services Personnel: Nutritionist/Dietician (.50 unit)
$58,495
Other Child Services Personnel: No personnel in this category are employed using Head Start funds. a. Child Health and Developmental Services Personnel SUBTOTAL
$0
$22,140
$1,774,319
Child Health and Developmental Services Personnel TOTAL using Sequestration Restoration, COLA, and Operations Funds $1,967,644 School Board of Brevard County Head Start Refunding Application
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a. Personnel - Family and Community Partnerships 10 Program Managers/Content Experts: Family Services Manager (1.0 unit); $58,499 11 Family Advocates (ERSEA): Family Advocates (13.0 units) $193,263 a. Family and Community Partnerships Personnel SUBTOTAL $251,762 a. Personnel - Program Design and Management Executive Director: Early Childhood & Title I Director (.20 unit paid from 12 Head Start funds) $20,951 13 Head Start Director: Head Start Principal/Director (.78 unit) $61,455 Managers: Technology Associate (1.0 unit) and Head Start Program 14 Coordinator (1.0 unit) TOTAL UNITS 2.0 $121,562 Staff Development: No charges to Program Operations budget for this line 15 item; staff development will be paid from TTA funds. $0 Clerical Personnel: Program Secretary (1.0 unit); Data Registrar (1.0 unit); 16 Office Clerk (1.0 unit); Center Secretary (.10 unit) TOTAL UNITS 3.1 $90,884 17 Fiscal Personnel: Accounting Specialist III (1.0 unit) $30,630 Other Administrative Personnel: Head Start Center Supervisor (1 unit); 18 School (Center) Site Administrator (.45 unit) TOTAL UNITS 1.45 $64,280 a. Program Design and Management Personnel SUBTOTAL $389,762 a. Personnel - Other Personnel Maintenance Personnel: Custodial staff; 1.0 unit for stand alone center, .5 19 unit for various sites based on needed TOTAL UNITS 1.5 $24,570 Transportation Personnel: Bus assistants for various locations based on 20 need (3.0 units) $43,002 21 Other Personnel: No other personnel are employed using Head Start funds. $0 a. Other Personnel SUBTOTAL $67,572 a. Personnel -TOTAL $2,676,740 b. Fringe Benefits 1 FICA at 6.2% ; Workman's Comp at .558% $183,091 2 Health/Dental Insurance at $6,532 annually; Life Insurance at .216% $583,484 3 Retirement at 4.91% $168,546 b. Fringe SUBTOTAL $935,121 FRINGE TOTAL using Sequestration Restoration, COLA, and Operations Funds $1,044,853 c. Travel Staff Out of Town Travel: No charges to Program Operations budget for this 1 line item; staff out of town travel will be paid from TTA funds. $0 c. Travel SUBTOTAL $0 d. Equipment 1 2 3
Office Equipment: The grantee does not anticipate any charges to the Head Start program $0
for this category.
Classroom/Outdoor/Home-based/FCC: The grantee does not anticipate any charges to the Head Start program for this category. Vehicle Purchase: The grantee does not anticipate any charges to the Head Start program for this category.
$0 $0
4 Other Equipment: Modifications and/or new playground equipment for select sites.
$29,702
d. Equipment SUBTOTAL
$29,702
School Board of Brevard County Head Start Refunding Application
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e. Supplies 1
2
3 4
Office Supplies: Office, Administration, Fiscal Management, Materials for Program Coordinators, Specialists, and other personnel for items such as but not limited to printer cartridges, software, binders, and other general office supplies to support the Head Start Program. Child and Family Services Supplies: Medical/Dental related items and supplies ($12,000), Classroom materials and supplies ($68,000), Supplies to support parent, family and community engagement supplies ($5,000), Curriculum materials and supplies to support school readiness goals (i.e.. Nemours Bright Start) ($48,500), Assessment materials and supplies ($5,200), Subscriptions/Publications/ Registration or other related fees for classroom, educational experiences, health, mental health disabilities, and/or administration ($5,000). Teaching Strategies Gold electronic portfolios ($7,118) Food Services Supplies: The grantee does not anticipate any charges to the Head Start program for this category. Other Supplies: Hand-held devices with protective cases for student use in the classroom.
Supplies Subtotal f. Contractual Administrative Services: Contracted administrative services such as the 1 external fiscal audit, health and safety monitoring of Head Start classrooms and other grant requirements. Health/Disabilities Services: Contract with Brevard County Health Department for thecoordination of health screenings and dental care (Head 2 Start Nursing Supervisor and three Certified Health Technicians). Contract with Kinder-Consulting to provide child mental health services at $50 per hour up to 150 annually ($7,500). Food Services: The grantee does not anticipate any charges to the Head Start 3 program for this category. Child Transportation Services: Contract with Brevard Public Schools Transportation Department to provide bus transportation for approximately 4 125 Head Start children at $890 per child ($124,600) and provide transportation for 3-4 field trips per class. ($13,600). Training and Technical Assistance: Contracts with organizations for the 5 provision of training and/or technical assistance that may include curricular programs, assessment tools, and program management technology. Family Childcare: The grantee does not anticipate any charges to the Head 6 Start program for this category. Delegate Agency Costs: The grantee does not anticipate any charges to the 7 Head Start program for this category.
School Board of Brevard County Head Start Refunding Application
$15,000
$150,818 $0 $19,142 $184,960
$30,000
$132,839 $0
$138,200
$10,000 $0 $0
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Other Contracts: Contract with Brevard CARES to provide Parent, Family, and Community Engagement support for Head Start families identified as high risk and/or experiencing an acute crisis that involves intervention beyond the scope of services provided by the family advocates; this includes 8 Care Coordination, Family Team Conferencing, and 24/7 Mobile Response Services for families and access to non-federal share funding resources. This contract also provides for ongoing training and technical assistance to increase the capacity PFCE staff. Contractual Subtotal g. Construction The grantee does not anticipate any charges to the Head Start program for this category. Construction Subtotal h. Other Depreciation/Use Allowance: The grantee does not anticipate any charges 1 to the Head Start program for this category. Rent: The grantee does not anticipate any charges to the Head Start program 2 for this category. Mortgage: The grantee does not anticipate any charges to the Head Start 3 program for this category. Utilities/Telephone: Charges for utilities/telephone at the stand-alone Head 4 Start centers including Clearlake Education Center (4%). Building and Child Liability Insurance: The grantee does not anticipate any charges to the Head Start program for this category. Insurance coverage is 5 paid by the school district. 6
Building Maintenance/Repair and Other Occupancy: For building maintenance/repair costs not covered by local funds, especially the standalone Head Start centers.
7
Incidental Alterations/Renovations: Necessary alterations/renovations such as but not limited to office space, classroom, and play areas.
8
Local Travel: Costs associated with mileage reimbursement for personnel conducting home and site visits; costs associated with vehicle maintenance repair, operation and insurance.
9 10 11 12
Nutrition Services: Nutrition curriculum for parent education. Child Services Consultants: The grantee does not anticipate any charges to the Head Start program for this category. Volunteers: Pay for fingerprinting to comply with state regulations $47 per volunteer x 52 volunteers. Substitutes (if not paid benefits): Provide substitutes for teachers and/or instructional assistants ($1,180 per classroom)
School Board of Brevard County Head Start Refunding Application
$69,800 $380,839
$0 $0
$0 $0 $0 $30,000
$0
$10,000 $25,000
$30,000 $2,000 $0 $2,444 $40,120
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13
Parent Services: Parent and Policy Council Support for Parent Activity and Policy Council fund at $10 per child ($6,240), dues and fees for parents and/or policy council members ($2,525)*, parent travel as needed for Policy Council support ($1,250). (*These funds are set aside to cover dues and fees that may be charged for Head Start parents to participate in programs and/or organizations that support parent engagement activities.)
$10,015
Accounting and Legal Services: The grantee anticipates little expenditure associated with this category. $5,000 Publications/Advertising/Printing: For costs associated with maintaining 15 full compliance with the Head Start Act and Head Start Performance Standards, including items to facilitate ERSEA. $5,000 Training or Staff Development : No charges to Program Operations budget 16 for this line item. $0 Other: 17 $0 h. Other Subtotal $159,579 i. Sum of Direct Charges (Sum of a-h) Total of Direct Charges $4,476,673 j. Indirect Cost Indirect Cost (IDC)* calculated at the LEA state negotiated rate of 4.88% on allowable budget items minus equipment, capital outlay and contractual services. The IDC budgeted only applies to operational funds. Total of Allowable Budget Items for Indirect Cost Calculation $4,016,990 j. Indirect Cost SUBTOTAL $196,029 k. Totals Total Head Start Refunding Request for Program Operations(Sum of a-j) $4,672,702 14
* The School Board of Brevard County Head Start Indirect Cost Rate Agreement was uploaded into the Head Start Enterprise System (HSES) under the Grant Application Budget Instrument (GABI) as a separate document.
School Board of Brevard County Head Start Refunding Application
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Training and Technical Assistance Budget GABI Line
c. 1
Line Item Description Staff Out of Town Travel: Professional development conferences and/or workshops such as but not limited to Regional and National Head Start Conferences, NAEYC, Florida Head Start Association for appropriate staff members as needed to support program implementation. An example is provided below, final decision for specific conferences will be based on conference offerings relative to program needs. For example, attendance at two conferences based on the following details: name of conference, destination, length of stay, purpose, staff positions and cost. #1) Florida Head Start Association, Orlando, FL, 2 days, Purpose-Head Start Professional Development, Head Start Coordinator, Family Services Manager/PFCE Staff, Parents (2), $2,500. #2) Florida Association for Educators of Young Children Orlando, FL 3 days, Purpose- ECE Professional Development, HS Coordinator, Resource Teachers (2), Instructional Coaches (3), Health Manager, and ESE Specialist, $2,500. Note: Travel Reimbursement Rates: Mileage at .56 per mile, PerDiem $80.00, breakfast $6, lunch $11, Dinner $19 per day – plus the cost of transportation and lodging if warranted.
e.
Supplies to support professional development activities paid for with TTA funds.
h. 15
Publications/Advertising/Printing costs associated with professional development activities paid for with TTA funds.
h. 16
Training or Staff Development : Contracts with individuals for the provision of training and/or technical assistance including Conscious Discipline, curricular programs, assessment tools, and program management technology. Summer contracts with 10-month employees, including district Head Start personnel and classroom teachers to provide or attend training and technical assistance sessions. The training provided is designed to support school readiness goals, including language and literacy curriculum and assessment tools. TTA TOTAL
TTA Costs
$15,000 $4,885 $1,200
$32,996 $54,081
*The School Board of Brevard County Head Start Training and Technical Assistance Plan was uploaded into the Head Start Enterprise System (HSES) under the Grant Application Budget Instrument (GABI) as a separate document.
School Board of Brevard County Head Start Refunding Application
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Non-Federal Share Requirement Non-Federal Share (cash and in-kind) GABI Line
Line Item Description
a. Personnel Child Health and Developmental Services Content Experts: Resource teachers supporting Head Start program, portion (.40 unit) of salaries paid 1 by state funded prekindergarten (VPK) funds. 2 5 12
Teachers 9.50 Head Start classroom teacher units paid by state funded prekindergarten (VPK) funds. Teachers’ Aides: 9 instructional assistants for Head Start paid by state funded prekindergarten (VPK) funds. Executive Director: Provides oversight/supervision of Head Start program, portion of salary (.10) paid by state funded prekindergarten (VPK) funds to support program design and management.
Non-Federal Share
$20,899 $416,588 $133,744
$10,476
13
Head Start Principal/Director: Portion of salary (.22) paid by state VPK funds.
$17,333
14
Managers: District-based VPK coordinator who provides oversight of the VPK portion of the program (.30)
$19,598
14 16
16
17
18
19
21
Accounting Services Manager: District-based manager who manages the fiscal draw-downs and reporting for the Head Start program (.05), salary paid by school district funds. Clerical Personnel: School-based clerical personnel providing support for Head Start, portion of salary (.21 unit) paid with school district funds. Clerical Personnel: Accounting specialist who provides support for obtaining reimbursement for Head Start student participation in the VPK program, salary paid by state VPK funds (.35 unit); secretarial staff (1.0 unit) supporting Head Start Program, salaries paid with school district funds Fiscal Personnel: District-based fund accountant who manages accounting strings for the Head Start program (.05 unit), salary paid by school district funds. School (Center) Site Administrators: Manage classrooms located in schools (.21 of principals/assistant principals salaries $34,834); stand-alone center assistant principal ( $34,844), portion of salary paid by school district funds. Maintenance Personnel: Custodial staff providing support for Head Start, portion of salary (.21 of custodial staff salaries $38,128) paid with school district funds; Custodial staff (.55 of two custodial salaries $18,018) for Riverview School (stand alone Head Start site) paid for with school district funds. Food Services Personnel: Cafeteria workers providing support for Head Start, portion of salary (.21 unit) paid with school district funds. a. Personnel paid by school district funds- Subtotal
School Board of Brevard County Head Start Refunding Application
$3,554 $20,395
$53,871
$1,812
$69,678
$56,146 $24,487 $848,581 30
b. Fringe (paid by school district funds for employee units listed above) FICA at 6.2% ; Workman's Comp at .558% 1 Health/Dental Insurance at $6,532 annually; Life Insurance at .216% 2 Retirement at 4.91% 3 b. Fringe paid by school district or state VPK funds- Subtotal e. Supplies (expenses paid by school district funds) e. Supplies paid by school district funds and/or donated- Subtotal f. Contractual (Other Contracts- Brevard CARES) f. Community referrals provided to families through state fundsSubtotal h. Other (expenses paid by local funds) Utilities, Telephone: In-kind calculated based on percentage of classroom 4 space utilized for Head Start at each school site. Incidental Alterations/Renovations: Incidental alterations/renovations to Head Start classrooms as necessary to accommodate program needs (paid 7 with school district funds). 11
Volunteers: Parent and community volunteers 10 projected x 30 average hours at $15/hr.= $4,500); Policy Council members (9 meetings x 15 members at $25=$3,375); School Board Member Support ($17.30/hr. x 30 hrs.= $519). h. Other expenses paid by school district funds and/or donatedSubtotal Total Non-Federal Share (cash and in-kind)
$40,280 $152,679 $38,536 $231,495 $5,490
$31,000
$55,508
$1,228
$8,394 $65,130 $1,181,696
The School Board of Brevard County Division of Financial Services ensures all local, state and federal requirements are followed with regards to the fiscal management of the Head Start program. A comprehensive school district financial management system with established internal control policies and procedures assures the program maintains effective control and accountability for grant funds, property and other assets. In addition, the Head Start program employs an accounting specialist who handles all aspects of the day to day budget. As a public school system accountable to a variety of stakeholders including state and federal government agencies, fiscal management is a noted area of strength for the grantee.
School Board of Brevard County Head Start Refunding Application
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The School Board of Brevard County Head Start Program Cost Allocation Plan describes the cost allocation methodology for any proposed shared costs between programs. This document was uploaded into the Head Start Enterprise System.
School Board of Brevard County Head Start Refunding Application
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