2014 Annual Report2014 Annual Report

Venice Family Clinic

Children First Early Head Start

604 Rose Avenue

Venice, CA 90291

(310) 664-7534

http://www.venicefamilyclinic.org

Table of ContentsTable of Contents

Our History……………………………………………………….. 2

Mission Statement……………………………………………. 2

Our Program…………………………………………………….. 3

School Readiness………………………………………………. 4

Independent Auditor’s Report………………………….. 11

Letter From the Director.………………………………….. 13

Budget and Expenditures………………………………….. 14

Health Services…………………………………………………. 15

Enrollment……………………………………………..………… 16

Transition…………………………………………………………. 17

Parent Involvement…………………………………………… 18

Head Start began as an eight week summer program in 1965. The project was funded by the Federal Government to provide services to preschool aged children ages 3-5. Head Start was designed to help break the cycle of poverty by providing comprehensive health, educational, nutritional, social, and other services to economically disadvantaged children and their families. Since then, Head Start has served more than 15 million children and families.

In 1994, the Early Head Start program was created by the U.S. Congress as an extension of the Head Start Act. The Early Head Start program serves pregnant women and children up to age three. The goals of Early Head Start focus on the healthy cognitive, physical, social and emotional development of infants and toddlers. Research on brain development has demonstrated that, to thrive, children from birth to age three need a variety of positive learning experiences provided in a secure and loving environment. In recognition that parents are the primary educators of their children, Early Head Start programs are designed to work with families to ensure that the developmental needs of each child are met. Since 1994, Early Head Start has grown nationwide to over 600 community-based programs serving over 50,000 children.

Early Head Start History Early Head Start History 22

The mission of Children First Early Head Start is to optimize the quality of life for infants, toddlers, and pregnant women by enriching relationships among families, communities, and staff through child development education and parent empowerment. We promote a continuum of care including comprehensive health services, social services, and community referrals.

Mission StatementMission Statement

PhilosophyPhilosophy There are two key elements to the Early Head Start philosophy. First, every child can benefit from a comprehensive program to foster development. And second, the child’s entire family, as well as the community, must be involved in the program in order for it to be a success. Children First Early Head Start is designed to meet the special strengths and needs of each child and family.

The program provides the following comprehensive services:

Child Development and Early Childhood Education

Parent education, advocacy and involvement

Child health, safety and wellness

Nutrition and dental services

Networking families with community and social services and resources

Disabilities, wellness, and mental health services available

Our ProgramOur Program

Program GoalsProgram Goals Children First Early Head Start believes the long-term goal of the program is healthy children and families, strong parent-child relationships, resourceful/self-sufficient families, and supportive communities.

To be eligible for the Children First Early Head Start program, families need to live in our service area comprised of various cities on the west side of Los Angeles, including Venice, Santa Monica, Culver City, Mar Vista, the Cadillac/Robertson area, Palms, and parts of Inglewood.

Our Program Our Program 33

During 2014, school readiness date was collected three times during the year to track progress for individual children and the program. Individual reports were shared with families and results were shared in the newsletter. Date collection #3 is shared below for 2014.

CUSTOM SOLUTIONS

WEB

EBUS

School ReadinessSchool Readiness

Social and Emotional Development: Infants and Toddlers will develop self-esteem through positive relationships with those around them.

Language and Literacy Development: Infants and Toddlers will increase their language skills through early literacy learning activities.

4

CUSTOM SOLUTIONS

WEB

EBUS

Approaches toward Learning: Infants and Toddlers will learn exploring their surroundings through repetition and experimenting.

Cognition and General Knowledge: Infants and Toddlers will learn to be independent and responsible in the way they demonstrate their experiences.

School Readiness School Readiness 55

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Cognition and General Knowledge

Age Expected Range (91.74%)

Somewhat Less (3.31%)

Much Less (.83%)

Somewhat More (4.13%)

CUSTOM SOLUTIONS

WEB

EBU

School Readiness School Readiness 66

Physical Well-Being and Motor Development: Infants and Toddlers will increase their level of physical activity through home and program activities.

2014 School Readiness Results: We are using Kinder Charts online data system for the Home Based option.

Ongoing Child Assessment The Home Based Option uses the Hawaii Early Learning Profile to track the development of children as they learn and grow. The tool consists of 685 skills and behaviors selected by a multi-disciplinary team and field tested in 35 states and 7 countries. The Hawaii Early Learning Profile covers six domains: cognition, language, gross motor, fine motor, social-emotional and self-help. The assessment provides parents and staff with information on each child’s development for individualization of service and for tracking a child’s progress. The DRDP-IT (2010) is the primary assessment tool used for the Family Child Care option. It is a developmental assessment tool for infants and toddlers 0-36 months old. It used to measure individual children’s development in areas such as self and social development, language and literacy development, cognitive development, motor and perceptual development, as well as health. The DRDP-IT is completed three times per year, and the results are based on ongoing observations of the children in their natural environment.

CUSTOM SOLUTIONS

EBUSINESS SOLUTIONS

School Readiness (DRDP Tech) School Readiness (DRDP Tech) Family Child Care Family Child Care 77

(SSD) Self and Social Development

Responding with Reflexes

Expanding Responses

Acting with Purpose

Discovering Ideas

Developing Ideas

SSD1: Identity of self in relation to others

0%/7% 6%/7% 44%/60% 17%/13% 33%/13%

SSD2: Recognition of ability 0%/7% 6%/7% 33%/67% 22%/7% 39%/13%

SSD3: Self expression 0%/7% 11%/13% 17%/40% 28%/27% 44%/13%

SSD4: Empathy 0%/13% 17%/20% 22%/33% 44%/13% 11%/20%

SSD5: Self comforting 0%/13% 11%/13% 44%/33% 28%/27% 17%/13%

SSD6: Seeking others’ help to regulate self

0%/7% 6%/0% 39%/67% 22%/13% 33%/13%

SSD7: Responsiveness to others’ support

0%/7% 22%/13% 22%/53% 28%/20% 28%/7%

SSD8: Impulse control 0%/7% 17%/0% 22%/60% 33%/20% 28%/13%

SSD9: Interactions with adults

0%/7% 17%/0% 28%/60% 28%/27% 28%/7%

SSD10: Relationships with familiar adults

0%/7% 11%/0% 33%/67% 33&/13% 22%/13%

SSD11: Interactions with peers

6%/7% 11%/0% 22%/73% 28%/0% 33%/20%

SSD12: Relationships with familiar peers

6%/7% 6%/0% 39%/73% 28%/13% 22%/7%

SSD13: Social understanding 0%/7% 17%/0% 28%/60% 50%/27% 6%/7%

Group Summary by Percent for Winter 2014/Spring 2014

DRDP (2010) Infant Toddler

Winter 2014 Total Children: 18 Spring 2014 Total Children: 15 Unable to Rate: 0%

(LLD) Language and Literacy Development

Responding with Reflexes

Expanding Responses

Acting with Purpose

Discovering Ideas

Developing Ideas

Connecting Ideas

LLD1: Language Comprehension

6%/7% 11%/0% 22%/53% 6%/13% 33%/20% 22%/7%

LLD2: Responsiveness to Language

0%/7% 17%/0% 17%/27% 11%/47% 33%/7% 22%/13%

LLD3: Communication of needs, feelings, & interest

0%/7% 17%/20% 22%/40% 17%/7% 28%/20% 17%/7%

LLD4: Reciprocal communication

0%/7% 11%/13% 22%/27% 22%/33% 28%/13% 17%/7%

LLD5: Interest in Literacy 0%/7% 17%/0% 28%/47% 17%/27% 39%/20% N/A

LLD6: Recognition of symbols

0%/7% 17%/0% 33%/60% 17%/33% 33%/0% N/A

CUSTOM SOLUTIONS

EBUSINESS SOLUTIONS

School Readiness (DRDP Tech) School Readiness (DRDP Tech) Family Child Care Family Child Care 88

(SSD) Self and Social Development

Responding with Reflexes

Expanding Responses

Acting with Purpose

Discovering Ideas

Developing Ideas

COG1: Cause and effect 0%/7% 17%/7% 22%/47% 22%/27% 39%/13%

COG2: Problem solving 0%/7% 6%/0% 39%/53% 17%/40% 39%/0%

COG3: Imitation 0%/7% 22%/7% 22%/53% 17%/20% 39%/13%

COG4: Memory 0%/7% 17%/13% 39%/60% 17%/13% 28%/7%

COG5: Symbolic Play 0%/7% 17%/13% 28%/67% 33%/7% 22%/7%

COG6: Curiosity 0%7% 11%/0% 33%/67% 22%/13% 33%/13%

COG7: Attention maintenance

0%/7% 6%/13% 33%/40% 22%/27% 39%/13%

COG8: Understanding event sequences through personal care routines

0%/7% 11%/7% 33%/47% 17%/27% 39%/13%

COG9: Number 0%/7% 17%/13% 39%/60% 17%/20% 28%/0%

COG10: Classification and matching

0%/7% 11%/20% 44%/47% 11%/20% 33%/7%

COG11: Space and size 0%/7% 6%/27% 39%/27% 17%/33% 39%/7%

Group Summary by Percent for Winter 2014/Spring 2014

DRDP (2010) Infant Toddler

Winter 2014 Total Children: 18 Spring 2014 Total Children: 15 Unable to Rate: 0%

(MPD) Motor and perceptual

development

Moving with Reflexes

Combining Simple

Movements

Coordinating Simple

Movements

Exploring Complex

Movements

Making Complex

Movements

Expanding Complex

Movements

MPD1: Gross motor 0%/7% 0%/7% 11%/0% 11%/20% 28%/53% 50%/13%

MPD2: Balance 0%/7% 0%/0% 11%/0% 11%/13% 22%/67% 56%/13%

MPD3: Fine Motor 0%/7% 0%/0% 22%/0% 11%/40% 33%/40% 33%/13%

MPD4: Eye-hand coor-dination

0%/7% 0%/0% 17%/0% 17%/27% 39%/60% 28%/7%

(MPD) Motor and perceptual development

Responding with Reflexes

Expanding Responses

Acting with Purpose

Discovering Ideas

Developing Ideas

Expanding Complex

Movements

HLTH1: Safety 0%/7% 22%/0% 6%/47% 39%/40% 33%/7% 50%/13%

CUSTOM SOLUTIONS

EBUSINESS SOLUTIONS

School Readiness (DRDP Tech) School Readiness (DRDP Tech) Family Child Care Family Child Care 99

(ATL-REG) Approaches to Learning-Self-Regulation

Responding Earlier

Responding Later

Exploring Earlier

Exploring Later

Building Earlier

ATL-REG1: Attention maintenance

6% 19% 25% 44% 6%

ATL-REG2: Self comforting 6% 19% 12% 50% 12%

ATL-REG3: Curiosity and ini-tiative in learning

6% 12% 19% 50% 12%

ATL-REG4: Self-control of feeling and behavior

6% 25% 25% 31% 12%

(SED) Social and Emotional Development

Responding Earlier

Responding Later

Exploring Earlier

Exploring Later

Building Earlier

SED1: Identity of self in rela-tion to others

6% 6% 50% 31% 6%

SED2: Social and emotional understanding

6% 6% 31% 38% 12%

SED3: Relationships and so-cial interactions with famil-iar adults

12% 6% 25% 50% 6%

SED4: Relationships and so-cial interactions with peers

6% 6% 12% 44% 38%

SED5: Symbolic and sociodramatic play

6% 13% 38% 31% 6%

Group Summary by Percent for Fall 2014

DRDP (2010) Infant Toddler

Fall 2014 Total Children: 18 Unable to Rate: 0%

(LLD) Language and Literacy Development

Responding Earlier

Responding Later

Exploring Earlier

Exploring Middle

Exploring Later

Building Earlier

LLD1: Understanding of language (Receptive)

6% 6% 25% 31% 12% 19%

LLD2: Responsiveness to language

6% 6% 25% N/A 50% 12%

LLD3: Communication and use of language (Expressive)

6% 6% 44% 25% 12% 6%

LLD4: Reciprocal communication and conversation

6% 6% 5% 12% 19% 6%

LLD5: Interest in literacy

6% 6% 31% N/A 31% 25%

CUSTOM SOLUTIONS School Readiness (DRDP Tech) School Readiness (DRDP Tech) Family Child Care Family Child Care 1010

(COG) Cognition, Including Math and Science

Responding Earlier

Responding Later

Exploring Earlier

Exploring Later

Building Earlier

COG1: Spatial Relationships 6% 12% 31% 25% 25%

COG2: Imitation 12% 12% 25% 25% 25%

COG3: Cause and effect 6% 12% 25% 38% 19%

COG4: Classification 6% 19% 31% 31% 12%

COG5: Number sense of quantity

6% 19% 38% 25% 12%

COG10: Inquiry through observation and investigation

0% 6% 19% 56% 19%

COG12: Knowledge of the natural world

0% 12% 38% 31% 19%

Group Summary by Percent for Fall 2014

DRDP (2010) Infant Toddler

Fall 2014 Total Children: 18 Unable to Rate: 0%

(PD-HLTH) Physical Development - Health

Responding Earlier

Responding Later

Exploring Earlier

Exploring Middle

Exploring Later

Building Earlier

PD-HLTH1: Perceptual-motor skills and movement concepts

6% 6% 19% N/A 38% 31%

PD-HLTH2: Gross locomotor movement skills

6% 6% 6% 25% 31% 25%

PD-HLTH3: Gross motor manipulative skills

6% 0% 19% 25% 25% 25%

PD-HLTH4: Fine motor manipulative skills

6% 6% 6% 25% 25% 31%

PD-HLTH5: Safety 6% 19% 12% N/A 44% 19%

PD-HLTH6: Personal care routines: hygiene

6% 19% 12% N/A 25% 31%

PD-HLTH7: Personal care routines: self-feeding

12% 6% 12% N/A 38% 38%

PD-HLTH8: Personal care routines dressing

6% 19% 25% N/A 31% 19%

CUSTOM SOLUTIONS

WEB SOLUTIONS

Independent Auditor’s Report Independent Auditor’s Report 1111

To the Board of Directors Venice Family Clinic Venice, California

Report on the Financial Statements

We have audited the accompanying consolidated financial statements of Venice Family Clinic and affiliate (the “Clinic”), which comprise the consolidated statement of financial position as of June 30, 2014, and the related consolidated statements of activities, functional expenses and cash flows for the year then ended and the related notes to the financial statements.

Management’s Responsibility for the Financial Statements

Management is responsible for the preparation and fair presentation of these consolidated financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation and maintenance of internal control relevant to the preparation and fair presentation of consolidated financial statements that are free from material misstatement, whether due to fraud or error.

Auditor’s Responsibility

Our responsibility is to express an opinion on these consolidated financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the consolidated financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatements of the consolidated financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness accounting principles used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall financial statement presentation of the consolidated financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

Opinion

In our opinion, the consolidated financial statements referred to above present fairly, in all material respects, the consolidated financial position of the of Venice Family Clinic and affiliate as of

Independent Auditor’s Report Independent Auditor’s Report 1111

1212

(cont’d.) June 30, 2014, and the changes in its net assets and its cash flows for the year then ended in accordance with accounting principles generally accepted in the United States of America.

Report on Summarized Comparative Information

We have previously audited the Clinic’s 2013 consolidated financial statements, and we expressed an unmodified audit opinion on those audited financial statements in our report dated ed December 7, 2013. In our opinion, the summarized comparative information presented here-in as of and for the year ended June 30, 2013 is consistent in all material respects with the audited consolidated financial statements from which it has been derived.

Other Matters

Our audit was conducted for the purpose of forming an opinion on the consolidated financial statements as a whole. The accompanying schedule of expenditures of federal awards, as required by U.S. Office of Management and Budget (“OBM”) Circular A-133, Audits of States, Local Governments and Non-profit Organizations, and consolidating and other supplementary information is presented for purposes of additional analysis and is not a required part of the consolidated financial statements. Such information is the responsibility of management and was derived from and relates directly to the underlying accounting and other records used to prepare the consolidated financial statements.

The schedule of expenditures of federal awards and consolidating and other supplemental information has been subjected to the auditing procedures applied in the audit of the consolidated financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the consolidated financial statements or to the consolidated financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the information is fairly stated in all material respects in relation to the consolidated financial statements as a whole.

Other Reporting Required by Government Auditing Standards

In accordance with Government Auditing Standards, we have also issued our report dated December 15, 2014 on our consideration of the Clinic’s internal control over financial reporting and our tests of its compliance with certain provisions of laws, regulations, contracts and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on the internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the Clinic’s internal control over financial reporting and compliance.

SINGER LEWAK LLP

Los Angeles, California

December 15, 2014

A Letter From The Director...A Letter From The Director...

Children First Early Head Start underwent a review by the Office of Head Start in December 2014 for Environmental Health & Safety. One concern was noted and no follow-up was required.

Federal ReviewFederal Review

Community members,

Venice Family Clinic Children First Early Head Start had an exciting 2014 year! We were thrilled to have

the return of our sequester funds from Congress with the help of the National Head Start Association. We

were able to hire a new Home Visitor in Inglewood and serve an additional 12 families. We also partnered

with UCLA Anderson Health Care Institute to do a program for families on “Eat Healthy, Stay Active,” an

obesity prevention program. We learned about healthy eating, cooking and exercising. We started to use

the HOVRS-Home Visit Observation Rating Scales to assess quality in our Home Based option. We

welcomed a new Child Care Education Manager to work with our contracted Family Child Care providers in

the community. We were able to hire a part-time Speech Therapist to help our School Readiness goal

related to Language and Literacy. We are especially proud of our Health Services as 98% of the children

were up to date on their well-child exams and 96% on immunizations. We are currently 10% higher than

state and national numbers. We partnered with the Virtual Dental Home program at the clinic to offer

dental exams at the parent committees and group socializations. Our Health Services Manager worked

with a local pediatric ophthalmologist from UCLA Jules Stein Eye Center and the National Head Start

Association Year of Children’s Vision to update our vision screening protocol to be in line with best practice

for children 0-3 years old. We continue to contribute hearing screening data to the Early Childhood

Hearing Outreach (ECHO) Initiative to receive feedback on our hearing screening. We offered 17 Parent

Trainings and attendance grew from 3% to 20% and our Father Involvement went from 33% to 44%. We

had a busy and productive 2014 and we continue to do our very best to partner with children and families to

be ready for a successful school career and healthy life. Thank you for your support and involvement!

Stacey Scarborough, Children First Early Head Start Director

sscarborough@mednet.ucla.edu

13

Budget & ExpendituresBudget & Expenditures

EARLY HEAD START

STATEMENT OF FUNCTIONAL EXPENSES FOR YEAR ENDED JUNE 30, 2013

EARLY HEAD START

2015 PROPOSED BUDGET

Salaries

$1,280,708

Personnel $1,464,659

Employee Benefits

$542,430

Fringe $663,786

Utilities & Rent

$103,154

Contractual $36,384

Telephone $18,967

Travel $17,339

Professional and contractual fees $111,315

Supplies $39,384

Postage, printing and subscriptions $20,229

Other Costs $129,385

Computer/Software/Office Supplies

$26,716

Direct

$2,328,598

Travel, training and workshops $79,907

Indirect Cost

$104,329

Repairs and maintenance $37,747

TA $60,042

Insurance $5,945

Approved Budget $2,492,969

Licenses, fees and dues $2,270

Non Federal Share $623,243

Transportation of patients/clients $2,711

EARLY HEAD START

2014 IN-KIND QUARTERLY DONATIONS

Participant supplies/activities/incentives

$49,094

January 1, 2013 – March 31, 2013 $65,556.89

Miscellaneous

$7,462 April 1, 2013 – June 30, 2013 $53,343.33

Total before depreciation and Expenses

$2,451,263

July 1, 2013 – September 30, 2013 $88,261.95

Total functional expenses

$2,532,792

October 1, 2013 – December 31, 2013 $87,587.53

STATE OF CALIFORNIA DEPARTMENT OF EDUCATION

SCHEDULE OF EXPENDITURES OF FEDERAL

AND STATE AWARDS JUNE 30, 2014

Indirect Cost $123,589

Program Title Contract

Amount Total Donations $418,338.70

Child Development

Services – General July 1st 2013 –Center Child Care June 30th 2014

$178,782

July 1st 2013 –

June 30th 2014 $188,972

Budget & Expenditures Budget & Expenditures 1414

EARLY HEAD START______________________________________________________________

Physical Health 1. Number of children up-to-date at the end of enrollment ……………………………………………..255 (98%) 2. Children diagnosed with a chronic condition and referred for medical treatment …………………………..24 3. Of the children diagnosed number of children who received or are receiving medical treatment……… ………………..24 4. Number of children who received treatment for the following conditions:

Preventive Dental Services/Dental Services for Pregnant Women 5. Number of children who received dental screenings and professional dental examinations………………171

Number of children with continuous, accessible dental care provided by a dentist…………………...67% Number of all children who are up-to-date on a schedule of age-appropriate preventive & primary oral health care according to your state's EPSDT schedule………………………………...88% 6. Number of pregnant women who completed Early Head Start………………………………………………….5

EARLY HEAD START______________________________________________________________ 1. Number of children determined by a multi-disciplinary team to have a disability EHS Prior to enrollment………………………………………………………………………………………………..36 Between time of enrollment and end of enrollment year……………………….........................................15 2. Total children determined to have a disability(ies)

Of the children determined to have a disability the number of

children with an Individualized Family Service Plan (IFSP)……………………………………………..51

Of the children reported, the number determined eligible by Local Education Agency (LEA) or Part C agency to receive special education or related services or Part C services under an Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP)………………………………………………..51

3. Total number of children determined to have a disability who have not received special education and related services ...…………………………………………………..………….... 0

Health Services Health Services 1515

Disability ServicesDisability Services

■ Anemia 33

■ Asthma 6

■ Hearing Difficulties 2

■ Vision Problems 6

■ High Lead 0

■ Diabetes 0

Early Head Start Enrollment Early Head Start Enrollment 1616 FUNDED AND ACTUAL ENROLLMENT

ELIGIBILITY_____________________________________________________________________________________ Number of children and pregnant women who were enrolled based on receipt of public assistance……. ………... …..40

Number of children and pregnant women enrolled based on income eligibility…………………………………………. . 208

Number of children and pregnant women who were enrolled although their families were over income ……………….14

Number who were enrolled due to status as foster child………………………………………………………..................... .. 2 Number who were enrolled due to status as homeless ..……………………………………………………………………..19 PREGNANT WOMEN SERVED______________________________________________________________________ Total number of enrolled pregnant women………………………………………………………………………………………22

Enrollment by Ethnicity

Hispanic or Latino Origin…………………………..267

Non-Hispanic/Non-Latino Origin...……………….. 152

Enrollment by Race

White……. …………………………………………. 214 American Indian or Alaskan Native ..……………...40 Native Hawaiian or Pacific Islander ……………… .1

Biracial/Multi-Racial .....……………………………. 18 Asian ...………………………………… ………...… 1 Black or African American…….....………............… 9 Other... ………………………………………....... .... 0 Primary Language English…………………………….....……………… 46 Spanish…………………………………………….. 212 Native Central/South American/Mexican…….…...19 African ………………………………………………. . 2 Middle Eastern & South Asian…..…………………. 2 European & Slavic Languages.....…………………..1 East Asian Languages…..…………………………...1

Family Child Care

Home Based

20 160

Funded Enrollment

January – August 2014

September – December 2014

Actual Enrollment

172

180

283

Eligible Population Served

2014 Monthly Enrollment

January – August 2014

September – December 2014

1.44%

100%

99%

EARLY HEAD START__________________________________________________________________

Children First Early Head Start works to assure a smooth transition into the program, between program options (Home Based and Family Child Care) at each of the child’s developmental transitions (from crawling, to cruising, to walking, etc.), and ultimately to the next enriching community environment. The child’s transition from Children First Early Head Start to a pre-school program begins no later than 6 months prior to the child’s third birthday. This is a collaborative process between parents, staff, relevant agency members and others who have played a role in providing care and nurturance to the child.

This year’s transition activities included:

Updated transition forms/procedure.

Annual Picnic and Resource Fair – various com-munity partners attended including –Connections for Children, Santa Monica Malibu Unified School District – Child Development Services, 211, Wells Fargo Bank, St. John’s Westside Partnerships for Families, Training and Research Foundation, Venice Family Clinic’s Health Education and Health Insurance Outreach Services.

Training for all EHS staff

Individualized EHS-curriculum used on home visits to assist families through transitions on an on-going basis.

Transition activity with Santa Monica Malibu Unified School District

Partnerships developed to assist in the seamless transition from Early Head Start to Head Start or other quality preschool programs in our service area.

Transition packets including the child’s health and developmental assessment records are given to the parent (one for them to keep and one to pass on to the child’s next educational setting). Packets also include: activity cards that give parents ideas on how interactive, educational and creative play can be used at home to prepare a child for preschool; a preschool toolkit, which includes a book titled, “My First Day at Preschool”; local resource information; and an Early Head Start certificate of completion.

TransitionTransition 1717

Parent Involvement Parent Involvement 1818 PARENT TRAININGS

1. Play Groups 0-16 Months Inglewood

(11 Groups)

FATHER INVOLVEMENT

Of the children enrolled in the Early Head Start program, 115 fathers participated in regularly scheduled father involvement activities.

2. Play Groups 17-36 Months Inglewood

(12 Groups)

3. H V Play Groups Inglewood

(26 Groups)

4. Play Groups 0-16 Months Well Baby Center

(11 Groups)

5. Play Groups 17-36 Months Well Baby Center

(12 Groups)

6. H V Play Groups Well Baby Center

(61 Groups)

7. Father’s Groups (1 Group)

8. Policy Council Meetings (13 Meetings)

9. Parent Committee Meetings

9 Inglewood 8 Simms

10. Newsletter Monthly

11. Domestic Violence Two

12. Child Abuse, Neglect & Prevention

Annually

13. Eat Healthy, Stay Active Two

14. What is Infant Mental Health Annually

15. Dental Annually - each site

16. Advocacy Annually

17. Literacy Training

Annually - each site

18. Training Topics & Parent Committee ideas

One time - each site

19. Dealing with Holiday Stress

Annually

20. Disaster Preparedness

One time - each site