2024 NACOG Head Start & Early Head Start Annual Report
Building resilience and shaping tomorrow through best practices and creative solutions
Supporting children and families on the path to success
Head Start is our nation’s school readiness program for at-risk children from birth through age five, dedicated to the promise that all children have an equal opportunity for success in school and life. During the 2023-24 program year, NACOG delivered Head Start services that made a positive impact on 811 children and pregnant women and 748 families in a vast four-county area in northern Arizona. Covering Apache, Coconino, Navajo, and Yavapai counties, our region combines rural communities, forests, and tribal lands with urban centers.
Head Start takes a whole-child approach to preparing children for school readiness with an evidence-based curriculum that supports every aspect of developmental growth. Addressing physical and mental health including special needs, our program fosters engagement, curiosity, inventiveness, motivation, coordination, communication, self-esteem, and the ability to form positive relationships. Early Head Start (EHS) focuses on the healthy development of infants and toddlers including prenatal care. Center-based classes, locally designed, and home-based options all follow evidence-based best practices in early childhood care and education. Head Start takes a comprehensive, two-generation approach that respects parents as equal partners with their child’s teacher and provides a full range of family services.
Head Start Community Impact
$26,682,907 added to regional economy
346 employed by Head Start/Early Head Start
1,559 children, pregnant women, and families served
687 received crisis intervention
736 families benefited from adult education/family services
146 unhoused families served
56 homeless families acquired homes
A Message from our Director
In reflecting on NACOG Head Start’s 2024 Annual Report, we hope the story conveys our pride in overcoming extraordinary challenges with creative solutions and evidence-based practices. Despite a national Head Start workforce crisis, our dedicated staff quietly continued to deliver life-changing services to children, pregnant women, parents, and families. At the same time, our commitment to Pyramid Model system thinking was the guiding force for problem-solving and innovation. The impact of positive change shines through our successful school readiness strategies, the new early literacy initiative, enhanced behavioral management and mental health support, and progress in professional development.
New and continuing collaborative relationships supported and enhanced our commitment to high-quality programming and services. Partnering with Teachstone® resulted in a record-high number of CDA credential candidates who completed the CDA with CLASS® online program. Our Diaper Distribution Pilot grant award eased the financial burden for hundreds of families, and the ongoing relationship with Balance Mental Health and Wellness continued to provide transformative mental health and wellness services for staff, children, and parents.
As we look back on a year of challenges and triumphs, I extend my deepest gratitude to the staff and volunteers whose dedication makes it possible for Head Start to empower children and families to realize their full potential. The love, sacrifice, and resilience demonstrated by our Head Start parents continue to inspire our entire program. We are also grateful for the support of community partners, advocates, and the visionary leaders who guide us. Together, we continue to pioneer solutions to complex challenges and create brighter futures for Northern Arizona’s most valuable and promising resource—our children.
Sincerely,
Jennifer Brown
Leadership in Pyramid-informed behavioral management
Four years after a global pandemic, Head Start parents and staff continue to grapple with mental health challenges and record-high levels of disruptive behavior at home and in the classroom. Children from families burdened by prolonged financial hardship, stress, fear, and anxiety have missed critical opportunities for social and educational development. In the Head Start community nationwide, staff shortages have further intensified the mental and emotional strain on educators and caregivers.
NACOG Head Start’s systemwide implementation of the Pyramid Model in 2020 could not have arrived at a more crucial time. Pyramid principles use a tiered approach to address challenging behaviors and create a safe, high-quality environment for all children. Designed to foster social, emotional, and behavioral development in young children, the Pyramid framework emphasizes self-reflection, collective problem-solving, and nurturing relationships. It empowers educators and parents alike, building their competence in managing behaviors constructively and inclusively.
Throughout the 2023-24 program year, NACOG Head Start continued to benefit from our investment in Pyramid cultural and organizational changes. Program leaders maintain high-quality standards, component managers oversee data systems and program fidelity, and operations managers guide center directors and Implementation Support Teams of specialists and consultants.
NACOG Head Start Snapshot
• 748 total Head Start/EHS families
• 487 preschool enrollment (599 funded)
• 306 EHS enrolled children (306 funded)
• 18 EHS enrolled pregnant women
• 46 total center-based classes
• 150 unhoused children
• 43 foster children
2023-24 Head Start
• 487 total enrolled preschool children
• 475 center-based/family care children
• 12 children in locally designed option
2023-24 Early Head Start
• 306 total enrolled infants/toddlers
• 18 pregnant women
• 192 center-based/family care children
• 114 home base option children
Leadership in collaborative relationships
NACOG follows the National Head Start model of support for children, families, and communities through a continuum of services, leadership, and advocacy. Our community partnerships and referrals to local resources support and empower families. One of our most vital partnerships is with Balance Mental Health and Wellness, whose professionals provide essential mental health and wellness services to our staff, children, and families. Through Balance, everyone in our NACOG Head Start community can feel heard, safe, and supported. The first three private counseling sessions are free, with continued services available through insurance.
Balance professionals provide regular wellness visits to each center, fostering open conversations among staff and families and raising their comfort level with mental health discussions and support. Referrals are seamless, with no details required, and Balance responds within 24 hours. For especially challenging situations, Balance provides same-day, on-site trauma support to address the event and create individualized care plans.
Balance counselors visit every NACOG Head Start and Early Head Start center each month to work closely with staff on mental wellness. Activities vary with the staff’s current needs but often include team building, communication, and conflict resolution. As evident in
the chart below, the consistency of staff mental wellness hours allows counselors to build relationships with staff and create an open, safe environment for meaningful change. Mutual trust and easy rapport make it easy for staff to ask for what they need—including additional support for the holiday season in December.
Staff Mental Wellness Hours by Month
Mental Health Support
Leadership in crisis intervention
The post-pandemic wake of soaring inflation and rising housing costs continues to keep Arizona’s economically vulnerable families struggling to meet the most basic of needs. Of the 748 families enrolled in Head Start and Early Head Start, 92 percent, or 687 families, experienced critical needs like food, clothing, and shelter. Before the pandemic, that statistic was dramatically lower. Along with higher levels of depression, anxiety, and chronic health issues, severely cost-burdened families are extremely vulnerable to eviction and homelessness. Head Start services are crucial for children in unhoused families, who are at greater risk for emotional and behavioral problems, serious health issues, and separation from their families. Of the 146 unhoused families served by NACOG Head Start this year, 56 families acquired homes.
One of the most significant advances in crisis intervention was our participation in the first cohort of the Diaper Distribution and Research Pilot. Diapers are essential to family health and required by all childcare providers, but the cost consumes up to 8 percent of the minimum wage income. With overarching goals beyond supplying diapers, the pilot program was launched by the Office of Community Services (OCS) in partnership with the Office of Planning, Evaluation, and Research (OPRE). Grant award winners and their partners have opportunities to connect at-risk families to economic mobility and family support services. By addressing a basic need, the Diaper Distribution Pilot removes a barrier to health and well-being for vulnerable families and connects them with programs like Head Start that offer critical support on the path to self-sufficiency.
Thanks to the Diaper Distribution pilot grant, NACOG Head Start and community partners supplied up to 150 diapers and pull-ups monthly for more than 100 enrolled children in our four-county region. With the cost of diapers increasing by 48 percent since 2019, many parents have felt the impact. But for at-risk families, that expense can mean a choice between adequate diapering, paying a bill, or cutting back on food. It was so gratifying to see the difference this promising new initiative made for our struggling Head Start families.
–Sonya Montoya, Family and Community Engagement Manager
Leadership in early literacy
Literacy development begins at birth and is deeply rooted in a baby’s earliest experiences with books and storytelling. Babies learn language through social literacy experiences, including positive associations with books and feelings of parental warmth, attention, and approval. By age two, a child’s brain activity matches that of an adult, and by age three, it’s twice as active and remains so until about age ten. The significance of early literacy experiences is profound: formal education usually begins at age 5 but 85 percent of a child’s brain has developed by age 3.
NACOG Head Start found a simple way to promote early literacy, encourage home libraries, and address absenteeism through our new Attendance Incentive Program. At enrollment, children receive their first book, a book bag, and a welcome letter explaining the program. In 60-day intervals throughout the year, staff review attendance data to identify children at risk for
chronic absenteeism (missing 10 percent or more of program days). Children with good or satisfactory attendance receive another book for their home library, a certificate, and a congratulatory letter from our literacy specialist. As the year progresses, those children whose attendance has improved are also eligible for the award. Every child receives a final book at the closing of the program year for a potential of five awards.
Regardless of any other challenges, children from homes with a primary language other than English face learning barriers that place them at risk for academic failure. During the 2024-25 program year, 229 dual language learners benefited from procedures and tools that support bilingual competency and literacy skills.
NACOG leads the way in cultural and linguistic sensitivity through 13 staff proficient in at least one language other than English, trainings with parents and staff, and collaboration with public school partners to ensure a successful kindergarten transition.
Using books as a gift and a reward gives our kids and parents an incentive for good attendance and supports families in developing literacy skills and a lifelong love of reading. We are so intentional about helping parents build a home library that we document awards to ensure that no child receives the same title twice or that siblings do not end up with duplicate books.”
–JoAnn Barela, Data and Enrollment Manager
Literacy development begins at birth and is deeply rooted in a baby’s earliest experiences with books and storytelling. By age two, a child’s brain activity matches that of an adult, and by age three, it’s twice as active and remains so until about age ten. The significance of early literacy experiences is profound: formal education usually begins at age 5 but 85 percent of a child’s brain has developed by age 3.
Head Start parents as leaders
Janice Piante has always loved children and was inspired to write stories for them through her love of poetry. Collaborating with illustrator Blair Zellner, Janice is now a successfully published author with “Mamma Made Me Cry Today,” available through Amazon. Her charming story begins with small things that feel very big to children, like wanting ice cream with sprinkles for breakfast. The story uses different words to describe how “unhappy” feels, then shifts to positive messages when mamma engages the child in a shared everyday activity.
Leadership in Early Childhood Education
During the 2023-24 program year, NACOG Head Start stepped away from the widely used TSG (Teaching Strategies GOLD®) and adopted LAP (Learning Accomplishment Profile™) as our performance-based assessment tool. With only 1.5 percent of Head Start grantees nationwide using LAP, taking the lead on this change was a bold step. When our teachers consistently reported a lack of time to complete TSG assessments, we relied on Pyramid Model tools and principles to identify and better understand the reasons behind the issue.
Team leaders gathered data using a Glows and Grows monitoring system to determine how effectively our program was individualizing lessons based on child assessments. Outcomes revealed that most teachers were not linking lesson plans to assessment data and struggled to differentiate instruction by ability rather than age. TSG outcomes were similar, with entire classes atypically grouped in the same color band.
Collaborating on child assessment data sets and lesson plans, team leaders worked with teachers in planning activities that target specific developmental goals and meet individual needs. The rise in lesson intentionality was dramatic: After one year of coaching, classroom teachers’ use of assessment data in lesson planning and teaching toward developmental needs jumped from 39 to 80 percent.
Our program now had effective teachers, but the TSG component continued to fall short. With each classroom requiring as many as 300 to 500 anecdotal notes at each checkpoint, only 39 percent of our teachers and home-based visitors could complete the documentation on time. In exploring alternatives to the TSG assessment tool, our leadership team identified The Learning Accomplishment Profile™ as a promising solution with the potential for substantial improvement.
We are so grateful that we switched to LAP and for the differen families. Despite staff shortages and the f low of new employees, an effective workforce that will continue to grow even better.” “
Glows and Grows Monitoring Tool Results
Why LAP?
LAP offers a web-based suite of tools for quick, simple, direct assessments in six developmental domains. Teachers can easily link assessment and lesson planning, creating a learning trajectory for each child based on what they know, what they can do, and how they need to grow. Enabled by any smart device, LAP provides real-time documentation and on-the-go tracking of child progression between assessments. Other key LAP advantages include:
• Alignment with Head Start Learning Outcomes Framework
• Proven, reliable tool backed by an unprecedented body of research
• Measures progress of children ages birth to 72 months
• Teachers spend more time with the children, not anecdotal documentation
• Quickly gathered, research-backed meaningful data on child progress
• Assessment notes support emerging skills and individualized school readiness goals
• Parent-friendly reports increase family engagement and support home-classroom partnership
At the first checkpoint using the new LAP assessment system, 87 percent of all teachers and home-based visitors completed assessments within the specified timeline. Although teachers were assimilating an unfamiliar tool, Planning Toward Development Needs remained strong. The change to LAP facilitates targeted training and support for teachers, helping them address common issues and improve lesson planning. Leadership can gather valuable data for more effective staff training and create a stronger workforce capable of providing social and emotional support.
difference that change is making for our staff, children, and employees, our program has the right tools to train and support better.” –Maegen Van Wyck, Education and Child Development Manager
Head Start children learn the skills and develop the executive function they need to be successful, from math and reading confidence to self-regulation, resilience, and the ability to identify emotions and form positive interactions. Early Head Start promotes healthy prenatal development and provides infants and toddlers with enriching learning experiences that support intellectual and social-emotional growth. Together, these programs address a comprehensive range of needs—health, nutrition, safety, socialization, and nurturing—that foster learning from birth through age five.
Our Head Start and Early Head Start services include early intervention for children with developmental delays, intellectual disabilities, and sensory or orthopedic impairments. Every Head Start/Early Head Start enrollee is screened for potential concerns requiring further evaluation or specialized services. Over the past year, 25 Early Head Start infants and toddlers benefited from an IFSP (Individualized Family Service Plan), and 48 preschoolers with an IEP (Individualized Education Plan) received special support—31 of whom were diagnosed with speech or language impairments, an area where early intervention proves especially effective.
Head Start also plays a vital role in helping children and families achieve and maintain optimal physical health through preventive screenings, medical and dental care, and health literacy. When checkups reveal concerns, our staff assists parents in understanding the issues and arranging necessary appointments. They also provide activities, programs, and training- designed to guide families in creating healthy, active lifestyles and lifelong habits of healthy nutrition.
Leadership in “whole child” services whole child
Preschool Year-End Health Profile
• 98% with health insurance
• 99% up-to-date immunizations or exempt
• 98% diagnosed as needing healthcare received treatment
• 98% with ongoing source of medical care
• 91% with ongoing source of dental care
EHS Infant/Toddler Year-End Health Profile
• 92% with health insurance
• 93% up-to-date immunizations or exempt
• 100% diagnosed as needing healthcare received treatment
• 99% with ongoing source of medical care
• 77% with ongoing source of dental care
• 100% pregnant women received prenatal healthcare
Leadership in “whole family” services
Head Start engages parents as equal partners in their child’s education and encourages active participation in program planning. Beyond preparing children for school readiness and academic success, Head Start supports parents in reinforcing and continuing classroom learning in everyday activities and time spent reading, singing, and playing with their children. Families receive training on social-emotional development and activities that reinforce new skills.
Parents learn positive parenting skills and receive support for creating healthy, nurturing, stable home environments. With NACOG Head Start and Early Head Start staff introducing and modeling Pyramid principles, our parents develop skills and learn new approaches for managing “big feelings” that benefit the entire family. Along with real-world classroom observation of Pyramid skills, staff partners with families in promoting positive child outcomes, from teaching behavioral regulation and friendship skills to emotional literacy and problemsolving.
Head Start incorporates the latest research on raising families out of poverty to provide an evidence-based, effective model of two-generational programming. Family support specialists support the growth of self-efficacy, working closely with parents to build an individualized goal-led guide, continue their education, find jobs, and move their lives forward. Each year, hundreds of NACOG Head Start parents advance their educational status by completing at least one additional grade level, earning a high school diploma or GED, or completing a certification/license program or college degree.
Family Services Snapshot
• 736 used at least one family service
• 592 participated in nutrition education
• 575 families completed preventative healthcare education
• 697 involved in the child’s assessment/progress
• 42 attended ESL classes
child whole family
Leadership in family engagement
Families play a critical role in preparing children for success in school and life. That’s why Head Start programs engage parents and caregivers in every aspect of the program, building partnerships with families based on rapport, trust, and cultural and linguistic sensitivity. We encourage parents, families, and caregivers to support their child’s development and success by observing the classroom, volunteering, and participating in program planning and governance.
Several times during each program year, Head Start and Early Head Start centers bring children, parents, and families together for relaxation, creativity, learning, and play. A theme as simple as “physical activity” can bring out the child in everyone, as Snowflake Head Start Center discovered at the year-end event. While the children enjoyed the playground and riding bicycles, some adults started a friendly competition with oversized volleyballs—and no one wanted the fun to end. Our family engagement focus extends to all the family members who are important in a child’s life, including pregnant women and expectant families, mothers, fathers, grandparents, and other adult caregivers. Head Start emphasizes the involvement of fathers and male role models as a vital part of their child’s development and positive outcomes. Men receive opportunities to serve as leaders and learn their importance as advocates, caregivers, nurturers, educators, protectors, and moral guides.
Head Start/EHS Family Profile
• 748 total families enrolled
• 370 two-parent families
• 378 single-parent families
• 625 at least one parent employed or school/job training
Father Engagement
• 337 fathers involved in child development activities
• 313 participated in family planning/goal setting
• 17 engaged in program leadership/ governance
One of our family engagement events began by explaining the Pyramid Model and then we moved into a fun shared activity. The turnout was awesome, the parents were excited to learn, and our children and families had so much fun together. The event made it easy to suggest Pyramid approaches that parents can use at home based on what works well for their child at school.”
–Janea Baughman, Chino Valley Head Start Center Director
Leadership in staff support and retention
Across the national Head Start community, postpandemic staff shortages remain a crucial issue driven by challenging job conditions, low compensation, and better opportunities with better pay. In the recruitment efforts to recover full enrollment numbers, Head Start programs are forced to balance slots for children with the availability of trained, effective staff. NACOG Head Start recruitment efforts are ongoing and far-reaching, but the rate of staff loss is still daunting. Of 77 staff who failed to complete the 2023-24 program year, only 11 could be replaced.
NACOG Head Start continues to meet the crisis with creative solutions and strategies, including free tuition for required degrees and certifications and an immediate pay raise upon completion. Our comprehensive onboarding process continues to provide new employees with a framework of knowledge, security, and trust. Following Pyramid principles, the process is founded on content all staff must know, then provides information and training tailored to the center they will be serving. The final training and coaching sessions focus on the employee’s specific position. Our relationship with Balance Mental Health and Wellness adds another dimension of support and care for new and current staff through regular relationship-building wellness visits to each center and free personal counseling sessions.
Active partnerships with Northland Pioneer College, Yavapai College, and Coconino Community College provide opportunities for NACOG Head Start to advocate for our staff in Early Childhood Education (ECE) program planning and implementation. Head Start staff pursuing a bachelor’s degree benefit from our partnership with Northern Arizona University in Flagstaff. Ongoing professional development support includes a boot camp staffed by professionals who assist credential candidates with support for exams, assessment, and a portfolio of competencies.
2023-24 Head Start/EHS Staff Profile
• 178 total Head Start staff
• 168 EHS infant/toddler staff
• 93 preschool teachers/assistant teachers
• 871 total Head Start/EHS volunteers
• 752 volunteers current/former Head Start parents
Beyond preparing children for school readiness and academic success, Head Start supports parents in reinforcing and continuing classroom learning in everyday activities and time spent reading, singing, and playing with their children. Families receive training on socialemotional development and activities that reinforce new skills.
Leadership in Workforce Development
The 2023-24 program year brought an exciting new advantage for NACOG Head Start employees: the opportunity to earn a Child Development Associate (CDA) credential online. Recognized as a cornerstone credential in early childhood education (ECE), the CDA is essential for career growth. Previously, new hires faced the challenge of completing 120 hours of college instruction, 480 hours of work experience, a professional portfolio, and a written test—all within two years while shouldering home, family, and work responsibilities.
Now, through our new partnership with Teachstone® , NACOG Head Start employees have a more flexible and efficient path to earning their CDA. As the creator of CLASS® (Classroom Assessment Scoring System) and a leader in educational excellence, equity, and innovation, Teachstone offers the only CDA program powered by CLASS. Used by Head Start programs and recognized in the Quality Rating and Improvement Systems (QRIS) of 23 states, CLASS emphasizes the importance
of quality teacher-child interactions in early childhood education. Candidates can choose from a self-guided On-Demand CDA with CLASS or the facilitated CDA with CLASS option, a 24-week online educator-led cohort. Both options include comprehensive support, tools, and mentorship to build a deep understanding of effective teacher-child interactions, a critical component of quality ECE.
The impact of this partnership is already clear. During the 2023-24 program year, 15 NACOG Head Start staff members earned their CDA—significantly more than in previous years when college coursework was required. The CDA credential can be turned into nine hours of college credit toward an associate degree—the minimum requirement for a preschool classroom teaching position. Providing an accelerated path to career growth benefits our staff and strengthens our entire program through mentorship and coaching by experienced teachers.
Degrees in the 2023-24 program year
Leadership in community impact and funding
Head Start programs make a significant, often underrecognized, impact on the communities we serve. In the 2023-24 program year, NACOG Head Start programs employed 346 people and contributed $26,682,907 to the regional economy. Beyond creating jobs, we support our staff with tuition-free higher education opportunities, empowering them to grow professionally. The acquisition of two modular buildings enabled us to expand services and deepen our partnership with the cities of Chino Valley and Williams, where Head Start provides the only childcare option. For both communities, the goal was additional classrooms to expand services for children from birth through age five. Our high-quality, trusted childcare services enable parents to pursue education and career opportunities with confidence.
Head Start provides a strong model of family advocacy and leadership, with parents holding key roles in Head Start and Early Head Start programs. Bringing together representatives from our four-county service area, the NACOG Head Start Policy Council determines policy and ensures compliant, quality programs. In addition to program planning, this governing board reviews and approves funding applications, enrollment and recruitment plans, and self-assessment process results.
NACOG Head Start Funding
Funding Totals by Source
$12,838,174
Head Start Preschool Fund
$9,738,473
Early Head Start Fund
$22,576,647 Federal Public Funds Total (Dept. ofHHS, ACF, Office of Head Start)
$486,319 State Public (USDA, Arizona Dept. of Education, CACFP)
$3,619,941 In-Kind (Local and Public Donations)
$26,682,907 Total Monies
2024-2025 Projected Budget
$12,135,305 Head Start Preschool Fund
$9,421,481 Early Head Start Fund
$5,389,197 Local Donations
$592,181 State Public (USDA, AZDOE, CACFP)
NACOG Independent Audit Results
Heinfeld, Meech & Co., P.C. Certified Public Accountants are currently auditing the Fiscal Year 2023-2024 audit period that ended June 30, 2024. The independent audit report will be formally presented to the NACOG Regional Council Governing Board in February 2025 for approval.
2023-4 Executive Committee Head Start Policy Council
Athyna Rock, Chairperson & Cottonwood Representative
Cassandra Cordova, Vice Chairperson & Clear Creek Representative
Georgette Lugo, Secretary & Glassford Hills Representative
Cindy Tafoya, Director Holbrook Chamber of Commerce, Navajo County Community Representative
NACOG Head Start Centers
Apache County
ROUND VALLEY
940 East Maricopa Drive
Springerville • 928-551-6696
Preschool Center Base
EHS Center/Home Base
ST. JOHNS
610 West Cleveland
St. Johns • 928-337-4211
Preschool Center Base
EHS Center Base
Coconino County
CLARK HOMES
1000 N. Clark Circle
Flagstaff • 928-774-4021
Preschool Center Base
CROMER ELEMENTARY
7150 Silver Saddle Road
Flagstaff • 928-714-7667
Preschool Center Base
FLAGSTAFF EARLY HEAD START
4000 N. Cummings Street
Flagstaff • 928-214-8461
EHS Center/Home Base
KILLIP
2300 E 6th Avenue
Flagstaff • 928-482-5078
Preschool Center Base
PAGE
11 Cameron Road
Page • 928-645-8080
Preschool Center Base
PONDEROSA
2500 N. 1st Street
Flagstaff • 928-779-3244
EHS Center Base
PUENTE DE HOZHO
3401 N. Fourth Street
Flagstaff • 928-900-5675
Preschool Center Base
SILER
3581 North Fanning
Flagstaff • 928-526-1069
Preschool Center Base
SUNNYSIDE EARLY HEAD START
1825 N. Main Street
Flagstaff • 928-773-7970
EHS Center
WILLIAMS
310 W. Sherman
Williams • 928-635-4273
Preschool Center Base
EHS Center Base
Navajo County
BLUE RIDGE
1200 W. White Mountain Blvd
Lakeside • 928-358-5274
Preschool Center Base
EHS Center Base
CLEAR CREEK
1400 E. Third Street
Winslow • 928-421-4202 x5240
Preschool Center Base
HOLBROOK
165 West Arizona
Holbrook • 928-524-6831
Preschool Center Base
EHS Center/Home Base
SHOW LOW HEAD START
NEIGHBORHOOD LEARNING WHEELS
20 North 6th Street
Show Low • 928-537-7716
Preschool Center Base
EHS Home Base
SNOWFLAKE
680 West 4th South
Snowflake • 928-536-7330
Preschool Center Base
EHS Home Base
WINSLOW
Old Country Club/Airport Rd.
Winslow 928-289-2651
Preschool Center Base
WINSLOW EARLY HEAD START
710 North Apache Avenue
Winslow • 928-289-2122
EHS Center/Home Base
Yavapai County
ASH FORK
450 West Lewis
Ash Fork • 928-637-1027
Preschool Center Base
BEAVER CREEK
4810 E. Beaver Creek Road
Rimrock • 928-567-4631 x 1002
Preschool Center Base
CAMP VERDE
353 W. Apache Trail
Camp Verde • 928-567-3182
Preschool Center Base
EHS Center Base
CHINO VALLEY
1985 N. Road 1 West
Chino Valley • 928-636-1076
Preschool Center Base
EHS Center/Home Base
COTTONWOOD
270 East Mingus
Cottonwood • 928-634-8236
Preschool Center Base
HUMBOLDT
6411 N. Robert Road
Prescott Valley • 928-759-5112
Preschool Center Base
LIBERTY
3300 North Lake Valley Road
Prescott Valley • 928-777-9778
Preschool Center Base
NYE CHILD AND FAMILY DEVELOPMENT CENTER
8623 E. Spouse Drive
Prescott Valley • 928-237-5119
EHS Center Base
PANTHER PATH
6955 A Panther Path
Prescott Valley • 928-772-7726
Preschool Center Base
EHS Center Base
PRESCOTT VALLEY EHS
3045 North Tani Road
Prescott Valley • 928-772-7274
EHS Center/Home Base
YAVAPAI EARLY HEAD START
601 Black Hills Drive
Clarkdale • 928-634-8308
EHS Center/Home Base
121 E. Aspen Ave. Flagstaff, AZ 86001 928-774-9504
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