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Sweetwater County School District #1

Head Start Annual Report Fiscal Year 2012/2013 June Privitt, Director February 2014 www.sweetwater1.org.hew

The soul is healed by being with children. English Proverb

Head Start  is  a  bridge  from  poverty  to  future   success.    Our  children  and  families  cross  it  well   prepared  to  enter  the  public  school  system.  

Contents Children & Families School Readiness Outcomes Head Start Works! Program Governance Funding & Expenditures Services Federal Monitoring and Fiscal Accountability Parent & Child Activities Local Head Start Information

Our Mission Sweetwater County School District Number One Head Start is committed to empowering families by providing opportunities for early childhood development, family partnerships, and community involvement through quality, confidential services.


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Children &  Families   We  are  federally  funded   to  serve  120  children  ages   3  &  4  and  their  families   who  meet  the  Federal   Poverty  Guidelines   (FPG).    A  maximum  of   10%  may  be  over  income.  

"An aware  parent  loves  all   children  he  or  she   interacts  with  -­‐  for  you  are   a  caretaker  for  those   moments  in  time."   - Doc Childre, founder of the nonprofit institute HeartMath, a research and education organization

Excitement racing  cars  at  the                 annual  1825  Club  Pinewood   Derby.  

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Actual 2012/2013   enrollment  was  133   children  (127  families),   which  is  approximately   54%  of  the  eligible   preschoolers  in  Rock   Springs  and  Green   River.   Average  monthly   enrollment  was  118   (98%  of  funded   enrollment).   Demographics:   - 55%  Non-­‐ Hispanic/Non-­‐ Latino   - 45%   Hispanic/Latino   - 79%  (105)  qualified   with  income  at  or   below  the  FPG   - 20%  (27)  were   categorically  eligible   (18  verified   homeless;  6  in   foster/kinship  care;   3  received  SSI)   1%  (1)  was  over  income.     Children  were  served  in  

five classrooms  in  Rock   Springs  and  one   classroom  in  Green  River.     Children  and  their  male   role  models  participated   in  activities  planned  by   the  1825  Club.   [The  club  is  so  named  because   research  has  shown  that  the  first  1825   days  (5  years)  are  critically  important   to  the  social,  emotional,  and   intellectual  development  of  a  child.   Involvement  of  a  positive  male  role   model  is  also  vital.]  

Parents were  elected  to   the  Policy  Council.   Parent  Committee   Leaders  planned  and   helped  carry  out  regular   activities  for  all  families  to   enjoy.   Parents  volunteered  in   classrooms.     Parents  as  Policy  Council   members  participated  in   our  annual  self-­‐ assessment.

Children and  a  student  volunteer   create  natural  birdfeeders  with   pinecones,  peanut  butter  and  bird   seed.  

SCSD#1 Head  Start  Annual  Report  2012/2013  


School Readiness  Outcomes   120

106

105

106 94

100

98

110

108

112

98

97 83

80

76

71 64

60 41

65

61

58

60 48

49 49

48 37

40 23

59

41 34

38 29

Fall 2012 (108 children) Spring 2013 (117 children)

20 Difference 0

The School  Readiness  Outcomes  result  from  measuring  each  child’s  ability  to  achieve  the   indicators  established  in  our  School  Readiness  Goals.    The  goals  were  developed  using   the  Head  Start  Child  Development  &  Early  Learning  Framework,  the  Common  Core   Standards  for  kindergarten,  the  Instructional  Foundations  for  Kindergarten,  and  valuable   input  from  kindergarten  teachers  and  Head  Start  parents  and  staff.       The  Head  Start  Child  Development  &  Early  Learning  Framework  is  intended  to  guide   Head  Start  programs  in  their  ongoing  assessment  of  the  developmental  progress  of   children.    It  also  guides  program  efforts  to  analyze  and  use  data  in  program  self-­‐ assessments  and  continuous  improvement.       The  framework  includes  11  domains,  37  domain  elements,  and  over  100  examples  of  more   specific  indicators  of  children’s  abilities,  knowledge,  and  behaviors.   Our  program  uses  Teaching  Strategies  Gold  to  assess  children.    The  tool  aligns  well  with   the  Head  Start  Child  Development  &  Early  Learning  Framework.    This  chart  reflects   gains  in  all  areas  measured  in  the  Teaching  Strategies  Gold  assessment.    Children  were   assessed  three  times:    fall,  winter,  and  spring.    For  simplicity,  this  chart  illustrates  the   difference  between  the  fall  and  spring  assessments.    

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SCSD#1 Head  Start  Annual  Report  2012/2013  


The blue  bars  represent  the  fall  assessment  and  the  combined  number  of  3  and  4  year  old   children  who  met  or  exceeded  expectations.    The  green  bars  represent  the  same  for  the   spring  assessment.    The  red  bars  illustrate  the  difference  between  the  two.       The  numbers  above  each  bar  represent  the  number  of  children  who  met  or  exceeded  the   expectations  at  each  assessment.    Therefore,  the  number  above  the  red  bar  is  the  number   of  children  who  made  developmental  and  academic  gains  during  the  year.     The  chart  reveals  that  the  three  most  significant  gains  for  our  Head  Start  children  were  in   the  areas  of  mathematics,  science,  and  social  studies.    It  also  appears  that  many  of  our   children  entered  the  program  with  fairly  significant  skill  levels  in  language,  social  &   emotional  development,  gross  motor  (coordinated  use  of  large  muscles  such  as  legs,  arms,   torso)  and  fine  motor  (coordination  of  small  muscles,  especially  between  the  eyes  and   hands/fingers).     Assessments  were  conducted  on  108  children  in  the  fall  and  117  in  the  spring.       • Twenty-­‐nine  (25%)  of  those  children  were  on  an  IEP.     • Fifteen  percent  of  the  children  assessed  identified  Spanish  as  their  first  language.     • 89  four-­‐year  olds  were  present  for  all  assessment  periods   • 12  three-­‐year  olds  were  present  for  all  assessment  periods   First  language  differences,  IEP  status,  and  age  all  impact  the  aggregated  outcomes.   Our  program  uses  assessment  data  to  inform  parents  about  their  child’s  individual   progress,  to  work  with  parents  to  set  goals  for  their  child,  and  as  one  tool  to  determine   what  areas  of  our  education  services  could  be  strengthened.    We  use  individual  classroom   outcomes  to  help  us  determine  training  needs  for  our  staff.  

Children use  tools  to  make   observations,  and   discussion  to  draw   conclusions  about  insects.  

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SCSD#1 Head  Start  Annual  Report  2012/2013  


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Head Start Amber   Amber  came  to  Head  Start  in  2008  as  a  Classroom  Aide  simply  because  she  needed   a  job.    She  never  expected  to  like  teaching  preschool.    Many  changes  happened  in   her  life  and  a  few  years  later  she  found  herself  a  single  mom  with  three  children,   two  of  them  very  young.     Due  to  her  circumstances,  Amber’s  children  qualified  to  attend  H ead  Start.    Her   daughter  Echo  attended  for  one  year  and  her  youngest  daughter,  Peyton,  currently   attends  as  a  three  year  old.   Amber  has  been  hard  at  work  on  a  BA  in  Early  Childhood  Education,  which  will  be   achieved  later  this  year  when  her  student  teaching  is  complete.       Recently,  Amber  became  nationally  certified  to  teach  early  childhood  in  all  50   states.    She  also  recently  gained  full-­‐time  employment  at  the  Sweetwater  County   Child  Developmental  Center  and  is  now  financially  self-­‐sufficient.   She  is  actively  involved  in  H ead  Start  by  serving  on  Policy  Council.  

Jasmine Jasmine’s  first  experience  with  Head  Start  was  near  the  end  of  2009.    She  was  17,   on  her  own  with  a  two-­‐year-­‐old  daughter  and  had  no  idea  what  she  wanted  to   do.    She  saw  an  ad  in  the  paper  for  a  job  with  Head  Start.    She  remembers  that   Karen  Ennis,  retired  Education  Manager,  opened  the  door  for  her  the  first  time   she  entered  the  school  and  that  in  many  ways  she  opened  the  door  to  a  new  life   for  Jasmine.   Jasmine  started  working  at  Head  Start  part  time  as  a  floater  (a  person  that  helps   out  in  various  classrooms).    H er  daughter  Marely  started  school  when  she  turned  three  and  attended  for  two   years,  finishing  in  May  2013.    Jasmine  quickly  became  a  classroom  aide.    Being  bilingual  made  her  even  more   versatile  at  school.    Marely  started  school  not  knowing  any  English  at  all,  but  left  Head  Start  being  fluent  in   English  as  well  as  retaining  her  Spanish  language.    She  even  helped  translate  for  other  students  in  her  class.   Jasmine  left  H ead  Start  for  a  full  time,  benefitted  position  in  a  local  doctor’s  office.    She  is  nearly  finished   with  her  Associate’s  degree  and  continues  to  work  toward  a  teaching  degree.    She  is  doing  much  better   financially.    Marely  excels  in  kindergarten  and  is  very  advanced  in  her  class.   “Head  Start  has  given  Marely  and  I  [extended]  family,  experience,  and  a  foundation  to  grow  on.    I  can’t   believe  how  much  I  grew  in  four  years!    Marely  is  doing  so  well  in  Kindergarten.    H ead  Start  really  works!”                       -­‐Jasmine  Garcia,  former  Head  Start  parent   5  

SCSD#1 Head  Start  Annual  Report  2012/2013  


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Floricela

Head Start   Program   Governance  

Rebecca

Robert (Bob)  

Laura Rena

Charlotte Board  Chair  –  Justin  Spicer   Policy  Council  Chair  –  Laura  Hawkes  

Jennifer

Amber

Andrea

Monica    

Policy Council  

Board of  Trustees   (January  2013)  

Justin Spicer  

Laura Hawkes  

Robert J.  Ramsey  

Charlotte Larson  

Brady Baldwin  

Amber Schwarzwalter  

Joyce Corcoran  

Floricela Arellano  

Leonard Hay  

Rena Rogers    

Max Mickelson  

Andrea Jankowski  

Emma Waldner  

Rebecca Stallman  

Jennifer Still  

“We  may  not  be  able  to   prepare  the  future  for   our  children,  but  we  can   at  least  prepare  our   children  for  the  future.”  

-­‐Franklin D.  Roosevelt  

Monica Wall   Robert  Ramsey  –  Board   Liaison      

Superintendent:  Paul  G rube   Head  Start  Executive  Director:    Brent  McMurtrey   Head  Start  Director:    June  Privitt  

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SCSD#1 Head  Start  Annual  Report  2012/2013  


Funding Sources  

0%

19%

Head Start

4% 3%

CSBG 74%

USDA Program Income In-Kind

Head Start     CSBG       USDA       Program  Income   In-­‐Kind      

       

       

Total All  Sources                  $1,097,504  

Expense

       

Head Start   Budgeted  

$810,233    $34,465      $45,394          $609   $206,803  

Head Start   Actual  

USDA Expenditures  

Salaries

$536,666

$520,087

$13,132

Benefits

$183,488

$160,048

$3,163

Supplies

$24,398

$61,360

$4,340

Staff T ravel  

$1,016

$895  

Staff T raining  

$8,228

$16,005  

Communications/Copies

$7,965

$10,216  

$33,043

$30,365  

Parent Activities  

$1,896

$1,682  

Parent Training  

$7,473

$3,699  

Maintenance

$2,300

$2,296  

Rent (Green  River)  

$1,260

$1,260  

Adult Meals  (Green  River)  

$2,500

$2,320  

Utilities

Meals (Rock  Springs)  

Totals  

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$810,233

$23,584

$810,233

 

$44,219

TOTAL ACTUAL  

$854,452

SCSD#1 Head  Start  Annual  Report  2012/2013  


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Head Start  Services   The  Head  Start  team  is  a  strong   group  of  dedicated  individuals   committed  to  providing  a  wide   array  of  services  for  all  children  and   families  enrolled  in  the  program.  

exams despite  efforts  of  staff.    

Our nutrition  program  provided  

Three others  exited  the  program  

ample amounts  of  healthy  foods  for  

early before  completing  the  exams.  

our children.    The  menus  are  

Dental exams  were  completed  on  

reviewed frequently  and  our  

92% (122)  of  the  enrolled  children.  

program m akes  frequent  changes  to   ensure  meals  are  as  healthy  as  we  

Thirty-­‐nine children  needed

can provide.    The  program  is  self-­‐

dental treatment  following  their  

In addition  to  the  education   services  highlighted  on  page  three,   the  following  paragraphs  highlight   other  service  accomplishments.   Health  &  Nutrition   The  Health  Services  Manager  

supporting.

exams.  Thirty-­‐eight  (98%)  

Family &  Community  

received needed  treatment.   Four  children  were  not  taken  to  the   dentist  despite  efforts  of  staff.    Two  

Head Start  collaborates  with  other  

other children  exited  the  program    

community organizations  to  benefit   children  and  families  through  

utilizes a  program  she  developed  to  

enhanced or  added  services.      

help parents  understand  the  

Partnerships were  completed  with  

importance and  benefits  of  a  

various Head  Start  departments  and  

schedule of  well-­‐child  care  for  their  

included: Southwest  Counseling  

children.

Services provided  play  therapy  at  

Several C ommunity  Partnerships   were  developed  to  assist  uninsured   or  underinsured  children  with   obtaining  needed  health  and  dental  

Health Screenings  with  our  Health   Services  Manager,  Maria  Mortensen,   LPN  

early and  before  completing  their  

treatment.

exam.

Of the  133  children  served  during  

Our Health  Services  Manager  who  

the year,  90%  (120)  of  them  were  

is an  LPN  completed  some  health  

up to  date  on  a  schedule  of  well-­‐

screenings.  They  included  hearing  

child care  during  the  year.  

and vision,  height  and  weight,  and  

Thirty-­‐nine children  were  deemed  

blood pressure.  

in need  of  treatment.    Thirty-­‐eight   received  the  treatment  needed.   Six  additional  children  completed   their  well  child  exams  but  three   were  not  taken  to  the  lab  for  their   lead screening  and  three  did  not   Two  

children were  not  taken  for  their  

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our building  for  children  in  need  of  

exams as  well  as  any  needed  

have blood  pressures  taken.

Partnerships  

that service;  the  Totes  of  Hope  food   program  provided  food  that  was   distributed  at  Head  Start;    parenting   classes  were  provided  at  Head  Start   through  a  partnership  with  Best  

“No one  has  yet  fully   realized  the  wealth  of   sympathy,  kindness  and   generosity  hidden  in  the   soul  of  a  child.    The  effort  of   every  true  education  should   be  to  unlock  that  treasure.”   -­‐Emma  Goldman,  author

Beginnings; and  the  Sweetwater     County  Child  Developmental  Center   provided  m ost  services  for  

Dental screening  with  Raydon   Butler,  RDH  

SCSD#1 Head  Start  Annual  Report  2012/2013  


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Services, continues  

Partnership staff,  parent  group  

Family &  Community   Partnerships  (continues)  

collaborated to  offer  a  number  of  

children on  an  IEP  (Individual   Education  Plan)  on  site.    Every  family  received  an   orientation  into  Head  Start.  D uring   their  orientation  parents  were   informed  of  opportunities  to  be   involved  in  the  program  and  

members, and  community  partners  

Play is  the  only  way  the  highest   intelligence  of  humankind  can   unfold.      -­‐Joseph  Chilton  Pearce,  Contemporary  American scholar  

opportunities for  parent  education  

The Classroom  Assessment  Scoring  

and parent/child  activities:    Annual  

System (CLASS)  was  conducted  in  

Trunk or  Treat;  Family  Literacy;  

our classrooms.    The  scores  were  

Community Resource  Fair;    1825  

aggregated and  all  areas  scored  

Club Pinewood  Derby;  Money  

were above  the  minimum  

Management Class  (financial  

requirements for  Head  Start   programs.    

literacy); Annual  Art  Show;  72   Hour  Emergency  Kits;  Book  Barn  

We utilized  a  number  of  

Dance; Cinco  de  Mayo  Fiesta.      

technology resources  to  help  our  

Staff and  parents  participated  in  

children learn.    The  Promethean  

the Flaming  Gorge  Days  and  Red  

Board was  used  weekly.  New  digital  

Desert Roundup  Parades.  

cameras were  purchased  for  two  

Our Transition  out  of  Head  Start  

classrooms.    

into the  public  school  system  

Education Services  

continued to  be  effective  and  was  

Head Start  education  staff  meet  the  

conducted in  partnership  with  

educational requirements  of  the  

Kindergarten Principals  and  

Head Start  Act.  

Teachers as  well  as  district  

Professional Development  Plans  

administrators.  

are part  of  our  performance  

Families received  advocacy  and  

appraisal process.  

crisis intervention  services  and  

One classroom  aide  completed  

referrals to  other  community  

Early C hildhood  Education  

resources as  needed.    The  majority  

coursework at  WWCC.    Teachers,  

Childhood development  at  home  

of those  services  were  provided  

their manager,  and  the  director  

visits, through  our  Fall  and  Spring  

through the  Family  Advocate  

attended training  in  Laramie  on  

Programs where  children  

funded through  a  Community  

introduction to  Practice  Based  

demonstrated their  growth  and  

Services Block  G rant.  

Coaching; neuroscience,  learning  

increased skill, and  through  

The Family  &  Community  

about brain-­‐based  learning  and  

Parent Teacher Conferences.  

Dual Language  Learners.      

Parents also  helped  establish  

engaged in  their  child’s  education. Parents  were  important  to  the   progress  made  toward  meeting  our   School  Readiness  Goals.  

As astronauts  and  space  travelers,   children  puzzle  over  the  future;  a s   dinosaurs  and  princesses  they   unearth  the  past.  As  weather   reporters  and  restaurant  workers   they  make  sense  of  reality;  as   monsters  and  gremlins  they  make   sense  of  the  unreal.  

Parents learned  about  Early  

developmental and  academic  goals   for  their  children  during  visits  and   conferences.    They  also  learned  the   value  of  play  and  how  to  use  their   home  as  a  learning  environment.  

-­‐Gretchen  Owocki          Contemporary   American  early  childhood  educator  

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SCSD#1 Head  Start  Annual  Report  2012/2013  


Federal Monitoring   and  

Fiscal The Triennial  Federal  On-­‐Site  Review   of  SCSD  #1  Head  S tart  was  conducted  in  April  2012  by  a  Danya  International  team  serving  the  Administration  for  Children  and  Families.     The  team  reviewed  program  management,  fiscal,  and  service  area  documents  and  interviewed  staff,  parents,  members  of  the  governing   bodies,  and  community  partners  to  determine  our  compliance  with  the  more  than  1750  Performance  S tandards,  laws,  regulations  and   policy  requirements.  Our  program  was  found  to  be  out  of  compliance  with  five  elements  of  one  area  of  the  Head  Start  Act:         Section  642  Powers  and  Functions  of  Head  Start  Agencies.     (d)  Program  Governance  Administration-­‐   (2)  CONDUCT  OF  RESPONSIBILITIES  –  Each  Head  Start  agency  shall  ensure  the  sharing  of  accurate  and  regular  information  for  use  by   the  governing  body  and  the  policy  council,  about  program  planning,  policies,  and  Head  S tart  agency  operations,  including  –   (A)  monthly  financial  statements,  including  credit  card  expenditures;   (B)    monthly  program  information  summaries   (C)  program  enrollment  reports,  including  attendance  reports  for  children  whose  care  is  partially  subsidized  by  another  public   agency;   (H)  communication  and  guidance  from  the  Secretary;  and   (I)      the  program  information  reports   A  Corrective  Action  Plan  to  improve  Head  Start  program  communication  with  the  Board  of  Trustees  was  developed  and  approved  by  the   Board  and  Policy  Council.    The  plan  included  a  Board  Liaison  Report  that  includes  all  elements  required  to  be  communicated  and  a   procedure  to  ensure  future  Head  Start  staff  and  School  District  #1  Board  of  Trustees  understand  the  importance  of  the  report.   Our  noted  strengths  included:    “School  district  level  support,  m ale  involvement,  and  community  partnerships.    School  district-­‐level  support   includes  Human  Resources,  Fiscal  administration  and  support,  Technology  C enter  staff,  substitute  Transportation  staff,  and  other  critical   staff  assigned  to  help  the  Head  S tart  program.”  and  “The  program  was  also  situated  in  a  state  of-­‐the-­‐art  building  provided  by  the  school   district.”   Though  any  non-­‐compliance  is  concerning  and  taken  very  seriously,  the  review  reflected  outstanding  achievement  for    Head  Start  and   other  school  district  staff.      

An Annual  Financial  Audit   was  conducted  for  year  ending  June  30,  2013.    There  were  no  findings  in  the  Head  Start  program .  

“There can  be  no  keener  revelation  of  a   society’s  soul  than  the  way  in  which  it   treats its  children.”  –Nelson  Mandela

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         SCSD#1  Head  Start  Annual  Report  2011/2012  


Parent &  Child  Events     We  are  grateful  to  all  of  our  community  partners  &  volunteers  for  their   significant  contributions  that helped  make  this  a  great  year!

C i n c o     d e     M a y o    

Pinewood Derby    

B o o k     B a r n     D a n c e

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SCSD#1 Head  Start  Annual  Report  2012/2013  


Local Head  Start  Information  

If you  or  someone  you  know  has  a  child  that  will  be  age  3  or  4  by  September  15th  and  may   be  interested  in  participating  in  the  most  unique  preschool  program  in  America,  please  ask   them  to  contact  us  at  the  numbers  or  address  listed  below.   Important  information  to  know  is  that  our  program  serves  families  whose  annual  income  is   at  or  below  the  Federal  Poverty  Guidelines  and  families  who  are  categorically  eligible.     Applicants  must  also  have  a  birth  certificate  or  other  acceptable  birth  record  for  their  child,   proof  of  all  household  income,  and  the  child’s  immunization  record.    A  brief  discussion   with  our  Family  &  Community  Partnerships  staff  about  the  family’s  current  situation  and  a   review  of  the  above  documents  will  determine  eligibility.       We  hope  you  will  call  or  stop  by  to  learn  more  about  us.    Head  Start  works!      

Sweetwater County  School  District  #1  Head  Start   625  Ahsay   PO  Box  1089   Rock  Springs,  WY  82901   352-­‐3430  or  875-­‐6925   www.sweetwater1.org.hew   Board  of  Trustees  Approved  March  10,  2014       Head  Start  Policy  Council  Approved  February  19,  2014      

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SCSD#1 Head  Start  Annual  Report  2012/2013  

Annual report 2012 2013 final  

Sweetwater County School District #1 Head Start Annual Report for FY 2012/2013