board of education agenda abstract - mediamanager...

Board of Education

Agenda Abstract

Meeting Date: 7/21/11 Agenda Type: Consent Agenda Agenda Item #: 4e

Subject: Recommendation for the Approval of the Head Start Continuation Grant Division: Instructional Services, Denise Bowling Department: PreK Headstart Person Responsible:

Lori DeTrude Bill Frenzel

Feedback Requested From:

Public Hearing Required: No Previous Work Session No Date Previous Discussion and Action No Date Attachment(s): Head Start Continuation Grant (Portions of the grant application are not available in electronic format.) PURPOSE: To obtain approval of the Head Start Continuation Grant for the fiscal year of November 1, 2011 - October 31, 2012 BACKGROUND: This grant was approved by the Policy Council on May 24, 2011, at its regular meeting. This information must be shared with the governing body and policy council. This requirement addresses Head Start Performance Standard #1304.20(c). It is also required by Head Start that the assignment of appropriate governing body and policy group responsibilities, including the development, review and approval/disapproval of program policies and procedures are ensured. This Board has met this requirement each year. The funds support the services given to 136 Head Start children and their families. A hard copy is attached for the Board's review. Portions of the grant application are not available in electronic format. The grant application can be viewed at the PreK/Head StartAdministrative Office.

FINANCIAL IMPACT: The grant will provide $1,209,285 in Federal Funding to CHCCS. PERSONNEL IMPACT: Our blended funding program provides salary and benefits for a total of 61 employees in the district . RECOMMENDATION: Approval of the resolution.

RESOLUTION: Be it, therefore, resolved that the Board of Education

approves the Head Start Continuation Grant for the fiscal year November 1, 2011 - October 31, 2012.

APPLICATION FOR 2. DATE SUBMITTED: Applicant Identifier

FEDERAL ASSISTANCE 04CH4198

1. TYPE OF SUBMISSION 3. DATE RECEIVED BY STATE: State Application IdentifierApplication Preapplication

Construction Construction 4. DATE RECEIVED BY FEDERAL AGENCY: Federal IdentifierX Non-Construction Non-Construction 04CH4198 - 000

5. APPLICANT INFORMATION

Legal Name: Organizational Unit:CHAPEL HILL-CARRBORO CITY SCHOOL DISTRICT Department: HHS: Office of Head StartOrganizational DUNS: 109143768 Division: HHS: Office of Head StartAddress: Name and telephone number of the person to be contacted on matters Street: 750 South Merritt Mill Road involving this application (give area code)

Prefix: Mr. Middle Name: City: Chapel Hill First Name: BillCounty: N/A Last Name: FrenzelState: NC Zip Code: 27516 Suffix: Country: N/A Email: [email protected]. EMPLOYER IDENTIFICATION NUMBER (EIN) Phone Number (give area code) Fax Number (give area code)

566001004 (919)918-2153 (919)967-5605

8. TYPE OF APPLICATION 7. TYPE OF APPLICANT (enter appropriate letter in box) H New X Continuation Revision Other (specify)

If Revision, enter appropriate letter(s) in box(es):

Other (specify) 9. NAME OF FEDERAL AGENCY:

HHS / ACF / OHS

10. CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER:

93.600TITLE (Name of Program):

Head Start / Early Head Start12. AREAS AFFECTED BY PROJECT (Cities, Counties, States etc.):

Chapel Hill and Carrboro, within Orange County, North Carolina

11. DESCRIPTION TITLE OF APPLICANT'S PROJECT:This grant will provide early childhood education to 3 and 4 year old children in the Chapel Hill-Carrboro community.

13. PROPOSED PROJECT: 14. CONGRESSIONAL DISTRICTS OF:

Start Date: 11/01/2011 Ending Date: 10/31/2012 a. Applicant: NC 004 b. Project: NC 004

15. ESTIMATED FUNDING 16. IS APPLICATION SUBJECT TO REVIEW BY STATE EXECUTIVE ORDER 12372 PROCESS?

a. Federal $1,209,285a. YES THIS PREAPPLICATION/APPLICATION WAS MADE AVAILABLE TO THE

b. Applicant $376,191STATE EXECUTIVE ORDER 12372 PROCESS FOR REVIEW ON

c. State $0 Date:

d. Local $0 b. NO X PROGRAM IS NOT COVERED BY E.O. 12372

e. Other $0 OR PROGRAM HAS NOT BEEN SELECTED BY STATE FOR REVIEW

f. Program Income $0 17. IS THE APPLICANT DELINQUENT ON ANY FEDERAL DEBT?

g. Total $1,585,476 Yes If "Yes," attach an explanation. X No

18. TO THE BEST OF MY KNOWLEDGE AND BELIEF, ALL DATA IN THIS APPLICATION ARE TRUE AND CORRECT. THE DOCUMENT HAS BEEN DULY AUTHORIZEDBY THE GOVERNING BODY OF THE APPLICANT AND THE APPLICANT WILL COMPLY WITH THE ATTACHED ASSURANCES IF THE ASSISTANCE IS AWARDED

a. Authorized RepresentativePrefix: Mrs. First Name: Jamezetta Middle Name: Last Name: Bedford Suffix: b. Title: Authorizing Official c. Telephone number: (919)918-2153d. Signature of Authorized Representative: e. Date Signed:

Standard Form 424 (Rev.9-2003) Prescribed by OMB Circular A-102

GABI - SF424A Report

Grant / Delegate No: 04CH4198 / 000 Agency Name: Chapel Hill Carrboro Pre-K/Head StartProgram Type: Head Start Application Type: Basic State: Fiscal Year: 2012 Budget Period: 11/01/2011 to 10/31/2012

BUDGET INFORMATION - Non Construction Programs OMB Approval No. 0348-0044

SECTION A - BUDGET SUMMARY

Grant Program, Function,

Catalog of Federal

DomesticEstimated Unboligated Funds New or Revised Budget Total

or Activity (a) Assistance Number

(b)

Federal (c)

Non-Federal (d)

Federal (e)

Non-Federal (f)

Total (g)

1 Program Operation 93.600 $0 $0 $1,192,024 $376,191 $1,568,215

2 TTA 93.600 $0 $0 $17,261 $0 $17,261

3 $0 $0 $0 $0 $0

4 $0 $0 $0 $0 $0

5 Total (Sum of lines 1-4) $0 $0 $1,209,285 $376,191 $1,585,476

SECTION B - FEDERAL RESOURCESGRANT PROGRAM, FUNCTION, OR ACTIVITY

6. Object Budget Categories (1) Program Operation (2) TTA (3) (4) Total

a. Personnel $729,104 $0 $0 $0 $729,104

b. Fringe Benefits $253,683 $0 $0 $0 $253,683

c. Travel $1,000 $0 $0 $0 $1,000

d. Equipment $20,000 $0 $0 $0 $20,000

e. Supplies $37,000 $0 $0 $0 $37,000

f. Contractual $48,861 $0 $0 $0 $48,861

g. Construction $0 $0 $0 $0 $0

h. Other $62,337 $17,261 $0 $0 $79,598

i. Total Direct Charges (sum of 6a - 6h) $1,151,985 $17,261 $0 $0 $1,169,246

j. Indirect Costs $40,039 $0 $0 $0 $40,039

k. Totals (sum of 6a - 6j) $1,192,024 $17,261 $0 $0 $1,209,285

7. Program Income $0 $0 $0 $0 $0

Authorized for Local Reproduction Standard Form 424A (Rev. 7-97)Prescribed by OMB Circular A-102

Page 1 July 7, 2011

GABI - SF424A Report

Grant / Delegate No: 04CH4198 / 000 Agency Name: Chapel Hill Carrboro Pre-K/Head StartProgram Type: Head Start Application Type: Basic State: Fiscal Year: 2012 Budget Period: 11/01/2011 to 10/31/2012

BUDGET INFORMATION - Non Construction Programs OMB Approval No. 0348-0044

SECTION C - NON-FEDERAL RESOURCES Grant Program (a) Applicant (b) State (c) Other (d) Total (e)

8 NFS $376,191 $0 $0 $376,191

9 $0 $0 $0 $0

10 $0 $0 $0 $0

11 $0 $0 $0 $0

12 Total (Sum of lines 8-11) $376,191 $0 $0 $376,191

SECTION D - FORECASTED CASH NEEDS Budget Category Current Year Budget 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

13 Federal $1,209,285 $302,322 $302,321 $302,321 $302,321

14 Non-Federal $376,191 $94,048 $94,047 $94,048 $94,048

15 Total (Sum of lines 13-14) $1,585,476 $396,370 $396,368 $396,369 $396,369

SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT(a) Grant Program FUTURE FUNDING PERIODS (Years)Grant Program (a) First (b) Second (c) Third (d) Fourth (e)

16 Program Operation $298,006 $298,006 $298,006 $298,006

17 TTA $4,315 $4,315 $4,316 $4,315

18 $0 $0 $0 $0

19 $0 $0 $0 $0

20 Total (Sum of lines 16-19) $302,321 $302,321 $302,322 $302,321

SECTION F - OTHER BUDGET INFORMATION21. Direct Charges: $1,151,985 22. Indirect Charges: $40,03923. Remarks: Indirect cost rate set by State of North Carolina for school systems at 3.311%.

Authorized for Local Reproduction Standard Form 424A (Rev. 7-97)Prescribed by OMB Circular A-102

Page 2 July 7, 2011

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCES

SF 424B ASSURANCES - NON-CONSTRUCTION PROGRAMS

Note: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified. As the duly authorized representative of the applicant, I certify that the applicant: 1. Has the legal authority to apply for Federal assistance, and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project costs) to ensure proper planning, management and completion of the project described in this application. 2. Will give the awarding agency, the Comptroller General of the United States, and if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. 3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain. 4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency. 5. Will comply with the intergovernmental Personnel Act of 1970 (42 U.S.C. 4278-4763) relating to prescribed standards for merit systems for programs funded under one of the nineteen statutes or regulations specified in Appendix A of OPM=s Standards for a Merit System of Personnel Administration (5 CFR 900, Subpart F). 6. Will comply with all Federal statutes relating to non-discrimination. These include but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the bases of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. 1681-1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794), which prohibits discrimination on the basis of handicaps; (d) the Age Discrimination Act of 1975, as amended (42 U.S.C. 6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to non-discrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to non-discrimination on the bases of alcohol abuse or alcoholism; (g) 523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ee-3), as amended, relating to confidentiality of the alcohol and drug abuse patient records; (h) Title VII of the Civil Rights Act of 1968 (42 U.S.C. 3601 et seq.), as amended, relating to non-discrimination in the sale, rental or financing of housing; (I) any other non-discrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and (j) the requirements of any other non-discrimination statute(s) which may apply to the application. 7. Will comply, or has already complies, with the requirements of Titles II and III of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and

equitable treatment of persons displaced or whose property is acquired as a result of Federal or Federally assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases. 8. Will comply with the provisions of the Hatch Act (5 U.S.C. 1501-1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds. 9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. 276a to 276a-7), the Copeland Act (40 U.S.C. 276c and 18 U.S.C. 874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. 327-333), regarding labor standards for Federally assisted construction subagreements. 10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more. 11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. 1451 et seq.); (f) conformity of Federal actions to State (Clear Air) Implementation Plans under Section 176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. 7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h) protection of endangered species under the Endangered Species Act of 1973, as amended, (P.L. 93-205) 12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. 1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system. 13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-1 et seq.). 14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance. 15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance. 16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. 4801 et seq.) which prohibits the use of lead based paint in the construction or rehabilitation of residence structures. 17. Will cause to be performed the required financial and compliance audits in accordance with the single Audit Act of 1984. 18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations and policies governing this program.

DRUG-FREE WORKPLACE REQUIREMENTS GRANTEES OTHER THAN INDIVIDUALS By signing and/or submitting this application or grant agreement, the grantee is providing the certification set out below. This certification is required by regulations implementing the Drug-Free Workplace Act of 1988, 45 CFR, Part 76, Subpart F. The regulations published in the January 31, 1989 Federal Register, require certification by grantees that they will maintain a drug-free workplace. The certification set out below is a material representation of fact upon which reliance will be placed when HHS determines to award the grant. False certification or violation of the certification shall be grounds for suspension of payments, suspension or termination of grants, or government-wide suspension or debarment. Workplaces under grants, for grantees other than individuals, need not be identified on the certification. If known, they may be identified in the grant application. If the grantee does not identify the workplaces at the time of application, or upon award, if there is no application, the grantee must keep the identity of the workplace(s) on file in its office and make the information available for Federal inspection. Failure to identify all known workplaces constitutes a violation of the grantee's drug-free workplace requirements. Workplace identifications must include the actual address of buildings (or parts of building) or other sites where work under the grant takes place. Categorical descriptions may be used (e.g. all vehicles of a mass transit authority of State highway department while in operation, State employees in each local unemployment office, performers in concert halls or radio studios). If the workplace identified to HHS changes during the performance of the grant, the grantee shall inform the agency of the change(s), it previously identified the workplaces in question (see above). Definitions of terms in the Nonprocurement Suspension and Debarment common rule and Drug-Free Workplace common rule apply to this certification. Grantees' attention is called, in particular, to the following definitions from these rules: "Controlled substance" means a controlled substance in Schedules I through V of the Controlled Substances Act (21 USC 812) and as further defined by regulations (21 CFR, 1308.11 through 1308.15). "Conviction" means a finding of guilt (including a plea of nolo contendere) or imposition of sentence, or both, by any judicial body charged with the responsibility to determine violations of the Federal of State criminal drug statutes; "Criminal drug statute" means a Federal or non-Federal criminal statute involving the manufacture, distribution, dispensing use, or possession of any controlled substance; "Employee" means the employee of a grantee directly engaged in the performance of work under a grant including: (i) All "direct charge" employees; (ii) all "indirect charge" employees unless their impact of involvement is insignificant to the performance of the grant; and (iii) temporary personnel and consultants who are directly engaged in the performance of work under the grant and who are on the grantee's payroll. This definition does not include workers not on the payroll of the grantee (e.g., volunteers, even if used to meet a matching requirement; consultants or independent contractors not on the grantee's payroll; or employees of subrecipients or subcontractors in covered workplaces). The grantee certifies that it will provide a drug-free workplace by:

a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession or use of a controlled substance is prohibited in the grantee's workplace and specifying the actions that will be taken against employees for violation of such prohibition;

b) Establishing a drug-free awareness program to inform employees about:

(1) The dangers of drug abuse in the workplace;

(2) The grantee's policy of maintaining a drug-free workplace; (3) Any available drug counseling, rehabilitation, employee assistance programs; and (4) The penalties that may be imposed upon employees for drug abuse violations

occurring in the workplace; c) Making it a requirement that each employee to be engaged in the performance of the grant be

given a copy of be statement required by paragraph (a); d) Notifying the employee in the statement required by paragraph (a) that as a condition of

employment under the grant, the employee will:

(1) Abide by the terms of the statement; and (2) Notify the employer of any criminal drug statute conviction for a violation occurring in

the workplace no later than five days after such conviction;

e) Notifying the agency in writing within ten days after receiving notice under subparagraph (d)(2), from an employee or otherwise receiving actual notice of such conviction. Employers of convicted employees must provide notice, including position title, to every grant officer or other designee on whose grant the convicted employee was working, unless the Federal agency has designated a central point for the receipt of such notices. Notice shall include the identification number(s) of each affected grant;

f) Taking one of the following actions within 30 days of receiving notice under subparagraph

(d)(2), with respect to any employee who is so convicted:

(1) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or

(2) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency.

g) Making a good faith effort to continue to maintain a drug-free workplace through

implementation of paragraphs (a) through (f).

CERTIFICATION REGARDING ENVIRONMENTAL TOBACCO SMOKE Public Law 103-227, also known as the Pro-Children Act of 1994 (Act), requires that smoking not be permitted in any portion of any indoor facility owned or leased or contracted for by an entity and used routinely or regularly for the provision of health, day care, early childhood development services, education or library services to children under the age of 18, if the services are funded by Federal program either directly or through State or local governments, by Federal grant, contract, loan, or loan guarantee. The law also applies to children's services that are provided in indoor facilities that are constructed, operated, or maintained with such Federal funds. The law does not apply to children's services provided in private residences; portions of facilities used for inpatient drug or alcohol treatment; service providers whose sole source of applicable Federal funds in medicare of medicaid; or facilities where WIC coupons are redeemed. Failure to comply with the provisions of the law may result in the imposition of a civil monetary penalty of up to $1,000 for each violation and/or the imposition of an administrative compliance order on the responsible entity. By signing this certification, the offeror/contractor (for acquisitions) or applicant/grantee (for grants) certifies that the submitting organization will comply with the requirements of the Act and will not allow smoking within any portion of any indoor facility used for the provision of services for children as defined by the Act. The submitting organization agrees that it will require that the language of this certification be included in any subawards which subrecipients shall certify accordingly.

CERTIFICATION REGARDING DEBARMENT, SUSPENSION AND OTHER RESPONSIBILITY MATTERS - PRIMARY COVERED TRANSACTIONS By signing and submitting this proposal, the applicant, defined as the primary participant in accordance with 45 CFR Part 76 certifies to the best of his or her knowledge and believe that it and its principals: (a) are not presently debarred, suspended, proposed for debarment, declared ineligible or voluntarily

excluded from covered transaction by any Federal Department or agency; (b) have not within a 3-year period preceding this proposal been convicted or had a civil judgement

rendered against them for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (Federal, State or local) transaction or contract under a public transaction: violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statement, or receiving stolen property;

(c) are not presently indicted or otherwise criminally or civilly charged by a governmental entity (Federal,

State or local) with commission of any of the offenses enumerated in paragraph (1) (b) of this certification; and

(d) have not within a 3-year period preceding this application/proposal had one or more public transaction

(Federal, State or local) terminated for cause or default. The inability of a person to provide the certification required above will not necessarily result in denial of participation in this covered transaction. If necessary, the prospective participant shall submit an explanation of why it cannot provide the certification. The Department of Health and Human Services' (HHS) determination whether to enter into this transaction. However, failure of the prospective primary participant to furnish a certification or an explanation shall disqualify such person from participation in this transaction. The prospective primary participant agrees that by submitting this proposal, it will include the clause entitled "Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion - Lower Tier Covered Transactions," provided below without modification in all lower tier covered transactions.

CERTIFICATION REGARDING DEBARMENT, SUSPENSION, INELIGIBILITY AND VOLUNTARY EXCLUSION - LOWER TIER COVERED TRANSACTIONS (TO BE SUPPLIED TO LOWER TIER PARTICIPANTS) By signing and submitting this lower tier proposal, the prospective lower tier participant, as defined in 45 CFR, Part 76, certifies to the best of its knowledge and belief that it and its principals: (a) are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily

excluded from participation in this transaction by any Federal department or agency. (b) where the prospective lower tier participant is unable to certify to any of the above, such prospective

participant shall attach an explanation to this proposal. The prospective lower tier participant further agrees by submitting this proposal that it will include this clause entitled "Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion - Lower Tier Covered Transactions," without modification in all lower tier covered transactions and in all solicitations for lower tier covered transactions.

CERTIFICATION REGARDING LOBBYING FOR CONTRACTS, GRANTS, LOANS AND COOPERATIVE AGREEMENTS The undersigned certifies to the best of his or her knowledge and belief, that: (1) No Federal appropriate funds have been paid or will be paid, by or on behalf of the undersigned, to any

person for influencing or attempting to influence an officer or employee of any agency, a member of congress, an officer or employee of congress, or an employee of a member of congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment or modification of any Federal contract, grant, loan, or cooperative agreement.

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person

influencing or attempting to influence an officer or employee or an agency, a member of congress, an officer or employee of congress, or an employee of a member of congress in connection with this Federal contract, grant, loan or cooperative agreement, the undersigned shall complete and submit Standard Form LLL, "Disclosure Form to Report Lobbying," in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award documents

for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly.

This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty or not less than $10,000 and not more than $100,000 for each such failure. I hereby agree to the above certifications and assurances. _________________________________________________ _____________________

Signature of Certifying Official Date _________________________________________________

Title _________________________________________________

Applicant Organization

Chapel Hill-Carrboro City Schools Pre-K Head Start

04CH4198-000

Employee Compensation Cap Compliance Assurance

Chapel Hill-Carrboro City Schools Pre-K Head Start complies with the Head Start Act, Section 652 (Comparability of Wages), which limits the compensation of Head Start staff. The language precludes use of any Federal funds to pay any part of the compensation of an individual employed by a Head Start agency whose compensation exceeds the rate payable for Level II of the Executive Schedule, which is currently $179,700. None of the Chapel Hill-Carrboro City Schools Pre-K Head Start staff exceeds the employee compensation cap. Signature: Title: Board Chair Organization: Chapel Hill-Carrboro City Schools Pre-K Head Start Date:

GABI - Grant Application ReportGrant / Delegate No: 04CH4198 / 000 Agency Name: Chapel Hill Carrboro Pre-K/Head StartProgram Type: Head Start Application Type: Basic State: Fiscal Year: 2012 Budget Period: 11/01/2011 to 10/31/2012

EnrollmentCenter-based (CB): 136 Combination Program (CO): 0 Family Child Care (FCC): 0 Pregnant Women (PW): 0

Home-based (HB): 0 Locally Designed Program (LD): 0 Total Child Enrollment: 136Total Funded Enrollment:

136

Program Schedule

Program Option

2. Funded

child enrollment

3a. Number

of classes / groups / family

child care settings

3b. Double session?

4. Number of

hours of classes /

groups / FCC settings per

child, per day

5. Number of

days of classes /

groups / FCC settings per child, per

week

6. Number of

days of classes /

groups / FCC settings per child, per

year

7. Number

of home visits per

child, per year

8. Number of hours

per home visit

9. Number

of home visits per

child, per year

(HB only)

10. Number of hours

per home

visit (HB only)

11. Number of hours per

home-based

socialization experience (HB only)

12. Number of

home-based

socialization experiences

per child, per year (HB only)

Center-based 136 18 No 10 5 180 2 1 0 0 0 0

Page 1 July 7, 2011


Line Item Budget

PERSONNEL: Child Health and Developmental Services Personnel

Line Item DescriptionCost for Program

OperationCost for Training and Technical Assistance

Non-Federal Share (Cash and in-kind)

Number of Employees

1 Program Managers and Content Area Experts $44,749 $0 $0 1.00

2 Teachers / Infant Toddler Teachers $194,651 $0 $133,516 8.00

5 Teacher Aides and Other Education Personnel $278,028 $0 $34,792 22.00

6 Health / Mental Health Services Personnel $0 $0 $27,228 1.00

7 Disabilities Services Personnel $29,057 $0 $0 1.00

9 no one $0 $0 $0 0.00

PERSONNEL: Child Health and Developmental Services Personnel Sub-Total

$546,485 $0 $195,536 33.00

PERSONNEL: Family and Community Parternships Personnel




Number of Employees

10 Program Managers and Content Area Experts $37,782 $0 $16,192 1.00

11 Family Services Specialists $53,424 $0 $22,896 3.00

PERSONNEL: Family and Community Parternships Personnel Sub-Total $91,206 $0 $39,088 4.00

PERSONNEL: Program Design and Management Personnel




Number of Employees

13 Head Start / Early Head Start Director $50,030 $0 $0 1.00

16 Clerical Personnel $19,554 $0 $8,380 1.00

17 Fiscal Personnel $21,829 $0 $9,355 1.00

18 no one $0 $0 $0 0.00

PERSONNEL: Program Design and Management Personnel Sub-Total $91,413 $0 $17,735 3.00

PERSONNEL: Other Personnel

Page 2 July 7, 2011


Line Item Budget




Number of Employees

21 No one $0 $0 $0 0.00

PERSONNEL: Other Personnel Sub-Total $0 $0 $0 0.00

PERSONNEL Total $729,104 $0 $252,359 40.00

FRINGE BENEFITS




Number of Employees

1Social Security (FICA), State Disability, Unemployment (FUTA), Worker's Compensation, State Unemployment Insurance (SUI) $55,776 $0 $19,305 0.00

2 Health / Dental / Life Insurance $121,278 $0 $38,373 0.00

3 Retirement $76,629 $0 $26,523 0.00

FRINGE BENEFITS Total $253,683 $0 $84,201 0.00

TRAVEL




Number of Employees

1 Staff Out-Of-Town Travel $1,000 $0 $0 0.00

TRAVEL Total $1,000 $0 $0 0.00

EQUIPMENT




Number of Employees

2 Classroom / Outdoor / Home-based / FCC $20,000 $0 $0 0.00

EQUIPMENT Total $20,000 $0 $0 0.00

SUPPLIES

Page 3 July 7, 2011


Line Item Budget




Number of Employees

1 Office Supplies $9,000 $0 $0 0.00

2 Child and Family Services Supplies $14,000 $0 $0 0.00

4 Classroom and playground equipment less than $5000 per unit $14,000 $0 $0 0.00

SUPPLIES Total $37,000 $0 $0 0.00

CONTRACTUAL




Number of Employees

2 Health / Disabilities Services $21,961 $0 $10,039 0.00

4 Child Transportation Services $0 $0 $0 0.00

5 Training and Technical Assistance $0 $0 $0 0.00

6 Family Child Care $0 $0 $0 0.00

8 Child Plus data management $6,000 $0 $0 0.00

8 Fathers in Action $8,000 $0 $0 0.00

8 Shredding service $500 $0 $0 0.00

8 Americorps volunteers $10,000 $0 $4,000 0.00

8 Teaching Strategies Gold on line $2,400 $0 $1,600 0.00

CONTRACTUAL Total $48,861 $0 $15,639 0.00

OTHER




Number of Employees

2 Rent $1,800 $0 $0 0.00

4 Utilities, Telephone $2,000 $0 $1,000 0.00

5 Building and Child Liability Insurance $1,200 $0 $0 0.00

8 Local Travel $11,000 $0 $1,200 0.00

Page 4 July 7, 2011


Line Item Budget




Number of Employees

9 Nutrition Services $7,900 $0 $15,842 0.00

10 Child Services Consultants $0 $0 $0 0.00

11 Volunteers $0 $0 $0 0.00

12 Substitutes (if not paid benefits) $11,750 $0 $3,500 0.00

13 Parent Services $6,020 $0 $500 0.00

15 Publications / Advertising / Printing $3,800 $0 $0 0.00

16 Training or Staff Development $0 $17,261 $0 0.00

17 Professional organizations $1,750 $0 $0 0.00

17 Field trips $2,720 $0 $1,950 0.00

17 Oher activities to support children and families $12,397 $0 $0 0.00

OTHER Total $62,337 $17,261 $23,992 0.00

DIRECT COSTS

Cost for Program Operation

Cost for Training and Technical Assistance


Number of Employees

DIRECT COSTS Total $1,151,985 $17,261 $376,191 40.00

INDIRECT COSTS




Number of Employees

1 Indirect Costs $40,039 $0 $0 0.00

INDIRECT COSTS Total $40,039 $0 $0 0.00

Cost for Program Operation

Cost for Training and Technical Assistance


Number of Employees

Line Item Budget Total $1,192,024 $17,261 $376,191 40.00

Page 5 July 7, 2011


Other Funding Sources

FEDERAL FUNDING

1. Federal Child Development and Child Care Funds $0

2. USDA Funds for Nutrition Services $99,650

3. Other Federal Funding ( ) $0

STATE FUNDING

4. State Preschool Programs $0

5. Other State Funding ( ) $0

LOCAL FUNDING

6. School District Funding $533,087

7. Other Local Government Funding ( ) $0

OTHER FUNDING

8. Tribal Government Funding $0

9. Fundraising Activites $0

10. Other ( ) $0

Total: $632,737

Page 6 July 7, 2011


Uploaded DocumentsDocument Type Document Name

SF424A: Budget Information - Non-Construction Programs SF424A.pdf

Results of Self-Assessment and Improvement Plan BY 2012 TTA Narrative.doc

Policy Council Statements BY 2012 Policy Council approval.pdf

Training and Technical Assistance Plan BY 2012 TTA Plan.doc

Additional Policy Council Document BY 2012 Policy Council minutes 5-24-11.doc

Indirect Cost Negotiated Agreement BY 2012Indirect Cost 2011.pdf

Additional Application Document BY 2012 Program Approach July 2011.doc

Page 7 July 7, 2011

Chapel Hill Carrboro City Schools Pre-K/Head Start Grant # 04CH4198-000

Year 2011-2012

p. 1 of 5

Budget Justification and Explanation July 2011

Enrollment and Program Schedule: Class Size. The Pre-K Head Start program serves four groups of children.

• Head Start funds 136 low income children. • Tuition and subsidized tuition enrolls up to 52 children. Tuition currently stands at $925

per month. Subsidized child care provides an average of $761 per month. • More at Four state preschool program currently funds 103 slots at $425 per child for

quality enhancement; More at Four as currently configured allows dual enrollment for eligible children (2010-2011: 77 dual enrolled Head Start/More at Four, 26 enrolled More at Four only). Current budget negotiations in the North Carolina legislature indicate major changes to this program that may turn the program from a quality enhancement orientation to a subsidized child care program. Our ability to participate in the program may be harmed if these changes go into effect.

• Preschool Exceptional Children slots, up to 24 in 6 inclusive classrooms. This funding is not a part of the Pre-K/ Head Start operating budget. Rather, the school district Exceptional Children budget funds half the salary of six teachers (3 FTEs) and of six teacher assistants (3 FTEs) in order to provide inclusive special education services for children placed by the Preschool Intervention Program. In addition Exceptional Children funds three teachers and six assistants for three self-contained preschool special education classrooms that operate under the Pre-K/ Head Start umbrella. (Also see Other Funding Sources, below.)

Our total Head Start enrollment is 136, which we are able to keep at full enrollment. Enrollment in the entire program for 2010-2011 currently is 229. Of those 229, 16 children are enrolled in the self-contained special education preschool classes as specified in the child’s IEP. The remaining 213 children are in the other 15 classes for an average class size of 14.2. All children attend full day classes for the 180 day school calendar. Budget Explanation. Salary. $729,104 Salaries for all program employees are based on state salary schedules. Of the 59 total staff employed in the Pre-K/Head Start program, 31 receive at least a portion of their salary from Head Start funds. Fringe Benefits. $253,683 All full time employees of the program are members of the North Carolina Teachers and State Employees Retirement System, and all full time employees receive health insurance. The required employer contribution to the Retirement fund currently is 10.51%. The required employer contribution for health insurance currently is $4,930. The employer health insurance contribution currently pays the entire cost of health insurance for the individual employee. Family or dependent coverage may be purchased by the employee at an additional cost. Employer contributions for these benefits and for Social Security are:


Year 2011-2012

p. 2 of 5

• Social Security calculated at 7.65% of salary; $55,776 • Health Insurance at $4,930 per employee. $121,278 • Retirement calculated at 10.51% of salary; $76, 629

Out-of-Town Travel. $1,000 Pays for travel to workshops, conferences, and trainings more than 20 miles away. Available for teachers, coordinators, family specialists, parents, and administrative staff in support of program goals, performance standards, T/TA plan, and individual Professional Development Plans. Rates are set by the State of North Carolina.

• Mileage reimbursement rate: $.51/mile • Lodging: up to: (instate) $65.90, (out of state) $78.05 • Meals: Breakfast: $7.75, Lunch: $10.10, Dinner: (instate) $17.30, (out of state) $19.65

Equipment. $20,000 Pays for any large equipment that may be needed to refurbish playgrounds or classrooms. Supplies. $37,000

• Office Supplies. Includes paper products, pens, printer supplies, and other items for administrative and classroom communication, planning, and record keeping. $9,000

• Child and Family Services Supplies. Includes supplies needed for registration, transition materials, parent orientations and parent trainings, newsletters, etc. $14,000

• Classroom and playground supplies. Materials requested by teachers and coordinators for use by children in the 18 classrooms. $14,000

Contractual. $48,861

• Health/Disabilities Services. o UNC-CH School of Dentistry. Provides dental exams and follow-up care for

Head Start enrolled children. (Head Start share) $9,000 o UNC-CH Carolina Institute for Developmental Disabilities. Provides mental

health consultation and service for Head Start enrolled children. (HS share) $12,961

• Other. o Child Plus. Online information management system. $6,000 o Iron Mountain. Paper/document shredding service. $500 o Fathers In Action. Provides monthly meetings to increase the involvement of

fathers in the development of their children. Meetings provide opportunities for learning and discussion as well as planned activities for father/child/family participation. $8,000

o AmeriCorps. Provides regular workers to enhance classroom child: teacher ratios and allows teacher assistants to leave work early in order to attend community college courses required for CDA or AA certification. We anticipate again using two AmeriCorps volunteers. (Head Start share) $10,000


Year 2011-2012

p. 3 of 5

o Creative Curriculum on line. Provides child performance data to be entered on line and enhances data manipulation. (Head Start share) $2,400

Other. $62,337

• Rent. Our classrooms are in elementary schools and the district pays rent for our administrative offices. The district has very few meeting spaces large enough for our entire staff. . Funds pay for the occasional rental of meeting space and to pay fees for custodial services for meetings and trainings held after school hours $1,800

• Telephone. For cell phones used, one for the extended care coordinator to stay in contact with nine sites providing extended care, and one for the program nurse to be available to teachers when not in her office. (Head Start share) $2,000

• Liability Insurance. Reimburses Family Services staff for the increased cost of auto liability insurance in order to safely transport children and parents. $1,200

• Local Travel. For coordinators, administrative staff, and itinerant staff (ESL teachers) for travel between nine sites and administrative offices, and for teacher assistants who provide extended care at another site, @ .51/m (HS share) $11,000

• Nutrition Services. For classroom cooking activities and for Head Start children who stay for extended care, to reimburse school food services for snacks so that there are no charges to parents of Head Start children. $7,900

• Substitutes. For classroom staff taking sick leave, professional leave, etc. District-set rate for teacher: $95/day, for TA: $75/day (Head Start share) $11,750

• Parent Services. Pays for Parent Activity Funds (use determined by Parent Committee within Head Start guidelines), for costs associated with Policy Council, Parent Committees, and parent trainings. $6,020

• Publications/Printing/Advertising. Costs to print program literature such as parent handbooks and to advertise the program. (Head Start share) $3,800

• Training or Staff Development. Supports the cost of trainings in district and registration for conferences and trainings out of district, and for reimbursement for educational expenses for teacher assistants pursuing CDA or AA credential. These funds are available for all staff. (T/TA allotment) $17,261

• Professional Organizations. Program memberships for National Head Start Association, Region IV HSA, and North Carolina HSA $1,750

• Field trips. Includes costs for parent initiated and teacher planned field trips. Covers any admission charges and costs for bus and driver for one field trip for each class (Head Start share) $2,720

• Other activities to support children and families. Covers costs that do not fall easily into any other category, such as medical or dental care for Head Start children who can not be covered by other sources. $12,397

Indirect Costs. $40,039 Rate is set by the North Carolina Department of Public Instruction at 3.311%.


Year 2011-2012

p. 4 of 5

Total Employees for Entire Pre-K/Head Start Program. Classroom teachers (6 FTEs by Exceptional Children program) 18 Teacher assistants (9 FTEs by Exceptional Children) 27 Extended Care TAs (both at 40%) 2 ESL teachers (.5 by PKHS, 1.5 by World Language program) 2 Family Services Manager 1 Family Services Assistants 3 Education Coordinator 1 Licensing Specialist 1 Mental Health/Disabilities Coordinator 1 Nurse/Health & Nutrition Coordinator (.8 nurse by School Health) 1 Extended Care/Dental Coordinator 1 Director 1 Bookkeeper 1 Secretary/Receptionist 1 TOTAL: 61 Other Funding Sources Parents and Other Volunteers.

• Head StartParent volunteers: 938.36 hours recorded $12,306 • Parent donations of classroom materials: $2,638 • Other classroom volunteers: 659 hours recorded $12,009

Total parent and other volunteer donations: $26,953 Donated Cash: School System. CHCCS provides other resources that are not a part of the Pre-K/Head Start budget. Classroom Staff. Exceptional Children’s Department provides one half salary and benefits for 6 teachers and 6 teacher assistants. These six classes have a teacher and two assistants. This allows Preschool Intervention (special education) to place up to four children in each of these six classrooms for inclusive special education services.

o Teachers: 3 FTEs salary $141,400 o Teacher assistants: 3 FTEs salary $59,472

• English as a Second Language. World Languages Program provides salary for 1.5 ESL teachers for direct instruction and teacher consultation for English Language Learners.

o ESL Teachers, 1.5 FTEs, salary , $82,273 • Health and Safety.

School Health program provides salary for .8 FTE for a nurse practitioner. o Nurse Practitioner, salary $43,377

• Benefits for all salaried positions listed above: $108,596 • Rental space.

The school system pays the rent for the Pre-K/Head Start administrative offices located at 891 Willow Drive, Suite 2, Chapel Hill, NC. Office space rent: $49,919 X 60% (Head Start share) = $29,969


Year 2011-2012

p. 5 of 5

Total cash in-kind provided by school district: $465,087 Donated Space: School System.

• The school system donates classroom space and most maintenance costs for all 17 classrooms located in 9 elementary schools. All classrooms and playgrounds meet child care licensure requirements and Head Start standards for 25 sq ft/child indoors and 75 sq ft/child outdoors.

o Classroom space for 136 children at 25 sq.ft./child, $20/sq.ft. rental rate $68,000

TOTAL INKIND: $560,040

Region IV Head Start Chapel Hill-Carrboro City Schools Pre-K Head Start_04CH4198

YEAR: 2011-2012

p. 1 of 12

Program Approach July, 2011 Program Highlights This year we implemented Professional Learning Communities (PLCs) as a strategy to increase collaboration and support among teachers, and to begin to give teachers the skills to more strongly link assessment, planning, and teaching. Our school board (and governing body) established PLCs as a priority for all schools and teaching staff. One challenge our program faces in implementing PLCs is that our 18 classes including 3 special needs classes are located in 9 different elementary schools. Several classes are singletons at their schools, or a “regular” class and a special needs Pre-K class are at one site. We developed 5 PLC groupings:

• 3 classrooms at Seawell Elementary • 3 classrooms at Carrboro Elementary • 2 classrooms at Rashkis and 2 classrooms at Ephesus (all are inclusive settings) • 5 singleton classrooms (FPG, Glenwood, McDougle, Morris Grove, and Scroggs) • 3 special needs classrooms (located at FPG, McDougle, and Scroggs).

Each group identified one teacher to attend a two day PLC training in December, 2010, led by Richard and Rebecca DuFour. Those teachers shared what they learned with their respective PLCs. PLCs met at least every other month, and were encouraged to meet more frequently. They used their classroom assessment data from the Creative Curriculum to discuss their children’s learning and to share ideas. According to discussion at the April teachers meeting and by anonymous survey right after that meeting, most teachers found the PLC format to be a useful and promising strategy to improve children’s learning in a preschool setting,. We will do more training around how a PLC should function and what work they should be doing, on establishing learning priorities, and on using data to improve instruction. Finding time for training, for meeting, and for good data taking are major barriers to implementing this strategy well. Time for training has become even more of a challenge as our state legislature converted five teacher workdays into regular student days. (Program assessment data may be found on pages 5-10.) We are concluding the second year of implementing Positive Behavior Interventions and Supports (PBIS) in all of our classrooms. A team of four teachers and our Mental Health/Disabilities coordinator are collaborating with the school district PBIS coordinator to lead this initiative. The school board has adopted PBIS as a priority for all schools in the district. To more closely align our program with the district initiative, we have identified our work with PBIS rather than CSEFEL (Center on the Social and Emotional Foundations of Early Learning), although both draw on the same research base and use the same types of strategies. The team uses the CSEFEL website as a resource. This winter, the PBIS coordinator conducted observations in all of our classrooms to measure fidelity of implementation. She was impressed with the generally high level of program implementation. Establishing a safe, predictable environment and focusing on building positive teacher-child relationships are having positive impacts on the tone of our classrooms and what teachers are able to accomplish. For 2011-2012, we will continue training in the next phase of PBIS implementation, concentrating on giving classroom staff the knowledge and skills to begin to address more problematic behavior in a systematic way. They will learn to look at the function of a behavior, to develop a plan to address it, and to take data to determine the effectiveness of intervention. Our PBIS team and our mental health consultants will be available to assist teachers with observations, developing a plan, and developing ways to chart the effectiveness of intervention.


YEAR: 2011-2012

p. 2 of 12

Our two dual language classes are completing their third year of operation preparing children for the dual language K-5 program. We again had a teacher resign who was assigned to the program. (Her husband was offered a job out of state.) The Spanish speaking teacher on the team took an eight week maternity leave in the middle of the school year. We were extremely fortunate to find another teacher to fill in during her absence who was a native Spanish speaker, had the appropriate teaching license, and had preschool experience. The substitute did a wonderful job. The two teachers in this program plan together and work closely together. For the first half of the morning, each class receives immersion in English or in Spanish. For the second half of the morning, the children switch classrooms and receive immersion in the other language. They return to their primary teacher for lunch, naptime, and the end of the day. Each class is approximately half Spanish speaking and half English speaking. Our family services department had moderate success in revamping our parent meetings and parent trainings. They surveyed returning and incoming parents on topics of interest and developed a calendar of meetings and trainings for the year to provide more meaningful parent participation in their children’s education. While attendance for trainings increased somewhat, parent participation in Parent Committees continued to lag. Major Program Changes We are anticipating major changes to the award winning and successful state funded preschool program called More at Four. For the past seven years, More at Four has been structured as a quality enhancement program aimed at preparing at risk four year olds for kindergarten. A child could be Head Start eligible and also qualify for More at Four. Even though the reimbursement rate was relatively low, the dual enrollment allowed a program such as ours to employ licensed teachers in all of our classrooms and to pay them at the state mandated rate for licensed teachers. In June, the North Carolina Legislature overrode the governor’s veto to pass the state budget. This budget includes changes to the very nature of More at Four, and in fact eliminates the “More at Four” term. In its place they have created a child care subsidy program called NC Prekindergarten (NCPK). The new legislation cuts funding for the program by 20%. Families who qualify will be expected to make a co-pay in order to receive the subsidy. Up to 20% of children funded may qualify as “at risk” and not pay a subsidy. This group may be dual enrolled. However, in previous years, 75-80% of our More at Four enrollment was dual enrolled. Final guidelines for implementation of NCPK have not yet been set. Our looming budget crisis was presented to our school board. They have agreed to make up a major portion of the funding shortfall for the coming year, averting a major crisis. However, we will likely curtail services to non-Head Start enrollees in our program. Risk Management Actions. As of this writing, the Risk Management Meeting (with Regional Head Start office) had not been held.


YEAR: 2011-2012

p. 3 of 12

Long-Range Goals and Three-Year Objectives, 2010-2013 This year was the first in our new three year goal cycle. We were able to meet most of the Year One objectives we had set. Goals are included here for reference. Please see the Training and Technical Assistance Plan Narrative for a complete discussion of program goals and objectives. GOAL I: Publicize the vision and the mission of Pre-K/Head Start to staff, parents, and community. Year 1

1. Revise the program mission and vision statements—met 2. Refine Include mission statement on community and program documents (e.g., application ,

community report, other correspondence—met 3. Introduce vision statement to parents at parent orientation, and to staff during staff orientation—

met GOAL II: Make decisions based on timely and accurate information Year 1

1. Train all staff on new information management system (Child Plus)—met 2. All departments including classrooms begin to use Child Plus for recording required program

information—met 3. Begin tracking work tasks across areas and across—not met 4. Train classroom teachers to use assessment data to guide instruction for groups and individual

children—partially met. GOAL III: Collaborate to integrate services across management areas:

A. Improve attendance B. Address behavior referrals C. Improve support for families

Year 1 1. Provide training to management team on coordination and collaboration—not met 2. Provide cross-discipline meeting time to address more serious behavior referrals—met 3. Analyze attendance data and target individual children for follow-up—partially met 4. Use results of the survey of family needs to plan parent training and activities, including structure

of Parent Committee meetings—met GOAL IV: At least one staff member at each site will be bilingual. Year 1

1. Recruit bilingual staff for open positions—partially met 2. Give added weight to bilingual skills in interview—met 3. Provide staff with list of opportunities to develop or improve skills in a second language—

partially met Additional Priorities 2010-2013 Priority 1: All teacher assistants will have at least a Child Development Associate (CDA) credential. Continue to support teacher assistants in pursuing early childhood education in keeping with the increased Head Start requirement. Priority 2: Address the Extended day program and the stresses it creates on staff, while honoring the need for families to have extended hours of child care.


YEAR: 2011-2012

p. 4 of 12

Education This section summarizes children’s progress on the Head Start Child Outcomes Framework (Kindergarten readiness skills) as measured with the Creative Curriculum Developmental Continuum, an observation-based assessment tool for three to five year-olds. The Developmental Continuum assesses children’s growth in social/emotional, physical, cognitive and language skills. Three times a year, teachers observe children in everyday activities and assess their progress on 53 objectives as Forerunner (children not yet at initial level of typical preschool development), Step I (approximates beginning level); or Steps II and III which represent higher levels in the sequence of development for each objective. In addition to the Creative Curriculum Developmental Continuum, children are screened with the LAP-D screener at the beginning of their first year in the program. This tool gives teachers quick information on basic skills to help determine individual goals, the need for closer observation, or the need for possible further testing. Parents complete the Parent Evaluation of Developmental Skills (PEDS) for their children as a way to inform the program of their child’s growth or concerns they may have. Teachers also use informal checklists and work samples from the children to note progress throughout the year. Information on each child’s progress is shared with parents during two parent teacher conferences held in November and May and during a Home Visit in February. At the end of the school year, this information is used to determine program outcomes and to plan staff development training needs for the following year. The first table below provides data for the whole program; for 3-4 year-olds and for 4-5 year-olds in the 8 general Head Start Outcomes. The categories include Language, Literacy, Mathematics, Science, Creative Arts, Approaches to Learning, Social and Emotional Development, and Physical Health and Development. The four developmental domains that show higher percentages of students at Step II & III are

• Creative Arts ● Physical Health and Development • Language ● Social and Emotional Development

The four developmental domains that show lower percentages of students at Step II & III are

• Literacy ● Mathematics • Science ● Approaches to Learning

The next two tables include a Summary of Outcomes for the Spring Checkpoint for 3-4 year olds and for 4-5 year-olds. The information in these tables gives a more thorough breakdown of skills in the area of literacy. A closer look at the literacy skills assessed notes the following areas needing more focused instruction and in-service training for teaching staff in developing these skills in the context of children’s daily activities:

• Recognizing word as a unit of print • Associating sounds with written words • Identifying at least 10 letters of the alphabet.

The PreK Director and Education Specialist met with the district Language Arts Coordinator this spring. They discussed the district’s plans for training on the Common Core Curriculum as well as early literacy development. There will be ongoing discussion about opportunities for PreK staff to participate in district trainings related to literacy instruction.


YEAR: 2011-2012

p. 5 of 12

Language Development Fall at Step II or III

Spring at Step II or III

Whole Program 51% 78% Three-Four year olds (Head Start) 13% 58% (Tuition) 36% 72% Four-Five year olds (Head Start/More at Four) 58% 91% (Tuition) 80% 97%

Literacy Fall at Step II or III



Mathematics Fall at Step II or III



Science Fall at Step II or III



Creative Arts Fall at Step II or III




YEAR: 2011-2012

p. 6 of 12

Approaches to Learning Fall at Step II or III



Social and Emotional Development Fall at Step II or III



Physical Health and Development Fall at Step II or III



Summary of Outcomes - Spring 2010/2011 for 3-4 year-olds Head Start, Tuition

Head Start Language and Literacy Outcomes F1 F2 F3Step

I Step

II Step

III Total

Language Development (Head Start, Head Start/EESS) 00%

13%

27%

9 31%

14 48%

3 10%

29 100%

(Tuition) 00%

00%

00%

3 27%

5 45%

3 27%

11 100%

Understands an increasingly complex and varied vocabulary. (Head Start, Head Start/EESS)

00%

00%

13%

11 38%

14 48%

3 10%

29 100%

(Tuition) 00%

00%

00%

3 27%

3 27%

5 45%

11 100%


YEAR: 2011-2012

p. 7 of 12

Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes (Head Start, Head Start/EESS)

00%

13%

13%

9 31%

15 52%

3 10%

29 100%

(Tuition) 00%

00%

00%

4 33%

3 25%

5 42%

12 100%

Uses an increasingly complex and varied spoken vocabulary (Head Start, Head Start/EESS)

00%

13%

13%

7 24%

17 59%

3 10%

29 100%

(Tuition) 00%

00%

00%

2 20%

2 20%

6 60%

10 100%

Literacy (Head Start, Head Start/EESS) 00%

00%

27%

12 40%

13 43%

3 10%

30 100%

(Tuition) 00%

00%

00%

4 33%

5 42%

3 25%

12 100%

Phonological Awareness (Head Start, Head Start/EESS) 00%

13%

13%

15 52%

8 28%

4 14%

29 100%

(Tuition) 00%

00%

00%

3 30%

3 30%

4 40%

10 100%

Associates sounds with written words (Head Start, Head Start/EESS) 00%

13%

27%

17 59%

7 24%

2 7%

29 100%

(Tuition) 00%

00%

00%

5 50%

4 40%

1 10%

10 100%

Book Knowledge and Appreciation (Head Start, Head Start/EESS) 00%

00%

413%

7 23%

15 50%

4 13%

30 100%

(Tuition) 00%

00%

1 8%

1 8%

8 67%

2 17%

12 100%

Print Awareness and Concepts (Head Start, Head Start/EESS) 00%

13%

27%

13 45%

11 38%

2 7%

29 100%

(Tuition) 00%

00%

00%

4 33%

5 42%

3 25%

12 100%

Recognizes word as a unit of print (Head Start, Head Start/EESS) 00%

13%

310%

17 57%

7 23%

2 7%

30 100%

(Tuition) 00%

00%

1 8%

5 42%

6 50%

0 0%

12 100%

Identifies at least 10 letters of the alphabet, especially those in own name (Head Start, Head Start/EESS)

13%

00%

13%

14 47%

12 40%

2 7%

30 100%

(Tuition) 00%

00%

1 8%

4 33%

6 50%

0 0%

12 100%

Knows that letters of the alphabet are a special category of visual graphics that can be individually named (Head Start, Head Start/EESS)

00%

13%

27%

14 47%

11 37%

2 7%

30 100%

(Tuition) 00%

00%

00%

5 42%

6 50%

1 8%

12 100%


YEAR: 2011-2012

p. 8 of 12

Summary of Outcomes - Spring 2010/2011 4-5 year olds

Head Start Language and Literacy Outcomes F1 F2 F3 Step

I Step

II Step

III Total

Language Development (Head Start, More At Four) 00%

2 2%

33%

5 4%

39 35%

6356%

112100%

(Tuition) 0 0%

0 0%

0 0%

1 3%

4 13%

26 84%

31 100%

Understands an increasingly complex and varied vocabulary (Head Start, More At Four)

00%

0 0%

55%

7 6%

28 25%

7164%

111100%

(Tuition) 0 0%

0 0%

0 0%

1 3%

4 14%

24 83%

29 100%

Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes (Head Start, More At Four)

00%

2 2%

43%

4 3%

40 34%

6657%

116100%

(Tuition) 0 0%

0 0%

0 0%

1 3%

5 17%

24 80%

30 100%

Uses an increasingly complex and varied spoken vocabulary (Head Start, More At Four)

00%

3 3%

33%

6 6%

26 24%

7065%

108100%

(Tuition) 0 0%

0 0%

0 0%

1 3%

4 14%

24 83%

29 100%

Literacy (Head Start, More At Four) 00%

1 1%

33%

7 6%

34 29%

7262%

117100%

(Tuition) 0 0%

0 0%

0 0%

1 3%

7 23%

23 74%

31 100%

Phonological Awareness (Head Start, More At Four) 00%

1 1%

33%

11 10%

29 26%

6961%

113100%

(Tuition) 0 0%

0 0%

0 0%

0 0%

7 23%

24 77%

31 100%

Associates sounds with written words (Head Start, More At Four) 00%

1 1%

43%

21 18%

40 34%

5144%

117100%

(Tuition) 0 0%

0 0%

0 0%

2 6%

6 19%

23 74%

31 100%

Book Knowledge and Appreciation (Head Start, More At Four) 00%

0 0%

54%

9 8%

34 29%

6959%

117100%

(Tuition) 0 0%

0 0%

0 0%

2 6%

4 13%

25 81%

31 100%

Print Awareness and Concepts (Head Start, More At Four) 11%

0 0%

43%

8 7%

35 30%

6959%

117100%

(Tuition) 0 0%

0 0%

0 0%

0 0%

7 23%

24 77%

31 100%


YEAR: 2011-2012

p. 9 of 12

Recognizes word as a unit of print (Head Start, More At Four) 00%

2 2%

43%

15 13%

47 40%

4942%

117100%

(Tuition) 0 0%

0 0%

0 0%

2 6%

8 26%

21 68%

31 100%

Identifies at least 10 letters of the alphabet, especially those in own name (Head Start, More At Four)

00%

3 3%

33%

9 8%

40 34%

6253%

117100%

(Tuition) 0 0%

0 0%

0 0%

0 0%

9 29%

22 71%

31 100%

Knows that letters of the alphabet are a special category of visual graphics that can be individually named (Head Start, More At Four)

00%

2 2%

43%

7 6%

39 33%

6556%

117100%

(Tuition) 0 0%

0 0%

0 0%

0 0%

9 29%

22 71%

31 100%

English Language Learners

Two ESL teachers provided services in 16 Pre-K/Head Start classrooms. The two Pre-K dual language classrooms located at Carrboro Elementary School did not receive ESL services. One teacher served a total of 51 children; the second teacher served a total of 48 children. Children were assessed using the Idea Proficiency Test for preschoolers (Pre-IPT-Oral English) in the fall and again in the spring. Nine children received consultation services only. The first language development of those nine children was not sufficient for valid administration of the Pre-IPT. All nine were enrolled in a system level preschool special education class. Language Information Language growth was noted on the Creative Curriculum Developmental Continuum and results of the Pre-IPT Assessment. Language samples were kept on all students and shared with the Pre-K teachers and parents. Prior to entry into kindergarten, the language samples are placed in the student’s ESL folder and are passed on to the Elementary ESL teachers.

All Students Test Level Proficiency Fall 10 Spring 11

A Novice Low 30 1 B Novice High 28 5 C Intermediate Low 11 28 C Intermediate High 15 9 D Advanced 6 29 E Superior 1 14 Total number tested 91 86

Children served but not tested 8 9

By # of Years in Program (progress in one year): Change in levels, fall to spring Enrolled one-year Enrolled two-years

Increase one classification level 23/66 = 34.8% 10/20 = 50.0% Increase two classification levels 34/66 = 51.5% 8/20 = 40.0% Increase three classification levels 7/66 = 10.6% 1/20 = 05.0% No change in levels 2/66 = 03.1% 1/20 = 05.0%


YEAR: 2011-2012

p. 10 of 12

Family Services The Family Services Department is the social work aspect of the Pre-K/Head Start program. They are charged with several tasks:

• Serve as liaison between the school and the family • Assist parents in finding and obtaining community resources • Assist parents in learning to advocate for themselves

The vehicle for helping families learn to help themselves is the Family Partnership Agreement. The department also maintains records on family demographics. End of year enrollment 225 # of children at or below 130% of poverty line 147

# of children at or below 75% of median state income but above 130% of poverty line 31

# of families with a family partnership agreement 91

Types of services/referrals provided # of Families

Emergency/crisis intervention such as meeting immediate needs for food, clothing, or shelter (including financial assistance such as gift cards to the PTA Thrift Shop and holiday-related referrals

to Christmas House & Holy Trinity)

101

Housing assistance such as subsidies, utilities, repairs, etc. 9 Mental health services 15

English as a Second Language (ESL) training 17 Adult education such as GED programs and college selection 6

Job training 6 Substance abuse prevention or treatment 2

Child abuse and neglect services 7 Domestic violence services 3

Child support assistance 1 Health education 3

Assistance to families of incarcerated individuals 0 Marriage education 2


YEAR: 2011-2012

p. 11 of 12

Mental Health/Disabilities The Mental Health/Disabilities Coordinator is the gatekeeper for referrals for more specialized services. The program contracts with the Carolina Institute for Developmental Delays for mental health consultation services to all 18 classrooms. The program partners with the Exceptional Children’s Department to offer comprehensive services for children with disabilities. Mental Health Services

Mental Health Consultation (MHC): # of children With teacher at least 1 time 94

With teacher 3 or more times 79 With parent at least one time 18 With parent 3 or more times 9

Referred to MHC for observation or evaluation 20

Behavior plans developed 14 Referred to Preschool Intervention 3 Referred to community mental health services 10

Received community mental health services 8

Disability Services The number of children with Individual Education Programs (IEPs) and the severity of children’s disabilities continue to increase. Within the Pre-K/Head Start program, children with IEPs may be served in three different ways.

1. A child with a mild to moderate disability may receive itinerant services in which a preschool special education teacher or a speech/language therapist may come to the child’s classroom several times a week to work with the child.

2. A child with a moderate disability may be placed in one of the six inclusive classrooms to receive his special education. The classroom teacher is the primary special education teacher for the child. The child learns beside children without disabilities.

3. A child with a more severe disability may receive services in a preschool system level classroom in which the learning environment and the curriculum are significantly modified to accommodate the child’s learning needs.

At the end of the 2010-2011 school year, 44 children were receiving special education services in the Pre-K/Head Start program.

1. Enrolled in regular Pre-K classrooms 7 2. Enrolled in inclusive classroom slots 21 3. Enrolled in system level classrooms 16

For the entire year, 49 children received special education services in Pre-K/Head Start. Disabilities served: Total End of year

• Autism and Related Disorders 8 5 • Developmental Delay 36 34 • Speech/Language Impaired 5 5


YEAR: 2011-2012

p. 12 of 12

Health Services One program nurse oversees the health needs of all children in the program. School nurses also are available to classrooms, especially for situations that may arise during the course of the school day. Overall there was in increase in significant health conditions affecting school participation.

• Markedly more time spent on special needs children with severe disabilities—securing care, setting up health plans, training staff. Conditions included: o Prolapsed rectum o G-tube with “mickey button” which fell out, necessitating two 911 calls to ER o Child needing orthopedic surgery to correct pronation o 4 children with brain tumors

One with increased seizures this year, possibly related to tumor One traveled to Mayo Clinic for surgery One newly diagnosed neuroblastoma One child diagnosed with autism in fact has glioblastoma

◊ Worked with family through UNC Hospitals system – told inoperable ◊ Helped family obtain second opinion at Duke University Medical Center

where child has been receiving chemotherapy. • Other health conditions of note (whole program):

o Seizures: 3 children with new onset seizures, in care o Vision: 9 students with new glasses

1 student with a Visual Impariment o Hearing: 1 student with unresolved hearing issues

4 tonsillectomies o Diabetes: 1 student with good control

1 student newly diagnosed, insulin dependent diabetic o Height and weight:

29 morbidly obese students (above the 100th %ile) No parents responded to offer for assistance 6 children severely underweight (below the 0 percentile) One parent accept offer for assistance; now receives supplement

o Asthma: 14 asthmatic children 1 child continues with uncontrolled symptoms and absences related to asthma

o Miscellaneous: 5 children with Down Syndrome 1 student with newly diagnosed von Willebrands (blood clotting disorder) 1 child with fevers of unknown origin worked up at UNC Hospitals Infectious

Diseases 1 maternal death

Region IV Head Start T/TA Plan Grantee: Chapel Hill-Carrboro Pre-K/Head Start 04CH4198-000

YEAR: 2011-2012

Page 1 of 6

Chapel Hill-Carrboro Pre-K/Head Start Grant # 04CH4198-000

Funding Year: 2011-2012 Children and Families—Ready for School, Ready for Life

Training/Technical Assistance Narrative and Plan

In accordance with the expressed expectations of the Region IV Office of the Administration for Children and Families, we certify that by submitting the attached T/TA Plan, our management team has had discussion and reflection about appropriate strategies necessary to undergo both a systems thinking and systems approach to the design and delivery of T/TA services that will enhance services to children and families as we move our program progressively forward.

Preparation In February of 2011, we received our triennial federal review. While as of this writing we have not received the formal results of the review, the review team leader provided the director with a summary overview. Generally, we did well. The team was impressed with the quality of child-adult interactions and of instruction in the classroom. In addition, they found classrooms and playgrounds to be generally well supplied and in good repair. Health records were found to be in good shape. Several areas were identified for improvement. We have addressed most of these areas and have plans to address all areas identified:

• documentation of lead screening (a plan has been developed), • more complete documentation of goals and goal completion on family service plans

(procedures have been developed), • making all staff aware of the appropriate procedure for reporting abuse or neglect

(there were differences between written procedure and what teachers told the review team when interviewed; staff has again been instructed on the appropriate procedure to report suspected abuse and neglect and will receive periodic training),

• documentation of compliance with the Davis-Bacon Act (Budget and Finance Department is developing procedures to assure compliance), and

• documentation of cost allocation between funding sources for management team (we will develop a new procedure to document cost allocation after we have determined the level of support we may receive from the state of North Carolina.)

Since we had just completed the federal review, in March and April we conducted an abbreviated annual Self Assessment. Each program manager assembled a team to analyze strengths and areas of need in their respective areas. Team members included teachers, members of the Policy Council, parents, community members, and school district personnel involved in that area.


YEAR: 2011-2012

Page 2 of 6

Self Analysis and Goal Development On May 6, 2011, we held our annual management team retreat. We reviewed the following information and documents: preliminary results from the Head Start review; results of our self-assessment; the 2010-2011 T/TA narrative and plan including the 3 year Long Range Goal Plan and goals set for the current year; progress toward those goals; information from the Program Information Report, and information from our Community Assessment. Staff was asked to review and reflect on these documents in preparation for the retreat. During the retreat, we held an open and positive discussion of progress toward our current goals, successes and challenges. We are completing the first year of a three-year goal plan. We looked at our goals for their appropriateness and for progress toward meeting them. We decided that our three year goal plan did address real program needs. We found that we had made good progress addressing nearly all of our one year goals. We made some adjustments to our second year goals for 2011-2012.

T/TA Plan – Strategic Plan Goal 1: Publicize the vision and the mission of the program.

Year 1 1. Refine the mission and vision statements. accomplished 2. Include the mission statement on community and program documents (e.g.,

application , community report, other correspondence) accomplished 3. Introduce mission statement to parents at parent orientation, and to staff during

staff orientation. accomplished Last year we developed a new mission statement for our program: Children and Families—Ready for School, Ready for Life. This brief statement encapsulates our purpose—to ensure that children have the skills they will need to be successful in school, and that families learn skills to improve their lives. We have been including that statement on documents as they are developed. We introduced this statement to parents and to staff at their respective orientation sessions at the beginning of the school year. We also developed a new vision statement: The vision of the Chapel Hill Carrboro City Schools Pre-K/Head Start Program, in partnership with families and the community, is to provide high quality, developmentally appropriate early childhood education and comprehensive services, which will meet the diverse needs of all children and prepare them for a positive educational experience. This statement encapsulates our values—we are a part of a larger community, we will partner with parents, we are committed to providing high quality services while maintaining a developmentally appropriate approach to children’s learning and to families’ development.

Year 2 1. Expand the number of documents that include the vision statement to at least 75% 2. Include mission statement in discussions about services 3. Include mission statement in all literature targeted to the general community

We decided that our Year 2 goals were appropriate and attainable. We need to keep staff and parents aware of the reason our program exists, and ensure that the community knows of our commitment.


YEAR: 2011-2012

Page 3 of 6

Goal 2: Make program decisions based on timely and accurate information.

Year 1 1. Train all staff on new information management system (ChildPlus)

accomplished 2. All departments including classrooms begin to use ChildPlus for recording

required program information accomplished 3. Begin tracking work tasks across areas and across sites not accomplished 4. Train classroom teachers to use assessment data to guide instruction for groups

and individual children partial, ongoing; some training done, Professional Learning Communities are in place to support teachers using data to guide instruction and to support each other.

Last year we decided that we needed a systematic way to make decisions not as a reaction to a set of circumstances, but by anticipating areas of need and addressing them. All staff has been trained in the basics of ChildPlus, our new information management system. We need additional training to develop more familiarity with all that ChildPlus can do for our program. We introduced Professional Learning Communities (PLCs) as a structure to provide teacher-to-teacher support and to address teaching and learning in a more collaborative way.

Year 2 1. Continue to record accurate and timely data in ChildPlus across all areas 2. Analyze trends in data as recorded in ChildPlus 3. Program decisions use data from ChildPlus and other sources 4. Classroom teachers use assessment data to guide instruction for groups and

individual children We will continue to become more knowledgeable in using ChildPlus and making it work for us. We have agreed on how managers will enter notes so that they are readily available to all program managers for cross referencing, while being concise and sortable. We will continue to provide training and support for teachers to use assessment information to make decisions in their classrooms and in their Professional Learning Communities. Goal 3: Collaborate to integrate services across management areas-A. improving attendance, B. addressing behavior referrals, and C. improving support for families.

Year 1 1. Provide training to management team on coordination and collaboration

not accomplished 2. Provide cross-discipline meeting time to address more serious behavior

referrals accomplished; Coordinating our Efforts group has met at least once per month to make sure all managers know families with multiple involvement

3. Analyze attendance data and target individual children for follow-up partial; begun but not carried through due to inconsistency of attendance data

4. Use results of survey of family needs to plan parent training and activities, including structure of Parent Committee meetings accomplished

Last year we concluded that as a management team we worked too much in self-imposed isolation. We wanted to ensure that we were using a systems approach to address three


YEAR: 2011-2012

Page 4 of 6

major areas of concern—attendance, behavior, and family support. Our GPSS had agreed to provide training for our team in collaboration, but when the T/TA system was revamped, we lost her as a resource for this work. We set up regular meetings called Coordinating our Efforts (management area coordinators and Family Services Assistants) to address serious behavior issues in a coordinated way. Early on we decided to expand the purpose of these meetings to include all children and families in crisis. We did this to ensure that we were providing comprehensive and coordinated support for these families. We will continue this work in 2011-2012. Our program nurse conducted a study of attendance and presented to the Policy Council. She found that while overall our attendance rate was good (92%), there was a small group of children who were chronically absent—more than 10% of the time, and in a few cases more than 20% of the time. She further found that children in grades K-2 with chronic absences were disproportionately children from our program. The Policy Council recommended that the program adopt a goal of 95% attendance and a process to help get chronically absent children back in school. Our family services department surveyed parents to establish training activities and a calendar. While parent attendance at trainings improved modestly, attendance at Parent Committee meetings did not. We developed new goals for Year 2 that continue the work begun in Year 1.

Year 2 1. Provide training to management team in coordination and collaboration 2. Continue cross-discipline meeting time to address families in crisis 3. Target individual children who show a pattern of chronic absences for follow-

up to improve their attendance and increase overall attendance rate to 95% 4. Continue to survey family needs when planning parent training and activities,

including the structure of Parent Committee meetings. The director will explore other avenues for management team training in collaboration. A plan is being developed to address chronic absences. We will continue the positive work of the Coordinating our Efforts meetings and the parent needs survey. Goal 4: At least one staff member at each site will be bilingual.

Year 1 1. Recruit bilingual staff for open positions partial; some bilingual recruitment 2. Give added weight to bilingual skills in interview process accomplished; all

interviewees are asked about bilingual skills, weighted into recommendation 3. Provide staff with a list of opportunities to develop or improve skills in a

second language partial; support offered but no ongoing list of language training provided

Over a dozen languages are spoken by children enrolled in our program. While Spanish is the language of most frequency after English, a small but significant number of children speak Karen. (Karen is the language of most of the refugees from Burma coming into our community.) We hired one new teacher assistant in 2010-11 who is bilingual in Karen. We hired five new teachers in 2011-2012, but none was bilingual although 3 have some basic knowledge of Spanish. None of the candidates was bilingual. We were able to fill a maternity leave vacancy in our dual language class with a Spanish speaking substitute. We hired one new family services assistant who is bilingual. We added a question to our


YEAR: 2011-2012

Page 5 of 6

interview forms asking knowledge of a second language. Financial support was offered to staff who wanted to learn or improve a second language.

Year 2 (continue strategies from Year 1)

1. Recruit bilingual staff for open positions 2. Give added weight to bilingual skills in interview process 3. Provide staff with opportunities to develop or improve skills in a second

language We will continue to try to recruit new staff and give added weight to bilingual skills during the interview process. We will explore the possibility of offering Spanish language instruction for our staff. Program Priority Areas In addition to the four goals above, two areas have been identified as Priority Areas. While these areas are not included as program goals as such, management team members will continue to address these areas. Priority 1: Continue to support Teacher Assistants in meeting the minimum requirement of having or being enrolled in a program leading to a CDA credential or AA degree by 2013. Currently, 13 teacher assistants are enrolled in course work leading to a CDA or AA credential, and one is enrolled in a BA program. We offer full reimbursement for the cost of tuition and supplies for this work. Some of our TAs have taken advantage of the T.E.A.C.H. program, and we will not duplicate payments for those enroll in that program. We will continue to encourage and to use T/TA funds for financial support to our TAs who are working to meet this Head Start standard. Priority 2: Address the challenges of the Extended Care program. We offer a 10 hour program for parents who need extended care in order to work or go to school. While offering this service is valued by the families who participate, it does present several challenges for the program. Staffing the extended care program is one of our biggest day-to-day challenges. We must staff 50 hours per week of programming while offering employment for 40 hours, and we must stay within applicable labor laws. It places stress on our teacher assistants who must staff the extended care program and on our management staff who must fill in when there is an absence. We will be looking at patterns of staff absences to try to determine how we can encourage staff assigned to extended care duty to be present to perform this important service.

Shared Governance This goal review and Training and Technical Assistance plan was presented to the Policy Council as a part of the Head Start grant application on May 24, 2011 for their review, comment, and approval. The plan received Policy Council approval. This goal review and Training and Technical Assistance plan was submitted for inclusion in the school board packet as a part of the Head Start continuation grant application on (date). Board members receive their board packets one week in advance of the meeting.


YEAR: 2011-2012

Page 6 of 6

The T/TA plan was included in the consent agenda as a part of the Head Start continuation grant for the school board meeting on (date). Any board member may request that an item be removed from the consent agenda for further consideration. (Results)

Management Team Participants Title Name Head Start Director Bill Frenzel Education Coordinator Mary Zulauf Licensing Specialist/Education Assistant Gail Cloud Health Coordinator Jill Kerr Extended Care/Dental Care Coordinator Keshia Woodard Disabilities/Mental Health Coordinator Lauren Binger Book Keeper Penny Allen Secretary Marivel Pineda Family Services Manager Michelle Brewington Family Services Assistants Jessie Steffen Judy Ortiz


YEAR: 2011-2012

Page 1 of 7

Part 1: Identified T/TA Goals

T/TA Goal: I: Publicize the mission and the vision of Pre-K/Head Start to staff, parents, and community. Year Two

T/TA Strategies Events/Activities (include size & scope) T/TA Resource Target Audience or HS Mgt. System

Responsible Manager

Timeline Estimated Cost

Continue to emphasize mission and vision statements at parent orientation and staff orientation. Review existing documents, revise as needed and include mission statement Include mission statement on meeting agendas; review at least quarterly with staff

Expected Outcomes (Short-Term &/or Long-Term)

Indicators Documentation/Frequency of Measurement

1. Expand the number of documents that include mission statement to at

least 75%. 2. Include mission statement in discussions about services 3. Include mission statement in all literature targeted to the general

community.

Program documents that contain mission statement Minutes of teacher and admin team meetings Review of literature targeted to the community

Quarterly

Management team, district translator

Head Start families, community, classroom staff

Director, area managers as appropriate

By 6/10/12

$0


YEAR: 2011-2012

Page 2 of 7


T/TA Goal: II: Make program decisions based on timely and accurate information. Year Two


Responsible Manager




1. Continue to record accurate and timely data in ChildPlus across all areas. 2. Analyze trends in data as recorded in ChildPlus

3. Program decisions use data from ChildPlus and other sources.

4. Classroom teachers use assessment data to guide instruction for groups and

individual children

1.Data for priority areas is entered by due date.

Reports indicate areas for attention. Program decisions and information to Policy Council are backed by data. Lesson plans show evidence of planning using data

monthly

Management team ChildPlus trainers; other HS Ed Coord.; district PLC and PBIS coords, Supply funds NC ECE Support

Management team Classroom staff

Director, nurse, family services manager, education coordinator, MH/DD coordinator

1. 6/11 2. 8/11 8/11 9/11 12/11 3. 9/11-4/12 5. 8/31/11

1. $0 2a. $600-$1,000 2b.$2,700 2c.$300 3.($7,000 Supply $) 4. $300

1.Prioritize areas according to goals (collaboration, attendance, families in crisis, family goal plans, educational goals)

2.Provide training: a. ChildPlus as needed b.Professional Learning Communities function c. Using data to make educational decisions d.Using data to address behavior

3.Educate staff on effects of poor attendance Offer incentives for classroom timely entry of data related to attendance

4.Provide training to teaching teams: a. Maintaining professional relationships b. The CLASS


YEAR: 2011-2012

Page 3 of 7


T/TA Goal: III: Collaborate to integrate services across management areas: A. Improving attendance, B. Addressing behavior referrals, C. Improving support for families. Year Two


Responsible Manager




1. Provide training to management team on coordination and collaboration 2. Continue cross-discipline meeting time to address families in crisis 3. Target individual children who show a pattern of chronic absences for

follow-up to improve their attendance and increase overall attendance rate to 95%

4. Continue to survey family needs when planning parent training and activities, including the structure of Parent Committee meetings.

1. team attends training 2. Coord. Of Efforts

meetings held 3. attendance entered be due

date, follow up conducted 4. completed surveys and

training schedule complementary

1. attendance sheet 2. monthly notes 9/11-5/12 3. monthly analysis of attendance logs 9/11-6/12; record in ChildPlus 4. by 9/11 and on going

1. Explore resource to provide training on collaboration in a Head Start/early childhood setting 2. Coordinating our Efforts continues to meet monthly 3. Develop plan to address attendance Offer incentives for daily entrance of attendance data Monitor attendance daily, intervene when absences reach 10% Provide medical or family services assistance if indicated 4. Survey returning and new families regarding areas for parent training Continue to develop new ways to increase parent participation

1. Director, WKU or other trainers 3. Nurse, director, ChildPlus data 4. FS team

1. Management team

2. Management team

3. Head Start families, classroom staff

Head Start families

1 Director 2.Management team 3. Nurse, secretary, Director, family services team FS team

By 11/11 $750 $0 $0 (incentives listed previously) $0


YEAR: 2011-2012

Page 4 of 7


T/TA Goal: IV: At least one staff member at each site will be bilingual. Year Two


Responsible Manager




1. Continue to recruit bilingual staff for open positions 2. Continue to give weight to bilingual skills during interview process 3. Provide staff with opportunities to develop or improve skills in a second

language

2. at least half of new staff hired will have working knowledge of a second language

3. interview question asks knowledge of second lang.

4. record of training offered

1.answers to interview questions

2.interview documents 3.Survey staff language skills,

training offered

1. Use community connections to encourage bilingual candidates to apply for positions.

2. continue to use question on interview form asking for knowledge of a second language

3. Survey staff language skills Contact local community colleges, other agencies about providing basic conversational Spanish Provide training to interested staff

1., HR Dept, HS families, FS staff

2.interview form

3.Comm. college, comm. orgs.

1.candidates for open positions

2. (same) 3. classroom staff and management team

1-3 director; education coordinator

1.ongoing 2.(same) 3.by 8/11 by 9/11 by 5/12

$1-2 $0 3. $1,500


YEAR: 2011-2012

Page 5 of 7

Required Training

(including size & scope)

T/TA Resource

Target Audience

Expected Outcomes Responsible Manager


Head Start Act Section 640(a)(3)(B)(ii) Developing skills in working with children with non-English language background and children with disabilities, as appropriate N-30-356-1-30(B)(2) 45 CFR 1304.52(k)(3)(i) Identification and reporting of child abuse and neglect including methods for identifying and reporting child abuse and neglect that comply with applicable State and local laws using, so far as possible, a helpful rather than a punitive attitude toward abusing or neglecting parents and other caretakers 45 CFR 1304.41(c)(1)(iv) 45 CFR 1304.52(k)(3)(ii) Transition training for Early Head Start or Head Start staff and school or other child development staff 45 CF1304.52(k)(1) Orientation for new staff, consultants and volunteers 45 CFR 1306.23(a) Pre and in-service training opportunities designed to improve the ability of staff and volunteers to deliver services required by Head Start regulations and policies

ESL teachers DSS personnel, Div of Child Devel personnel and/or Prevent Child Abuse NC District staff, PKHS staff, EHS staff School district and PKHS staff School district and PKHS staff

Teaching staff All staff Parents and classroom staff New staff, volunteers, consultants All staff, volunteers, consultants

Teaching staff will provide appropriate experiences for children with non-English language backgrounds and children with disabilities Cases of child abuse and/or neglect will be identified and reported Children and families will successfully transition into and out of the Head Start program All new staff, consultants, and volunteers will receive an orientation which includes the goals and underlying philosophy of Early Head Start and/or Head Start and the ways in which they are implemented by the program Program staff and volunteers will acquire or increase the knowledge and skills they need to fulfill their job responsibilities. This training will be directed toward improving the ability of staff and volunteers to deliver services required by Head Start regulations and policies

Ed Coord DD/MH Coord Family Services Coord. Ed Coord Ed. Coord, Licensing Spec. Ed. Coord, Licensing Spec, Fam. Serv. Coord.

08/11-06/12 08/11-06/12 8//11-2/12 8/28/11 and as needed 8/28/11 and as needed

0 0 0 $250 0


YEAR: 2011-2012

Page 6 of 7

45 CFR 1306.23(b) Training about the underlying goals of Head Start and the program options being implemented 45 CFR 1310.17(b)(1) Operate the vehicle in a safe and efficient manner 45 CFR 1310.17 (b)(2) Safely run a fixed route and perform specialized driving maneuvers 45 CFR 1310.17(b)(3) Administer basic first aid 45 CFR 1310.17(b)(4) Handle emergency situations 45 CFR 1310.17(b)(5) Operate special equipment 45 CFR 1310.17(b)(6) Conduct maintenance and safety checks 45 CFR 1310.17(d) Meet applicable driver training requirements of the state in which they operate 45 CFR 1304.21 (Parent) How to be the primary teacher for their children and full partners in the education of their children

PKHS staff School district Transp. Director N/A District nurses provide training 1/m Nurse, district safety officer, online district training modules N/A Licensing Spec, District Safety Officer, Nurse District Transportation Coord. Admin staff, teachers

All staff, volunteers, consultants Fam. Ser. Coord. (drives bus) All staff All staff All staff Staff as needed Classroom staff Fam. Ser. Coord. (drives bus) Parents

Staff and volunteers will increase knowledge about the underlying goals of Head Start and the program options being implemented Transportation services provided to children will be completed safely and efficiently, without incidents of injury to persons or damage to property. Drivers will complete assigned routes and driving maneuvers safely, without incidents of injury to persons or damage to property. Staff and volunteers will obtain knowledge and skill in administering first aid to injured students and staff. Staff and volunteers will obtain knowledge and skill in following appropriate procedures to handle emergency situations. Staff and volunteers will obtain knowledge and skill in operating special equipment. Staff and volunteers will obtain knowledge and skill in conducting maintenance and safety checks to ensure a safe environment. Drivers will obtain knowledge and skills related to requirements for state licensure in which they operate. Parents will obtain knowledge and skills in guiding their child’s education.

Ed. Coord, Licensing Spec, Fam. Serv. Coord., MH/DD Coord Dental Coord Fam Serv Coord Nurse Nurse As needed Nurse, &/or Licensing Spec Fam. Serv. Coord. Fam Serv Mgr, Ed Coord, teachers

8/11-6/12 As required by district policy 8/11-5/12 8/11-5/12 8/11-5/12 8/11-5/12 8/11-5/12 8/11-2/12

0 0 0 0 0 0 0 $500


YEAR: 2011-2012

Page 7 of 7

45 CFR 1304.22(a)(5) (Parent) Orientation on the need to prevent abuse and neglect 45 CFR 1304.52(k)(3)(ii) Preparation for parents to exercise their rights and responsibilities concerning the education of their children in the school setting 45 CFR 1310.21(a) If the agency provides transportation, training that includes vehicle and pedestrian safety 45 CFR 1304.23 Family assistance with nutrition 45 CFR 1304.40(e)(3) Opportunities to enhance parenting skills, knowledge and understanding of the educational and developmental needs and activities of their children 45 CFR 1304.24(a) Parent education of mental health issues

Admin Staff Fam. Specs., DD/MH Coord Ed. Coord Admin Staff Nurse, Health Advisory Comm., Speakers Ed Coord., Teachers, DD/MH Coord Speakers Mental Health Consultants; DD/MH Coord.

Parents Parents Teachers Parents Parents Parents Parents

Parents will obtain knowledge and skills needed to prevent abuse and neglect. Parents will obtain knowledge of their rights and responsibilities concerning the education of their children in the school setting. Parents will develop skill in exercising their rights as parents in the school setting. Parents and children will demonstrate knowledge and skill in vehicular safety methods and pedestrian safety methods. Families will receive information on resources to assist with nutrition needs. Families will receive instruction on proper nutrition and meal planning. Parents will obtain knowledge in proper methods of parenting; develop an understanding of their child’s educational and developmental needs; and develop skill in selecting appropriate educational and developmental activities for their children. Parents will obtain knowledge of mental health issues in children, including characteristics/signs to watch for.

Fam Serv Coord, DD/MH Coord Fam Serv Coord DD/MH Coord Ed. Coord Nurse, Licensing Spec Nurse Ed Coord., Teachers, DD/MH Coord DD/MH Coord

08/10-05/11 08/11-05/12 08/11-05/12 8/11-6/12 8/11-6/12 8/11-6/121

0 0 0 $100 $500 0