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M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 1 Program Overview: The Maricopa County Human Services Depart (MCHSD) Early Education Division is looking forward to continuing the 50-year history of providing support to children and families in achieving school readiness and parent engagement through the Head Start and Early Head Start grant awards. MCHSD is requesting $99,389 in supplemental funds and $12,500 in Start-up funds for 20 Head Start children to meet the 40% of all enrollments at the 1020 annual planned service hours. The supplemental funds available to extend duration of services in Head Start is in full alignment with the MCHSD approach to serving children in extended days, hours, and for multiple years in ways that are responsive to community needs that have been identified by program parents as they have advocated for their desires within the program. Program Goals: LONG-TERM GOAL 1: 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: 1) 100% of children enrolled are current with the recommended OHS health requirements. 2) 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. 3) 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. 4) 95% of children will meet or exceed school readiness goals in all domains. 5) 10% of children enrolled in the program will be Special Needs. 6) 100% of children with IEPs will be in mainstream settings at least 50% of the time. Measured by: Completed Well-Child Exams, Immunizations, and Vision/Hearing Screenings Insurance Status of Children, Pre-Post CLASS and HOVRS Observations, Developmental and S/E screening Results and Referrals, Disabilities Enrollment and Analysis of IEP’s, Child Assessment Summaries: Teaching Strategies GOLD, Mental Health Referrals and Consultation Reports, Bracken School Readiness Screenings M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 2 LONG-TERM GOAL 2: 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: 1) 50% of parents attend at least one parent meeting scheduled. 2) 100% of parents enrolled for the entire program year participate in 3 parent teacher conferences. 3) 87% of children enrolled will be 100% below FPL. 4) Waiting list will be at 40% of program enrollment with eligible applications. 5) Average daily attendance for the program will be at 87%. Measured by: Parent Meeting Sign-in/Attendance, Parent-Teacher Conference Records, Parent Volunteer Hours in At-Home Literacy and Curriculum Tasks, Eligibility and Waitlist Reports Attendance Reports, Parent Referrals for Mental Health Services, Mental Health Consultation to Parents LONG-TERM GOAL 3: 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: 1) 40% of parents enrolled in center-based program options are employed, in school, or job training by the end of the program year. 2) The program develops 2 new community partnerships that help to connect parents to social and community supports per program year. 3) 60% of all EHS/HS parents will successfully achieve 100% of their goals, as specified in their FPA. Measured by: Parent Employment Status Pre-Post, Parent Education Attainment Pre-Post Review of Community Partnership Agreements, Family Partnership Goals Completion Reports Parent Referral for Education/Employment Services M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 3 LONG-TERM GOAL 4: Expand and Improve the Quality of the Early Childhood Workforce SHORT-TERM OUTCOMES: 1. Staff Continuity and Degree Attainment Objectives: 1) 25% of Teacher Assistants will be enrolled in AA/BA degree programs. 2) 100% of Non-degreed Teacher Assistants and Family Educators will have at least a CDA 3) 100% of new hires will at least have 1 week of Orientation prior to entering the classroom. 4) 100% of staff will be offered a competitive salary. 5) Employee Engagement will be at 95% 6) 100% of positions that become vacant are analyzed for reasons of vacancies/turnover. Measured by: Staff Qualification Reports Pre-Post, Salary Market Survey, Employee Engagement Survey, Exit Interview Notes, Teacher Turnover Reports, Teacher Training Records School Readiness Goals and Data: GOAL 1: Children will develop new knowledge and skills to be able to approach learning with persistence, flexibility, curiosity, and engagement. DOMAIN: Approaches to Learning—focuses on how children learn. It refers to the skills and behaviors that children use to engage in learning. Assessment of this goal includes answering the question: How do children develop and use strategies to solve problems? GOAL 2: Children will develop positive connections with other children and significant adults, display initiative to meet his or her needs, express, and manage emotions in healthy ways. DOMAIN: Social and Emotional Development—positive social and emotional development in the early years provides a critical foundation for lifelong development and learning. Assessment of this goal includes answering the question: How do children develop an understanding of themselves and others? GOAL 3: Children will build, use, and comprehend increasingly complex and varied communication skills. DOMAIN: Language and Literacy—communication is fundamental to the human experience, and language and literacy are essential to children’s learning. M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 4 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. DOMAIN: Cognition—cognitive development includes reasoning, memory, problem- solving, and thinking skills that help young children understand and organize their world. Assessment of this goal includes asking the question: How do children develop an understanding of their world? GOAL 5: Children will develop small and gross motor skills and understand movement concepts. DOMAIN: Perceptual, Motor, and Physical Development—perceptual, motor, and physical development is foundational to children’s learning in all areas because it permits children to fully explore and function in their environment. The charts below reflect the progress towards meeting school readiness goals: M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 5 Selection and Enrollment Criteria: 1. Selection and Enrollment Criteria According to CFR 1302.14 Each Head Start program must annually establish selection criteria that weigh the prioritization of selection of participants that considers all eligible applicants for Head Start services. Because the Maricopa County Head Start Zero-Five Program is unable to serve all of the low-income children who meet Head Start eligibility criteria, one of the most important responsibilities the program has, is to decide which children are selected to be enrolled and which are unable to be. This selection criterion is required by Head Start Performance Standards and includes taking a number of important actions, including: Conducting a Community Assessment of the strengths and needs within the approved service area. Using the assessment to determine the criteria that define the types of children who will be given priority for recruitment and enrollment. Recruiting the greatest number of children possible so they can be considered for selection and enrollment. Enrolling the children and families with the greatest need for Head Start services. The Maricopa County Head Start Zero-Five Program has determined which applications will be prioritized for enrollment in the 2018-2019 program years as follows: M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 6 2. Head Start Age Eligibility The majority of children served by MCHS live within school districts that use August 31 as the cut-off date for kindergarten eligibility. To remain consistent with the majority of districts, the program’s age eligibility is: Children born between 09/01/2014 and 08/31/2015 will have a class age of Four years old Children born between 09/01/2015 and 08/31/2016 will have a class age of Three years old Children who have an actual age of 30-35 months at the time of application will be considered Head Start age eligible and will be considered for enrollment on or after their 3rd birthday. Eligible Children Enrollment Priorities for Head Start 1. Continuing Children 2. Children Transitioning from Early Head Start or from another HS program option 3. Child is in court ordered Foster Care or court ordered kinship care or reunification process 4. Family is considered to be Homeless per McKinney-Vento Act /HEARTH Act 5. Children with Disabilities (determined by IEP) 6. Family is receiving public assistance – TANF or SSI 7. Levels of income under 100% of poverty Additional Preference is given for enrollment when one or more of the following conditions apply: 1. Children within one year of attending kindergarten (children turning 5 years of age after 9-1) 2. Teen parent at time of application 3. Child of an active military family or of a disabled veteran 4. Site Specific Preferences/HUD/Save the Family/La Mesita/Valor on 8th/PDG 5. Single Parent 6. Child is not in foster care and does not live with a biological or adoptive parent 7. Parent or resident care giver is currently or recently incarcerated within the last 6 months. 8. Parent/Guardian needs an interpreter 9. Sibling enrolled in EHS/HS/CCP/Expansion Waitlisted children from previous program year M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 7 Summary of Changes in Revised Sites and Options: The Head Start children enrolled in classrooms offering higher duration have benefited from extended instruction time. The MCHSD-Early Education Division proposes to convert the Gilbert Boys and Girls Club double session classrooms that provides part days service, 3.5 hours per day, to 2 full day classroom that offers 6.5 hours per day to meet 1040 hours per program year. Conversion Summary Current State Gilbert Boys and Girls Club, Gilbert Currently offers: 2 Part time double sessions- AM/PM 3.5 Hours per day 128 days per PY 40 Enrollment Opportunities Proposed Conversion Gilbert Boys and Girls Club Pending location 1 Full time session 1 Full time session 6.5 Hours per day 6.5 hours per day 160 days per PY 160 days per PY 20 FT Enrollment opportunities 20 FT Enrollment Opportunities HS Full Day HS Full Day HS Full Day 6.5 Hr Per 6.0 Hr per day TOTAL Community 6.5 hr. per day Day Total 160 Days Centers 213 Days 160 days Center Based 960 Hours 1380 Hours 1040 Hours Slots Chandler 40 0 60 5 100 Guadalupe 20 20 0 2 40 Tempe 40 0 0 2 40 Scottsdale 20 0 0 1 20 Gilbert 20 40 0 4 94 Mesa 157 220 0 20 513 TOTALS 297 280 60 34 807 M a r i c o p a C o u n t y H u m a n S e r v i c e s D e p a r t m e n t E a r l y E d u c a t i o n D i v i s i o n H e a d S t a r t - D u r a t i o n A p p l i c a t i o n G r a n t N o . 0 9 C H 0 1 0 3 8 5 D e c e m b e r 1 , 2 0 1 8 P a g e | 8 Head Start Operating Budget Only Duration Category Operations NFS TOTAL Funds Personnel $6,125,435 $45,760 $0 $6,171,195 Fringe Benefits $3,354,185 $22,880 $0 $3,377,066 Travel $11,568 $0 $0 $11,568 Equipment $0 $0 $0 $0 Supplies $193,772 $17,500 $0 $211,272 Contractual $1,060,424 $0 $25,000 $1,085,424 Other $998,631 $10,000 $3,482,743 $4,491,374 Indirect $2,175,067 $15,749 $2,190,816 Income $0 $0 $0 $0 TOTAL $13,919,082 $111,889 $3,507,743 $17,538,715