HEAD START-EARLY HEAD START GRANT SUMMARY.PDF

Maricopa County Human Services Department
Early Education Division
Summary of Application for Continued Funding 4/1/2021
HEAD START AND EARLY HEAD START 09CH010385
PROGRAM OVERVIEW:
Maricopa County Human Services Department (MCHSD) is requesting funding to continue Head Start services
to 807 children ages 3-5 and Early Head Start services to 182 infants, toddlers, and pregnant women for the 12-
month budget period of July 1, 2021 through June 30, 2022. The Program is requesting the full amount of
$14,597,270 in program operations and $193,098 in Training and Technical Assistance (TTA) funds. The total
funding application is $14,790,368. The defined service area for these programs is East Maricopa County
Excluding the City of Phoenix.
HEAD START OPERATING BUDGET
Category Operations TTA NFS TOTAL
Personnel $4,776,007 $22,583 $0 $4,798,590
Fringe Benefits $2,772,575 $10,496 $0 $2,783,071
Travel $0 $26,436 $0 $26,436
Equipment $0 $0 $0 $0
Supplies $278,500 $805 $0 $279,305
Contractual $1,361,879 $0 $336,776 $1,698,655
Other $645,000 $58,500 $2,603,663 $3,307,163
Indirect $1,675,785 $7,344 $0 $1,683,129
Income $0 $0 $0 $0
TOTAL $11,509,746 $126,164 $2,940,439 $14,576,349
EARLY HEAD START OPERATING BUDGET:
Category Operations TTA NFS TOTAL
Personnel $1,526,814 $23,369 $0 $1,550,183
Fringe Benefits $803,770 $10,306 $0 $814,076
Travel $0 $0 $0 $0
Equipment $0 $0 $0 $0
Supplies $61,000 $533 $0 $61,533
Contractual $110,000 $0 $8,000 $118,000
Other $68,550 $25,250 $749,153 $842,953
Indirect $517,390 $7,476 $0 $524,866
Income $0 $0 $0 $0
TOTAL $3,087,524 $66,934 $757,153 $3,911,611
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Maricopa County Human Services Department
Early Education Division
Summary of Application for Continued Funding 4/1/2021
HEAD START AND EARLY HEAD START 09CH010385
PROGRAM GOALS:
1. Long-term Goal - Better physical, cognitive, and social and emotional development in children
Short-term Outcomes- 1) Children Are Current with Recommended Health Requirements 2) Children Meet
and/or Exceed School Readiness Goals and Objectives 3) Children’s Developmental Delays Are identified
and Interventions Provided in Inclusive Settings
Objectives-
• 100% of children enrolled are current with the recommended OHS health requirements.
• 100% of uninsured, underinsured, uninsurable children will receive dental/medical services via HS
funding and/or referrals to community for related low cost or pro-bono services.
• Utilizing the CLASS child-teacher interaction assessment for Pre-K classrooms, Emotional Support
ratings will be at 6.0; Classroom Organization ratings at 6.0; and Instructional Support ratings at 3.0
• 95% of children will meet or exceed school readiness goals in all domains.
• 10% of children enrolled in the program will be Special Needs.
• 100% of children with IEPs will be in mainstream settings at least 50% of the time.
2. Long-Term Goal- Improved Parent and Child Interactions that lead to Decreased Rates of Child Abuse
and Neglect
Short-term Outcomes- 1) Parents have increased knowledge of their child’s development 2) Families with
Greatest Needs are enrolled
Objectives-
• 50% of parents attend at least one parent meeting scheduled.
• At least one parent conference will occur in the family’s home.
• 87% of children enrolled will be 100% below FPL
• Waiting list will be at 40% of program enrollment with eligible applications.
• Average daily attendance for the program will be at 87%.
3. Long-term Goal- Increase Parent Self-Reliance and Empowerment
Short-term Outcomes- 1) Parents Are Engaged In Employment, Job Training, Or School 2) Parents Have
Connections To Social And Community Supports
Objectives-
• A 50% increase in parents being gainfully employed, in employment skills training and or school
• 25% of parents will be involved in a community/cultural association, parent committees and /or Policy
Council
• 60% of all EHS/HS parents will successfully achieve 100% of their goals, as specified in their FPA.
4. Long-term Goal- Expand and Improve the Quality of the Early Childhood Workforce
Short-term Outcomes- Staff Retention and Continuity and Degree Attainment
Objectives-
• 100% of eligible Teacher Assistance and Family Educators will have at least a CDA
• 100% of new hires will at least have 2 weeks of Orientation prior to entering the classroom.
• 100% of staff will be offered a competitive salary.
• Employee Engagement will be at 95%
• 100% of employee exit interviews will be analyzed
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Maricopa County Human Services Department
Early Education Division
Summary of Application for Continued Funding 4/1/2021
HEAD START AND EARLY HEAD START 09CH010385
CRITERIA FOR RECRUITMENT, SELECTION, AND ENROLLMENT OF PARTICIPANTS:
Priorities-
1. Continuing Children,
2. Children Transitioning from Early Head Start or from another HS program,
3. Child is in court ordered Foster Care or court ordered kinship care or reunification process
4. Children with Disabilities (determined by IEP/IFSP)
5. Family is considered to be Homeless per McKinney-Vento Act /HERTH Act
6. Family is receiving public assistance – TANF or SSI
7. Levels of income under 100% of poverty
Preferences-
1. Children within one year of attending kindergarten
2. Teen parent at time of application
3. Child of an active military family or a disabled veteran
4. Single Parent
5. Child is not in foster care and does not live with biological or adoptive parent
6. Parent or resident care giver is currently or been incarcerated within the last 6 months
7. Parent/Guardian needs an interpreter
8. Sibling enrolled in EHS/CCP/HS/Expansion
9. Waitlisted children from previous program year
10. First time Head Start family (excluding transitioning from EHS).
11. Parent participating in “Strengthening Working Families” project
12. Family experiencing substance abuse
13. Family experiencing domestic violence
14. Family involved with Child Welfare/Department of Child Services
15. Family has refugee status
CHILD OUTCOMES/SCHOOL READINESS GOALS:
GOAL 1: Children will develop new knowledge and skills to be able to approach learning with persistence,
flexibility, curiosity, and engagement.
GOAL 2: Children will develop positive connections with other children and significant adults, display initiative to
meet his or her needs and express and manage emotions in healthy ways.
GOAL 3: Children will build, use, and comprehend increasingly complex and varied communication skills.
GOAL 4: Children will use observation and manipulation, ask questions, make predictions, and develop
hypothesis to gain a better understanding of information and activities in their surroundings.
GOAL 5: Children will develop small and gross motor skills and understand movement concepts.
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Maricopa County Human Services Department
Early Education Division
Summary of Application for Continued Funding 4/1/2021
HEAD START AND EARLY HEAD START 09CH010385
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Maricopa County Human Services Department
Early Education Division
Summary of Application for Continued Funding 4/1/2021
HEAD START AND EARLY HEAD START 09CH010385
TRAINING AND TECHNICAL ASSISTANCE PLAN:
The program conducted a thorough review of program data, surveys, local and national initiatives and priorities,
results of monitoring, community and self-assessments, Program Information Reports, staff qualifications and
mandated trainings to identify priorities and desired outcomes of the program Training and Technical Assistant
and professional development plan.
Identified Priority Desired Outcome:
Build and Advance Qualified Staff Meet the required staff qualifications and ensure that staff have
needed knowledge and skills pertaining to their assigned work
Improve Quality Teaching and Learning Children meet goals for school readiness
Develop Collaborations, Partnerships Community partnership and collaborations meet program and
and Advocacy family needs
Develop and Implement Outcome Accurately assess and provide timely data for use in program
Services and Systems planning and decision making
Parent Engagement with Children and Parents participate in supporting their child’s growth and
in the Program development
Mandated and Required Trainings Compliance with Performance Standards and AZ Child Care
Licensing Requirements
Professional Development Strategies-
• Coaching- Including use of outside consultants, college advisors, and internal subject matter experts,
developing communities of practice, and engaging in individual and small group professional
development.
• Local and National Trainings and Conferences/Workshops/Webinars- To promote knowledge of
best practices, respond to national priorities, and widening circles of support and development of staff
and parents.
• Training Materials- Increase access to professional development resources. This includes books,
manuals, DVD, and curriculums, and recorded webinars, professional journals, etc.
ONGOING MONITORING, SELF-ASSESSMENT, AND PROGRAM IMPROVEMENT PLANS:
The Early Education Division engages in a self-assessment process that aligns with a culture of continuous
quality improvement. The yearly self-assessment process is centered on program goals, desired outcomes, and
includes staff, leaders, parents, and partners in a review of the progress made. The Self-assessment includes a
review and comparison of program data across content areas to address higher-level systemic issues as well as
a vehicle for innovation. Throughout the year, program leaders and staff continually track the effectiveness of
program operations and progress towards goals through an ongoing monitoring system. During the annual Self-
Assessment, staff, leaders, parents, and partners reflect on that same data; any additional data, such as federal
monitoring reports, Program Briefings, Quarterly Program Reports, and the previous year’s Self-Assessment
report.
As a result of ongoing monitoring and annual self-assessment, the program identified the following areas for
program improvement:
• Implement additional Staff Training on:
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Maricopa County Human Services Department
Early Education Division
Summary of Application for Continued Funding 4/1/2021
HEAD START AND EARLY HEAD START 09CH010385
1. Program wide policies and procedures
2. Curriculum Fidelity
• Improve Communication within the program to:
1. Fully utilize site team meetings as an opportunity to discuss and coordinate Family and Child Services,
including transition plans
• Develop improvement Program Plans and Systems that:
1. Ensure consistency in implementation of the center-based curriculum
2. Clarify and communicate within the program the roles, responsibilities, and expectations of Family
Services, Education, Coaching, and Mental Health Staff
3. Support FSS and Teaching staff in analyzing program data together
4. Ensure follow-up with monitoring activities and corrective actions are completed
5. Enhance monitoring of inclusion services, field entries, to identify children with disabilities
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