2022-2023 Annual Report
Introduction
The 2022-2023 program year was a period of growth and achievement for UAMS Head Start and Early Head Start as we strengthened our commitment to providing comprehensive early childhood services in Central Arkansas. We are proud to serve young children and their families, supporting their journey in school readiness, health, family engagement, and overall well-being.
In this report, we highlight our accomplishments, share insights from our community assessment, and present the impact of our initiatives. We enrolled 429 families, offering tailored resources that prioritize health, education, and community connections. Through partnerships with local organizations, we expanded resources for medical and oral health education, nutrition, and trauma-informed care. A notable accomplishment this year was the successful implementation of Trauma Informed Care to foster resilience and mental health awareness across our staff and families.
Looking ahead, our program remains focused on advancing school readiness goals. During the 2022-2023 program year, 87% of enrolled children met or exceeded age expectations in social-emotional development, with literacy and mathematics also seeing impressive growth. Additionally, our summer program introduced new learning opportunities, including outdoor-themed activities to enrich children’s experiences year-round.
As we continue to build a strong foundation for our children and community, we extend our gratitude to our dedicated staff, committed partners, and engaged families. Together, we are making strides toward a brighter, healthier future for every child.
Tyra Larkin
Tyra Larkin, Program Director
Program Goals
To coordinate innovative staff retention, professional growth and staff morale initiatives that promote high-quality program services for children and families.
To foster a data-informed culture that will drive programmatic actions and decisions in order to construct a strong foundation for children, families and the community to build on for future generations.
To collaborate with the community and families to identify positive resources and diverse partnerships that will help to build strong supports for meeting the school readiness and health needs of all children/families.
To positively impact the lives of children, families, and staff in our community through the delivery of high-quality education and family engagement services.
Community Assessment
These strengths were identified through surveys sent out to parents, staff, and community members.
Program Strengths:
• Personnel knowledge and commitment
• Early childhood education and intervention
• Curriculum and teaching
• Holistic approach to educating children
• Teachers and staff
• Communication
• Community resources
• Teachers are very attentive
• Program prepares children for kindergarten
Community Strengths:
• A high percentage of residents with a Bachelor’s degree
• Access to primary care physicians, dentists, and mental health providers
• School Districts
• Churches
• Food banks
• Low unemployment rate
• Lots of non-profits
• Diverse population
• Resources
Enrollment
Pregnant Women Served
Eligibility
% Enrollment by Eligibility Status
Below 100% Poverty
Receiving Public Assistance
Homeless
Over Income 10%
Mrs. Tracy’s class at Kennedy Head Start celebrated Dr. Suess’s birthday by making red and white striped hats. They learned about patterns.
% enrolled children qualified for and received services for an
Expectant Families
Our program served 63 expectant families during the 22-23 school year. Home visitors met with these families biweekly to provide critical prenatal education and work with the family to address any needs. Below you will see a bar chart showing how many families received education in each of the 5 key areas we focus on.
Mothers Receiving Prenatal
Family Engagement
429 Families received 1 or more of the following services from our program. The highest area of services provided were in medical and oral health education and prevention. Our health team meets with each family to review what each child needs for health and oral care to be up-to-date on their healthcare needs based on the EPSDT Schedule (Early and Periodic Screening, Diagnostic and Treatment). Our family service staff work with families to get and stay up-to-date throughout the year. •
Family Engagement Activities
UAMS HS/EHS provides many opportunities for families to engage in their child’s learning at home and school. One event we did was “Building with Dads” where children and their fathers or father figures built and painted models of helicopters, planes, and birdhouses.
We encourage parents to engage with their child’s learning at home by extending what children are learning in the classroom. For example, families were asked to look for nature items and bring them into the classroom for a nature collage.
Health Services
By the end of the program year…
78% of children in the program received medical exams, showing a strong commitment to their health. These exams help detect and prevent health issues early on.
% of Children who Received Medical Exams
77% of children received dental exams, emphasizing the importance of oral health. Dental exams help identify and address dental problems early. Our program's efforts ensured that children were healthy, happy, and ready to thrive in their learning environments.
% of Children who Received Dental Exams
Health Services
The chart below shows that most children in both Head Start and Early Head Start programs are getting their immunizations on time, which is important for their health and safety. This helps protect the children and prevent the spread of diseases in the community.
% of Children with Up-to-Date Immunizations
Nutrition
As part of our program, children learn about healthy foods and snacks. Here, the children enjoyed yogurt and fruit cones. A refreshing alternative to ice cream.
Children also participate in the WISE Curriculum (We Inspire Smart Eating) and learn about a different fruit or vegetable each month. They get to try these foods and make healthy snacks with them.
Trauma-Informed Care Components and Key Initiatives
The next two pages show the building blocks of trauma-informed schools and the key initiatives our program has implemented to address each component.
Identifying Traumatic Stress
Interventions for Traumatic Stress
• Identifying Tier 2 and 3 students in classrooms
• Identifying trauma exposure through the Family Map, eDeca and enrollment paperwork
• Mental Health and Behavior Management Flow Chart
• Peer Support Meetings
• Behavior Plans
Trauma
Education & Awareness
Partnerships with Students & Families
• Organization-wide professional development aimed at creating a trauma-informed learning environments
• Families who need additional support identified (Tier 1, 2 and 3 Families)
• Conscious Discipline parent curriculum
TraumaInformed Learning Environments
• Conscious Discipline Training
• Trauma-Informed Care Cheerleaders Identified
• Conscious Discipline visuals created with pictures and documentation
Cultural Responsiveness
• Multicultural enrichment specialist
• Intentional efforts to include Spanish-speaking families
• Peer-support meetings (individually tailored strategies)
• Clear, transparent, and timely communication regarding crises such as COVID
• Procedures related to emergency situations, for example submitting a Behavior Help ticket in Child Plus) Emergency Management
Support for staff self-care & wellness
School Discipline Policies & Practices
Cross-system
Collaboration & Community Partnership
• HEART acronym and swag created (TIC branding that incorporated staff input)
• Week of the Young Child/HEART week
• UAMS Resources document distributed to school personnel
• Implementation of Conscious Discipline across ages and sites
• Program maintains system for responding to challenging and concerning child behavior, such as a Behavior Management Flow Chart
• Program is aware of community resources and external supports, such as BehaviorHelp
Trauma Informed Care
Trauma-Informed Care Successes
♥ The HEART acronym is ongoing and has been woven into program culture.
♥ Teachers have connected more with each other; increased conversations about mental health; mental health topics have been integrated into training.
♥ A recent Gallup survey revealed higher ratings in staff perception of support and satisfaction compared to UAMS’s average.
♥ Implementation of Conscious Discipline parent meetings.
♥ Conscious Discipline Cheerleaders understand more about their role in trauma-informed work.
♥ Peer support meetings took place this year and strategies have been utilized.
♥ Leadership has been recognized for their efforts and support.
♥ Staff wellness days are much appreciated!
School Readiness
87% of children program-wide met or exceeded the age expectations in social-emotional development in the Spring of 2023. 84% of children were meeting or exceeding expectations for physical and literacy development.
74% of children and 76% of children met age expectations for language and mathematics respectively. Although this does not meet our target of 80% of children meeting or exceeding their age expectations, it is important to note that we saw the highest percentage point growth in math with a jump of 30 percentage points between the fall and spring checkpoint periods.
% of Children Meeting or Exceeding Age Expectations
Fall Spring
Head Start Summer Program
This school year we began to offer year-round services for our Head Start students. During the summer, the children learned about camping, fishing and roasting marshmallows. MCH Head Start had a visit from two Girl Scouts who taught them about camping and read “We’re Going on a Bear Hunt”
Financial Management
UAMS continues to demonstrate strong financial and operational controls. Our FY 22 internal audit was completed with no findings. An FA-2 Federal Review was conducted between 4/3/23 and 4/7/23 and it was determined that the program met the requirements of all applicable HSPPS, laws, regulations, and policy requirements.
% of Total Expenses by Category
Alumni Visit
On the morning of 5/12/23, Officer Shay Kuya from LRPD and her daughter Carol, a former Head Start Student, passed out roses to all teaching staff. Carol was a former student in Mrs. Harris’s classroom at Southwest Head Start.
Thanks and Appreciation
As we reflect on the past year, we are filled with gratitude for the unwavering support and dedication of our staff, families, and community partners. Your commitment has been instrumental in our achievements and the growth of our children. Together, we have navigated challenges, celebrated milestones, and created a nurturing environment for our young learners. Thank you for your trust and collaboration. We look forward to continuing this journey with you, striving for excellence and making a positive impact in the lives of the children and families we serve. With heartfelt appreciation,
UAMS Head Start/Early Head Start
Governing Board Members
Name Role
Jennifer Hune, PhD. Of Education Chairperson
Associate Professor University of Arkansas at Little Rock, AR
Dr. Charles Feild, M.D. MPH
Brad Robertson Development Vice President, Habitat for Humanity of Central Arkansas
Renee Kovach
Director – Certified Personnel Human Resources Department, Little Rock School District
Dr. Billy Thomas UAMS Instructor of Neonatology
Dr. Frances Harris Internal Medicine- Private Practice
Dr. Eduardo Ochoa, UAMS Head Start/ Early Head Start Executive Director
Policy Council Members
Site Member(s)
Chicot
Kennedy
FDC
MCH, Policy Council President
Home-Based / Preg. Women
PTC
Sherwood, Policy Council Secretary
St. Augustine
Remius Thompson, Alternate: Kia Stewart
Karmin Bell
Mayonna Bizzell
Sheila Lawrence –Hunter, Alternate: Troy Hunter
Adrieyana Hood
Commecion Pace, Alternate: Ana Lopez Vitela
Amber Beach, Alternate: Carter Rhoads
Amber Scorsone
Metro Brittany Reynolds
Little Learners
Alexia Ware