Bank Street Head Start

Annual Program Report ACF FY 17

Mission: We see in education the opportunity to build a healthier society by inspiring all children to view themselves as life-long learners. Working in partnership with families, we prepare children for a successful future.

535 East 5th Street, New York, NY 10009/p: 212.353.2532 x232 / f: 212.995.1280 / e: santonelli@bankstreet.edu

1

Table of Contents

Mission and Program Description 2

Philosophy of Education and Approach 3

Funding and Budgetary 4

Enrollment 6

Audit Findings 7

Student Medical and Dental Exam Data 7

Parent Involvement 9

Efforts to Prepare Children for Kindergarten 12

School Readiness Goals 13

2

Our Mission

We see in education the opportunity to build a healthier society by inspiring all children to view

themselves as life-long learners. Working in partnership with families, we prepare children for a

successful future.

Bank Street Head Start and Bank Street College of Education

Program Description

Since its beginning in 1916, Bank Street College has been a leader in progressive, child-centered

education. Bank Street’s mission is to discover the environments in which children grow and learn

to their full potential, and to educate teachers and others to create those environments. Through its

Graduate School of Education, Demonstration School for Children, Family Center, and Division of

Innovation Policy and Research, Bank Street conducts research, creates materials, and develops

and operates programs that meet the emerging needs of children, families, and educators.

In July 2013 Bank Street College of Education was awarded a five year grant by ACF

(Administration for Children and Families) to provide Head Start services for 68 children. Our

designation therefore is as a Head Start grantee in Region 2.

Bank Street Head Start (BSHS) is located at 535 East Fifth Street on the ground floor of a low

income housing building owned by the Lower East Side Mutual Housing Association. Bank Street

Head Start currently serves 68 children in four preschool classrooms. Each classroom has a

Head Teacher, approved by the New York City Department of Health and two Assistant

Teachers.

Children with Special Needs are included in all of our fully ADA (American Disabilities Act)

compliant classrooms where children of all abilities are able to participate in all activities. Teachers

individualize activities to build on each child’s strengths and to meet each child's physical,

emotional and cognitive needs. Our Education Director/ Special Needs Coordinator assists with

referrals for evaluation, selection of appropriate service providers in and out of classrooms,

ongoing parent conferences and follow up for any transitions beyond Head Start.

3

Our Philosophy of Education and Approach

Our philosophy, and therefore our curriculum, is based on our understanding of the ways in which

young children learn best. Referred to as the “developmental-interaction approach,” our program

supports the needs, interests and

developmental tasks of young children

and emphasizes the interaction

between the learning child and the

social and physical environment. A

critical component of this approach is

our focus on providing children with the

opportunity to explore and learn about

the diversity of their community. Thus,

the overall framework of our curriculum

is firmly rooted in such activities as

saying hello and goodbye, going to the

store, building friendships, talking

about who we are, what we look like,

what our families look like, and what

we celebrate and value. We invite and

encourage family members to visit and

participate throughout the day. We

strive to create a welcoming, homelike

environment to insure that both

children and adults feel

comfortable. The program completes

annually a Self Assessment, Program Information Report and updates Service Plans to ensure

that our work reflects our mission and that we are meeting the needs of the community we serve.

4

Our Funding

ACF Fiscal Year 2017 (February 2017 – January 2018)

Total Federal Funds: $929,374.00

Federal share of expenditures: $929,374.00

ACF Fiscal Year 2018 (Feb. 2018 – Jan. 2019)

Total Federal Funds: $953,532.00 (with COLA)

Federal share of expenditures: in process

PKA 16/17 School Year (July 2016 – June 2017)

Total PKA Funds: $330,000.00

UPK share of expenditures: $329,266.73

PKA 17/18 School Year (July 2017 – June 2018)

Total PKA Funds: $320,000.00

UPK share of expenditures: $319,946.97

PKA 18/19 School Year (July 2018 – June 2019)

Total PKA Funds: $330,000.00

UPK share of expenditures: in process

CACFP (Oct 2016 – Sept. 2017)

Total Funds: $60,493.38

Budgetary Expenditures

Description PKA 16/17

School Year (7/1/16-6/30/17)

PKA 17/18 School Year

(7/1/17-6/30/18)

ACF FY17 (2/1/17-1/31/18)

Personnel 166,450.70 188,736.72 438,307.07

Fringe Benefits 58,107.94 62,358.61 203,380.99

OPTS 80,071.99 58,042.26 230,085.67

Office Supplies 1,272.19 1,190.41 2,583.98

Program Supplies 8,683.12 6,700.00 10,888.40

Local Travel 50.00 74.83 191.62

Field Trips 2,695.00 350.00 1,715.00

Postage/Mailing 152.96 119.69 502.00

Local Telephone 4,778.89 2,957.98 6,698.92

Maintenance Supplies 2,039.79 1,565.61 5,897.38

Building Services 4,993.55 4,823.33 21,766.90

Utilities 4,970.96 5,239.75 20,379.01

Repair & Maintenance 2,714.89 1,767.16 1,578.05

Maintenance Agreement 0.00 0.00 17,565.17

5

Photocopy-Chargeback 2,078.20 1,426.84 2,480.05

Business Rental Space 44,333.93 29,694.42 131,915.23

Advertising 1,000.00 990.45 3,280.39

Background Checks 308.51 200.80 368.59

Other Expenses 0.00 0.00 234.98

Parent Activity 0.00 940.99 2,040.00

Training 0.00 0.00 12,477.00

Consultant 24,636.00 10,809.38 45,123.27

Nutritional Consultant 1,356.00 869.50 1,010.50

Mental Health 3,354.94 3,243.30 5,185.33

Health 3,047.00 544.60 2,006.40

Educational 16,878.16 6,151.98 36,921.04

TOTAL Expense $329,266.73 $319,946.97 $929,374.00

Proposed Budget for the current fiscal year

Description UPK 18/19 School Year ACF 2018-2019

Personnel $184,917.99 $492,042.00

Fringe Benefits $209.30 $208,302.00

OPTS $80,497.71 $219,431.00

Office Supplies $1,164.00 $4,602.00

Program Supplies $6,208.00 $9,450.00

Local Travel $66.00 $360.00

Field Trips $800.00 $2,330.00

Postage/Mailing $82.00 $510.00

Local Telephone $2,268.00 $9,000.00

Maintenance Supplies $1,064.00 $4,500.00

Building Services* $9,092.00 $22,740.00

Utilities $6,440.00 $15,799.00

Repair & Maintenance $1,520.00 $8,110.00

Maintenance Agreement $0.00 $10,000.00

Photocopy-Chargeback $1,940.00 $3,780.00

Business Rental Space $46,438.00 $122,502.00

Advertising $1,000.00 $1,800.00

Background Checks $1,042.71 $1,307.00

Other Expenses $873.00 $601.00

Parent Activity $500.00 $2,040.00

Training $0.00 $12,477.00

Consultant $4,375.00 $21,310.00

Nutritional Consultant $776.00 $1,337.00

Mental Health $2,435.00 $6,923.00

Health $194.00 $655.00

Educational $970.00 $12,395.00

TOTAL Budget $330,000.00 $953,532.00

6

Enrollment

Bank Street Head Start is currently funded for 68 spots. Ninety percent of our children have

incomes that fall within the federal poverty guidelines, and ten percent have incomes that fall

between 100 and 300 percent of the federal poverty guidelines. Following is a breakdown of our

enrollment information spanning the period of January 2015-May 2016. For 13 of the 17 months

we were 100 percent enrolled, indicating the high need for services in our area. In the summer

months our enrollment dipped, reflecting the caretaking needs of families with children in public

school, and we had one available spot in November and December of 2015.

Funded Enrolled Income Eligible Over-Income

Jan 2017 68 93% 90% 10%

Feb 2017 68 90% 90% 10%

Mar 2017 68 91% 90% 10%

Apr 2017 68 91% 90% 10%

May 2017 68 91% 90% 10%

Jun 2017 68 91% 90% 10%

Jul 2017 68 91% 90% 10%

Aug 2017 68 100% 90% 10%

Sep 2017 68 100% 90% 10%

Oct 2017 68 100% 90% 10%

Nov 2017 68 98.5% 90% 10%

Dec 2017 68 98.5% 90% 10%

Jan 2018 68 100% 90% 10%

7

Audit Findings

ACF/Head Start conducts five federal monitoring visits during the course of the five year contract

period. We have completed all five of these monitoring visits as of 2017. There are no findings in

any area.

Fiscal Management/ERSEA (Enrollment, Recruitment, Selection, Eligibility, Attendance)

In compliance / No findings

Health and Safety

Out of compliance in one area regarding the timing of Child Abuse and Neglect Background

checks for three staff members at the start of the 2013/14 school year. We submitted a

Quality Improvement Plan to ACF which was accepted and the out of compliance finding

removed.

Comprehensive Services/Disability Services

In compliance / No findings

CLASS / This review focused on the interactions between teachers and students.

In compliance / No findings

Program Governance and Administration

We were out of compliance related to the lack of a community member on our Policy

Council. We submitted a Quality Improvement Plan to ACF which was accepted and the out

of compliance finding removed.

Student Medical and Dental Exam Data

As per Head Start Performance Standards, all children enrolled in Bank Street Head Start must

have a completed annual physical exam prior to entry. In addition, all children must have vision

and hearing screenings and dental exams.

Head Start Performance Standards also requires that BSHS determine whether a child has

medical and dental homes for ongoing accessible care. Intake procedures reveal whether or not

family has accessible health care via parent interviews which elicits parent knowledge of their

child’s health care provider, and status of their insurance. A copy of the child’s medical insurance

card is requested at application. If a child does not have a source of ongoing health care, the

8

Health Coordinator meets with the family, determines the reason (insurance, recent immigration,

etc.), and assists the parents in accessing a source of care.

BSHS refers families in need of a medical home to one of our community partners, either Dr.

Julissa Baez at East Village Pediatrics or the Catherine M. Abate Health Center. Our community

partners have also been able to assist in obtaining medical documentation in a timely manner, as

well as scheduling vision and hearing screenings for students as needed. BSHS also has a

community partnership with NYU College of Dentistry which provides dental exams on site up to

twice per year.

Student Medical Exams Completed 100% Follow Up Required 8%

Student Dental Exams Completed 88% Follow up Required 3%

Fluoride Treatment Provided 88%

9

Parent Involvement

An essential part of Head Start is the

involvement of parents in “shared

governance” and as decision makers in

planning program operations. Parents are

provided workshop on actively involving

themselves and are encouraged to

participate in classroom committees and as

part of the Policy Council (PC). Parents are

also encouraged to volunteer in the

classroom and participate in classes and

workshops on a variety of topics. The

program provides parents with a room to hold

meetings or workshops and to network with each other. Computers are provided for use by parents in the

parent room.

Policy Council (PC)

The Head Start Administrative Staff and Family Service Staff are responsible for providing training

and orientation to parents regarding the structure, role, and responsibilities of the PC. One Family

Assistant is specifically given primary responsibility in this area. The Bank Street Head Start PC’s goal is to provide parents and community members with

the opportunity for meaningful involvement and “shared governance” in the planning and

operation of the Head Start program according to those functions listed in the Head Start

Program Performance Standards 1304.50(Program Governance) and Appendix A.

The Head Start Director and Family Service Assistant attend on a regular basis. Other

program staff is invited to attend on an as requested or needed basis.

The PC is the body that represents the parents in the program. Through the election of

parent representatives from each classroom, committees are formed and PC Officers are

elected.

PC Officers ensure that items and issues discussed at PC meetings are communicated

effectively and timely to all parents

The PC President is also a member of the Bank Street Governance Committee

10

For further details on the Bank Street Head Start Policy Council see the Policy Council By-Laws

and Governance Plan.

Providing Parent Education in Health, Mental Health, Dental Health and Nutrition

Training is available to parents in conjunction with the staff training or by itself. To facilitate

parental attendance parents receive adequate notice and substitutes or volunteers are sometimes

enlisted to provide childcare. Parent workshops are offered at different times in order to facilitate

participation by all parents, especially parents that are working and/or attending school. Based

upon parent interest, workshops topics have included:

Conflict Resolution

How children learn through play

Building a strong family unit

Creating a healthy and nutritional mealtime

Parenting Classes

Sleep Issues

Asthma

First Aid/Choking Hazards

Helping parents choose the right educational program for their child though our

kindergarten, public schools, private schools and charter schools workshops.

Financial workshops to help educate parents about creating savings and other investments

options

Father’s Group (Male Involvement)

Family Get-Togethers with staff, children and parents such as community sings, May Day,

Harvest Day, and pot luck dinners.

The Head Start program also contracts with nutrition, health and mental health consultants who

are available to meet individually with parents as well as to facilitate parent workshops.

Planning and Development of Parent Programs

Program activities will include active participation of parents in the classroom as learners,

volunteers, paid employees and facilitators for the activities that they either have planned or

were involved in planning as a team. A long- range goal is that interested parents become

11

volunteers, Family Workers, Teacher Assistants or Substitutes, thus creating the beginning for

a career ladder.

Parents that participate in the established committees within the program have an important

role in the decision making of the program. Training will be provided in all the program

components to allow parents to understand the Bank Street Head Start Program as a whole

and to facilitate parent participation in the preparation of the component plans and budget.

A Hiring Committee made up of PC parents and staff work to review candidate’s files, interview,

and make recommendations to the PC for new hires.

Parents will be involved, through the Program Committees in setting goals of the program and

assisting other community agencies concerned with children and families in their goal

development. This will allow parents and staff to see these goals as an interrelated system

serving the needs of the families in the program.

Formal Parent/teacher conferences are provided two times a year and Home visits two times a

year to increase reciprocal sharing of comprehensive information about the child, allow parents

to share their own observations of their child’s behavior and development and offer suggestions

to reinforce desired behaviors and learning opportunities at home and in school.

Parent workshops will be held on a regular basis, focusing on child development, Head Start

goals and regulations, parenting and other areas of interest. Program staff is encouraged to

attend and plan these workshops.

Communication Among Program Staff and Parents

Examples of communication practices at Bank Street Head Start include and are not limited to:

● Home Visits conducted by Teaching Teams and Family Assistant.

● A monthly parent calendar outlining activities, trainings, and meetings

● Newsletters and weekly lesson plans are sent home via classroom informing parents of

special events for parents and children

● Daily conversations with their child’s teachers and/or Family Assistant

● Phone Conversations with anyone on the Bank Street Head Start staff

● Casual non-confidential conversation in the hallway, parent lounge or classrooms

● Parent teacher conferences

● Email list for e-blasts in emergencies or for general communications

● Announcements of upcoming events are posted on program bulletin boards and the

program’s Facebook page.

12

The agency’s efforts to prepare children for kindergarten

Bank Street Head Start seeks to create an environment

that embraces child-centered learning and the

developmental interactive approach while being guided

by developmentally appropriate principals outlining

expectations for children to reach by program

completion, outlined in the School Readiness Goals

(attached). Teachers create weekly lesson plans and

individualize for each child’s needs. Reflective practice is

also encouraged by the use of Teaching Strategies Gold,

in which teachers can record observations for each child,

use those to form lessons, and assess children’s

progress in many developmental domains. Information

gleaned from observations and assessments is use to

inform further activities, and teachers are continually

engaged in a cycle of reflection and planning.

Formal checklists assessing each child’s progress are completed by teachers three times every

year. Observations are shared with parents informally during drop-off and pick-up, formally at

parent teacher conferences twice a year, and other times as needed. If there are concerns about a

child’s developmental progression, BSHS may have conversations with families about whether or

not pursuing an evaluation to seek supportive services would be beneficial.

In addition to working to ensure that children enter kindergarten ready to succeed, BSHS also

works to prepare parents to be strong advocates for their children in elementary school. BSHS has

conducted workshops outlining what parents can do with children at home to encourage a love of

learning, Common Core expectations in kindergarten, and outlining expectations that public

schools have of families (not taking cell phone calls in school, timeliness, how to approach

teachers if there are concerns, etc.). Bank Street also helps parents negotiate the complex

kindergarten admissions procedures in New York City in a myriad of ways, including workshops,

school tours and open houses, and individual conversations with the Education Director and

Family Services Staff.

13

BANK STREET HEAD START

SCHOOL READINESS BIRTH TO FIVE GOALS 2017/2018

1. COGNITION & GENERAL KNOWLEDGE

Mathematics

Children will understand measurement and concepts such as “longer/shorter,” and

“heavier/lighter.”

Children will understand and intentionally manipulate quantities.

Children will describe and compare features of objects and shapes.

Children will demonstrate an awareness of spatial relationships, patterns, and sequences.

Science

Children will demonstrate basic use of scientific method and

basic conceptual knowledge of the natural and physical

world.

Children will demonstrate the ability to think through problems

and apply strategies for solving them.

Social Studies

Children will demonstrate an understanding of one’s

relationship to the family and the community, roles in the

family and community and will demonstrate respect for

diversity.

2. PHYSICAL DEVELOPMENT & HEALTH

Children will demonstrate an understanding of safe and

healthy habits.

Children will demonstrate appropriate gross motor skills and

fine motor skills in a variety of settings.

14

3. APPROACHES TO LEARNING

Children will cooperate with peers to extend play and solve problems.

Children will demonstrate persistence in play, activities, and problem solving.

Children will demonstrate curiosity, creativity, flexibility, and a willingness to try new

experiences.

Children will demonstrate use of music, movement, drama and visual art to express ideas

and emotions.

4. SOCIAL EMOTIONAL DEVELOPMENT

Children will develop and maintain positive

relationships with children and adults.

Children will demonstrate positive self-concept and self-

efficacy.

Children will demonstrate self-regulation skills in

response to needs, feelings, and events.

Children will follow rules and routines of the classroom.

5. LANGUAGE AND LITERACY

Children will understand and use an increasing

complex and varied vocabulary.

Children will understand and respond to literary and

informational texts.

Children will recognize the names and sounds

associated with some letters.

Children will understand that language can be broken

into words, syllables, and smaller pieces of sound.

Children will express ideas and information through

drawing, writing, and dictating.

Children will engage in extended conversations with peers and adults.

15

SPECIFIC GOALS FOR ENGLISH LANGUAGE LEARNERS (ELLs)

Children will investigate and demonstrate growing understanding of the sounds and

intonation of the English Language.

Children will demonstrate age-appropriate interest in peers and will become increasingly

comfortable interacting with both teachers and peers.

Children will begin to use a wide variety of words to label and describe people, places, things

and actions.

Children will engage in a variety of differentiated English language literacy activities including

the use of literary and informational books.

ELL children will begin to ask and answer developmentally appropriate questions within the

classroom setting.

SPECIFIC GOALS FOR STUDENTS WITH DISABILITIES

If a child is identified as having a disability, teachers and relevant service providers will follow

the child’s IEP in regards to reasonable expectations and goals and amend School

Readiness Goals when necessary.

If a child is suspected of having a disability, but is not receiving services, teachers will work

with the Education Director to make temporary appropriate goals for the child