Clackamas ESD Oregon Head Start. Prekindergarten Program. Annual Report

Transcription

1 CESD/Oregon Head Start Prekindergarten Program Clackamas ESD Oregon Head Start Prekindergarten Program Annual Report SE 97th Ave Clackamas Or

2 Table of Contents Introduction 3 Budget 5 Services to Families and Children 6 Parent Involvement 7 School Readiness and Transition to Kindergarten School Readiness Outcomes ODE Review 10 Financial Audit 10 2

3 History In 1987, Oregon joined the states offering comprehensive preschool services by passing SB 524 and creating the Oregon Prekindergarten Program. The next year, in May of 1988, Clackamas ESD was chosen to be one of Oregon s first State Prekindergarten Programs. Clackamas ESD Oregon Head Start Prekindergarten Program (OHSPP) was the vision of Janet Dougherty Smith, who saw the need for a comprehensive preschool and family support program that integrates low-income families into neighborhood schools and supplements these educational programs with required health and social services. Vision Statement Building bridges to success, one child, one family, one community at a time. Mission Statement To develop a foundation of knowledge, skills and life-long learning by nurturing relationships with children, families, and communities. Philosophy Head Start is built upon the understanding that child and family development takes place in a community and effective programs build upon and link families with community resources. For this reason, OHSPP is designed to link with schools, social service agencies, health services and childcare services. In this way, OHSPP achieves the Head Start mission of supporting families in preparing their children for kindergarten success. Program Model OHSPP continues to be an innovative Head Start program that combines an intensive home-based model with an enhanced, educationally rich prekindergarten program nested in a local collaborative partnership with school districts and private preschools. OHSPP provides comprehensive services for 199 of Clackamas County s children and their families. Enrolled children receive a quality preschool experience in their own community and the family is supported through home visits and offered comprehensive educational, nutritional, health and social services. The program s funding comes from the state of Oregon. However, OHSPP follows all of the Federal Head Start guidelines and standards. 3

4 Principles Parents are the primary teachers of their child Holistically healthy families nurture healthy children Children need to feel loved, safe and secure Healthy children do better in school and life It takes a village to raise a child Parents are partners in decision making regarding their child and within the OHSPP program Values Parents will be involved in developing and guiding an individualized plan for their child through the home visits and at preschool. Involved means being present, actively engaged in decision making, and reflective about their child s needs and strengths. We respect the family s value system without giving up our own or judging the family. We trust that parents have the ability and desire to parent their child to the best of their ability. We believe that parents are doing the best they can do. We believe parents are lifelong learners. Once parents know better they can do better. We believe that health is a lifelong issue. Health includes mental, physical, and social health. We believe that change is an active process and impacts the whole family system. We believe the change process, although positive, involves many ups and downs that require patience, support, and time. We believe it takes a community of support to keep a child safe (physically), secure (emotionally) and loved (needs met). We believe children deserve medical, dental,and mental health services at a young age. We believe child and family advocates are important, primary people in the community supporting families and children. We believe parents can be supported and nurtured to become active decision makers. We believe in supporting families in the process of gaining new information and incorporating into their own lifestyles/values. 4

5 Budget CESD OHSPP received a total award from ODE of $1,693, We had a rollover amount of $43, $1,737, was budgeted for the program year. Description Budget Actual A. Salaries $524, $498, B. Fringe $321, $342, C. Travel $24, $30, D. Equipment $0.00 $ E. Supplies $23, $123, F. Contractual $703, $654, G. Property Services $28, $28, H. Other - Purchases $61, $27, I. Total Direct Costs $1,686, $1,706, J. Total Indirect Costs $50, $30, K. Totals $1,737, $1,736,

6 Services to Families and Children In , 225 children were served by OHSPP. Of those children: 56 were in their second year of enrollment 169 were newly enrolled. 83 were three years old 142 were four years old At the End of Enrollment: 97% of children had health insurance Of those, 202 had Medicaid, 16 had private insurance 92% of children had a medical home 96% of children received a medical exam 43 of those children were diagnosed with a chronic condition. They all received treatment. 96%of children were either up to date, received all possible immunizations, or were exempt 88% of children had a dental home 96% of children completed a professional dental exam 19 of those children needed treatment. 11 received treatment before the end of the year. 7% of children received mental health services 22% of children had an IFSP while in OHSPP All Received services from ECSE. 34 were diagnosed prior to entering OHSPP. 15 were referred to ECSE by OHSPP during the program year. OHSPP Sites Site Location Design Slots Bolton Primary West Linn School District Preschool 16 Trost Elementary Canby School District Preschool 36 Boones Ferry Elementary Wilsonville School District Preschool 51 Sandy Grade Sandy School District Preschool 36 Logus Road Milwaukie Community Preschool 30 Oak Hills Milwaukie Community Preschool 30 Average Monthly Enrollment September March 2015= 100% April 2015-June 2015 = 99% OHSPP serves approximately.01% of eligible children in Clackamas County Total population = 318,857,056 Children 0-5= 6.3% (20,087,995) Children poverty = 23% Children 0-5 in poverty = 4,620,239 (23% of 20,087,995) Children between 3 and 5 in poverty = 1,848,065 OHSPP is funded for 199 slots 6

7 Parent Involvement Head Start continues to focus on the importance of family engagement: From the very first meeting with the family, parents are offered the opportunity to be involved in their child s Head Start experience. OHSPP provides home visits throughout the year and teachers offer parent/teacher conferences in support of ongoing communication regarding their child s growth and development. Family Days provide guidance for understanding developmentally appropriate practice. The Home Visitors partner with parents to create family partnership agreements by evaluating family needs, strengths, interests in continuing education/training, and program participation. Parents are involved in developing their child s Individual Goals and planning home visits that meet their child s interests and educational needs. Parent involvement in program oversight and development continues through Parent Meetings, Policy Council, Self-Assessment teams, and the Community Needs Assessment. Parents are encouraged to assume an active role in leading meetings, and providing input regarding program operation throughout the year through various avenues including; surveys, meeting agendas, and face-to-face communication. Workshops and training opportunities designed to meet the needs and interests identified by parents as well as required training components are offered throughout the program year. Events include; Orientation to Preschool, Family Days, field trips, Make Parenting a Pleasure, and family nutrition classes, just to name a few. The Nutritionist provides one-on-one consultation to families that have concerns or questions about their child's eating habits, weight or growth. The Mental Health Specialist offers consultations to families to address their child s challenging behaviors or to assist in other family mental health issues. The Family and Community Partnerships Specialist provides hand to hand support in finding and accessing needed resources. 7

8 School Readiness OHSPP uses several tools to assess and support children s progress. The program uses the Ages and Stages Questionnaire and the Ages the Stages Questionnaire: Social/Emotional to screen children s development and determine if further evaluation is required. The Creative Curriculum System is the written curriculum that is used in all OHSPP classrooms. The Creative Curriculum draws on the latest empirical, peer reviewed research on language and literacy, cognitive, physical, social emotional, and brain development for preschool children. OHSPP uses Teaching Strategies Gold Online, a research-based online educational management system tool, to track children s progress, support parents in choosing children s individual goals, and develop and analyze the program s progress on School Readiness Goals. Teaching Strategies Gold Online links assessment, planning, individualization and the documentation of progress. Both the curriculum and the assessment are aligned with the Head Start Child Development and Learning Framework. This year, OHSPP has implemented the Pyramid Model for Promoting Social Emotional Competence in Young Children. The Pyramid Model is a conceptual framework of evidencebased practices developed by two national, federally-funded research and training centers: The Center for the Social and Emotional Foundations for Early Learning (CSEFEL) and Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI.) In conjunction with the Pyramid Model, each of our classrooms have the Second Step curriculum. Together these materials and strategies will facilitate school readiness by building social emotional competence and positive approaches to learning. Transition to Kindergarten CESD/ OHSPP has formal transition plans with all ten school districts in Clackamas County. They include: Family Event Activities that focus on transitioning to Kindergarten. Written transition plans that may include visits to a Elementary School and visits by a Kindergarten Teacher to a Head Start classroom. Transition summaries that are written for each child highlighting the child s strengths and what he/she is ready to learn next, classroom management strategies and any health related information pertaining to individual children. 8

9 School Readiness Outcomes Social &Emotional Development Social & Emotional Development Expected Outcomes 90% of students will have met or exceed the appropriate TS GOLD indicators. Results 91% Physical Development & Health Physical Development & Health Expected Outcomes 95% of students will have met or exceed the appropriate TS GOLD indicators. Results 92% Language & Literacy Expected Outcomes Results Language Development 83% of students will have met or exceed the appropriate TS GOLD indicators. 88% Literacy Knowledge & Skills 90% of students will have met or exceed the appropriate TS GOLD indicators. 90% English Language Development 90% of the English Language Learners will make progress on this objective. 99% Cognition & General Knowledge Logic & Reasoning Mathematics Knowledge & Skills Science Knowledge & Skills Social Studies Knowledge & Skills Creative Arts Expression Expected Outcomes 85% of students will have met or exceed the appropriate TS GOLD indicators. 85% of students will have met or exceed the appropriate TS GOLD indicators. 85% of students will meet program expectations on this objective 85% of students will meet program expectations on this objective 85% of students will meet program expectations on this objective Results 91% 80% 87% 83% 86% Approaches to Learning Expected Outcomes Results Approaches to Learning 90% of students will have met or exceed the appropriate TS GOLD indicators. 93% 9

10 ODE Review The most recent federal review conducted by the Oregon Department of Education occurred in April and May of Laurie Danahy, OHSPP s Specialist from ODE, thoroughly evaluated the Oregon Head Start Prekindergarten Program s effectiveness in delivering services to children and families based on the Federal Performance Standards. The final step of the State of Oregon Accountability Review (SOAR) for the CESD Oregon Head Start Prekindergarten Program was completed in early March The Pre-K Classroom Assessment Scoring System (CLASS) tool was used to conduct observations in three classrooms serving CESD Oregon Head Start Prekindergarten children. Based on the program s CLASS scores and the information gathered during the SOAR review conducted last year, CESD s Oregon Head Start Prekindergarten program is determined to be in compliance with all applicable rules and regulations. Clackamas ESD s CLASSTM domain scores: Exceeded minimum score thresholds used to assess program quality (established by the Federal Office of Head Start); Exceeded national averages for all Head Start programs evaluated in the program year. CESD s scores for Emotional Support and Classroom Organization were in the high-range. The score for Instructional Support was at the upper end of the mid-range. It is important to note that Instructional Support is the most challenging domain for early childhood programs nationwide, so CESD s scores in this area are impressive. Domain Minimum Domain Score Threshold Average CESD Domain Scores National Average Head Start Scores in * Emotional Support Classroom Organization Instructional Support CESD Average Dimension Scores Emotional Support Score Classroom Organization Score Instructional Support Score Positive Climate 6.08 Behavior Management 6.00 Concept Development 5.67 Negative Climate** 1.08 Productivity 6.33 Quality of Feedback 5.83 Teacher Sensitivity 5.92 Instructional Learning Formats Student Perspectives Language Modeling 5.83 Financial Audit The CESD s last fiscal audit was completed on November 25, 2014 by Wilcox Arredondo and Company. There were no concerns noted within OHSPP finances. 10