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Early Childhood Programs

Dan Danosky, Superintendent 1425 West Grand River Avenue Sean E. LaRosa, Ed. S, Executive Director, Early Childhood Services Howell, MI 48843 Candice J. Davies, M. Ed., Director, Early Childhood Programs Phone: (517) 548-2100

FAX: (517) 548-6766

Connecting Families with Their Communities

These materials were developed under a grant awarded by the Michigan Department of Education.

LESA Early Childhood Programs Policy Council Agenda

March 22, 2017

1. CALL TO ORDER

A. Welcome and Introductions B. Approval of Agenda

All in favor, motion carries 2. CONSENT AGENDA

A. Accept: Minutes of February, 2017 B. Approve: Treasurer’s Report (To Date) C. Approve: Personnel Changes (16-17) D. Approve: Credit Card Expenditures

1. Executive Director – February 2017 2. Director – February 2017 3. Executive Assistant to the Executive Director – February 2017

E. Approve: Monthly Budget (January/February 2017) F. Enrollment Update –January/February 2017 (end of the month)* G. CACFP Update – December 2016*

*included on Director’s Compliance Report

1. STAFF AND PROGRAM REPORTS – A. Executive Director’s Report (February 2017) B. Director’s Compliance Report (February 2017)

Old Business

A. Fundraising B. Other

Discussion:


Dan Danosky, Superintendent 1425 West Grand River Avenue Sean E. LaRosa, Ed. S, Executive Director, Early Childhood Services Howell, MI 48843 Candice J. Davies, M. Ed., Director, Early Childhood Programs Phone: (517) 548-2100

FAX: (517) 548-6766



New Business

A. Approval of the Head Start Grant Submission B. Approval of the Head Start amendment C. Approval of the Head Start Governance, Leadership, and Oversight Capacity

Screener D. Approval of Self-Assessment Process including Strengths and Weakness,

Program Improvement Plan, Training and Technical Assistance Assessment and Plan, Long and Short Term Goals.

E. Approval of Potential Program Locations 2017-2018 F. Approval of Selection Process 2017-2018 G. Approval to attend MHSA Spring Assembly H. Approval to attend Health and Wellness in the Head Start Program

Performance Standards Institute for Health Managers, April 7, 2017, Chicago. I. Invite to Data Team Meeting May 12 (notes attached from March)

Meeting adjourned:

______________________________ ____________________________ Signature, Title Signature, Title

Early Childhood Programs Policy Council Chair Notes February 1, 2017

1. CALL TO ORDER

A. Welcome and Introductions

Meeting was called to order at 10:41 am

B Approval of Agenda

Mikaela Sullivan Golbiw made a motion to approve.

Ashely seconded.

All in favor, motion carries.

2. CONSENT AGENDAA. Accept: Minutes of December, 2016 B. Approve: Treasurer’s Report (To Date) C. Approve: Personnel Changes (2016-2017) D. Approve: Monthly Budget (December 2016) E. Approve: Credit Card Expenditures:

1. Executive Director – November 2016 – January 20172. Director – November – January 2017

F. Enrollment Update – December 2016* G. CACFP Update – November 2016

New Business

A. Mikaela Sullivan Golbiw made a motion to nominate Shannon Brown Brown as Co-Chair.

Mikaela Sullivan Golbiw seconded.


B. Approval to pursue Head Start Grant Application FY 17-18

Ashlee Zimmer made a motion to approve.

Shannon Brown seconded.


B. Approval of contracts/Conferences/Grant Submissions to date

Shannon Brown made a motion to approve.

Mikaela Sullivan Golbiw seconded.

All in favor, Motion carries

C. Discussion on Data Meeting Results

D. Discussion on New Performance Standards

Presentations: Great Start Collaborative Presentation ECS Presentation

Old Business A. Self-Assessment B. Fundraising

Adjournment: Note Time: 11:38 am.

Next Meeting: March 22, 2017

Thru March Board

2016-2017 LESA Early Childhood Programs Personnel Changes

Pamela Pariseau, 1.0 FTE Program Assistant, from Level 2, Step 1, to Level 2, Step 2, $9.95 hourly, effective 02/22/16

Jennifer Hanselman, 1.0 FTE, Lead Teacher, layoff, effective 06/01/16 1.0

Catherine Kean, 1.0 FTE, Teacher Assistant, resignation, effective 06/01/16 1.0

Ariel Kulie, 1.0 FTE, Teacher Assistant, Div 3, Level 1, Step 1 @ $10.57/hourly, effective 07/01/16

Sandra McCubbin, 1.0 FTE, Program Support, retirement, effective 06/30/16

Amelia Tykoski, 1.0 FTE Food Service, resignation, effective 07/18/16 1.0

Pennie Schell, 1.0 FTE, Data Entry Clerk, resignation, effective 06/17/16

Elizabeth Shadowens, 1.0 FTE, Family Advocate, termination due to elimination of position, effective 06/03/16

Martina Shatrau, 1.0 FTE, Family Advocate, termination due to elimination of position, effective 06/03/16 1.0

Kelly Spallone, 1.0 FTE, Family Advocate, termination due to elimination of position, effective 06/03/16

Debra Verbison, 1.0 FTE, Family Advocate, termination due to elimination of position, effective 06/03/16

Jennifer Adkins, 1.0 FTE, Food Service Worker, Division 3, Scale 3, Step 1, 3$10.00/hourly, effective 08/23/16

Emily Coy, from 1.0 FTE, Teaching Assistant, to 1.0 FTE Lead Teacher, Division 2, Scale 2, Step 1, $22,891.00/annually, effective 08/12/16 1.0

Brittany Esker, 1.0 FTE, Lead Teacher, resignation, effective 08/12/16 1.0 Seth Gore, 1.0 FTE, Lead Teacher, resignation, effective 08/11/16

Jennifer Hanselman, 1.0 FTE, Lead Teacher, resignation, effective 08/17/16 1.0

Kristin Kepp, 1.0 FTE, Teaching Assistant, Division 3, Scale 1, Step 1, $10.57/hourly, effective 08/30/16

Lindsay Lavich, 1.0 FTE, Food Service Worker, Division 3, Scale 3, Step 1, $10.00/hourly, effective 08/23/16

Robin Slider, 1.0 FTE, Lead Teacher, resignation, effective 08/19/16

Angela Southworth, 1.0 FTE, Lead Teacher, Division 2, Scale 1, Step 1, $25,914.00/annually, effective 08/25/16 1.0

Arlene Tefft, 1.0 FTE, Lead Teacher, Division 2, Scale 1, Step 1, $25,914.00/annually, effective 08/30/16

Thru March Board

October

Mary Mahar, 1.0 FTE, Teaching Assistant, Division 3, Scale 1, Step 1, $10.57/hourly, effective 09/26/16

Danielle Robson, 0.5 FTE, Teaching Assistant, Division 3, Scale 1, Step 1, $10.57/hourly, effective 09/08/16

Arlene Tefft, 1.0 FTE, Lead Teacher, resignation, effective 09/14/16

November

Marcie Klemmer, 1.0 FTE, Lead Teacher, Division 2, Scale 2, Step 2, $24,036.00 annually, effective 10/13/16.

Mary Mahar, 1.0 FTE, Teaching Assistant, termination resulting from failure to report to work, effective 10/01/16.

December

Mary Arrick, 1.0 FTE, Teaching Assistant, Division 3, Scale 3, Step 1, $10.57/hourly, effective 10/04/16.

Morgan Herrington, 1.0 FTE, Teaching Assistant, resignation, effective 11/11/16.

Samantha Kowalski, 1.0 FTE, Teaching Assistant, Division 3, Scale 2, Step 1, $10.37/hourly, effective 11/21/16.

Holly Michels, 1.0 FTE, Food Service Worker, resignation, effective 11/18/16. 1.0

Ashley Sala, 1.0 FTE, Teaching Assistant, Division 3, Scale 2, Step 1, $10.37/hourly, effective 11/21/16.

January

No Board Approvals of Personnel.

February

Joann Liddell, 1.0 FTE, Teaching Assistant, Division 3, Scale 1, Step 1, $10.57 per hour, effective 01/23/17.

Tracey Pacza, from 1.0 FTE Teaching Assistant, to 1.0 FTE Data Entry Clerk, Division 1, Scale 5, Step 1, $26,334.00 annually, effective 01/16/17.

Rebecca Spaulding, 1.0 FTE, Lead Teacher, Division 2, Scale 1, Step 5, $31,000.00 annually, effective 01/30/17.

Danielle Robson, 0.5 FTE, Teaching Assistant, resignation, effective 12/21/16.

March

Joann Liddell, 1.0 FTE, Teaching Assistant, resignation, effective 01/23/17.

Kristine Lindig, 1.0 FTE Food Service Worker, resigned, effective 02/23/17.

Connie Nunham, 1.0 FTE Preschool Aide, to Substitute Teaching Assistant, effective 01/23/17.

Credit Card Expenditures

December - February

December_January CC combined, 3/20/2017

PURCHASE DATE (PURCHASER) VENDOR NAME TRANSACTION DESCRIPTION ACCOUNT NUMBER AMOUNT PAID

12/6/2016 Lori Waite Discount School Supplies Teacher supplies - Mowers 11-118-5110-000-000-2400 $112.25

12/8/2016 Candice Davies Michigan Head Start Pre-Conference 11-221-3220-000-000-7235 $165.00

12/9/2016 Candice Davies Michigan Head Start MHSA Fall conference 11-221-3220-000-000-7235 $195.00

12/15/2016 Sean LaRosa Teachstone CLASS Certification 11-249-7910-000-000-7230 $38.00




12/27/2016 Candice Davies Brooke's Publishing Child Assessment 11-221-3120-000-000-3400 $211.31

12/27/2016 Candice Davies Brooke's Publishing Child Assessment 11-221-3120-000-000-7230 $99.44

1/4/2017 Candice Davies Eastern Mi Tuition - Stevenson 11-221-2310-000-000-7235 $1,417.50

1/4/2017 Candice Davies PayPath Eastern Fee Tuition - Stevenson 11-221-2310-000-000-7235 $38.98

1/6/2017 Lori Waite Macgill Health supplies 11-213-5110-000-000-3400 $74.58

1/6/2017 Lori Waite Macgill Health supplies 11-213-5110-000-000-7230 $48.72

1/9/2017 Lori Waite Pearson ESI scoring forms 11-221-3120-000-000-3400 $56.18

1/9/2017 Lori Waite Pearson ESI scoring forms 11-221-3120-000-000-7230 $33.82

1/10/2017 Candice Davies PayPal - MHSA MHSA - preconference 11-221-2310-000-000-7235 $245.00

1/10/2017 Candice Davies PayPal - MHSA MHSA - conference 11-221-2310-000-000-7235 $190.00

1/16/2017 Lori Waite Amazon Printer cable 11-118-5110-000-000-3400 $4.95

1/16/2017 Lori Waite Amazon Printer cable 11-118-5110-000-000-7230 $3.03

1/19/2017 Candice Davies State of Michigan Licensing - Lakeland 11-261-7910-000-000-7230 $62.50

1/19/2017 Candice Davies State of Michigan Licensing - Lakeland 11-261-7910-000-000-3400 $62.50

1/19/2017 Candice Davies State of Michigan Licensing -Hartland 11-261-7910-000-000-7230 $41.67

1/19/2017 Candice Davies State of Michigan Licensing -Hartland 11-261-7910-000-000-3400 $83.33

1/19/2017 Candice Davies Teachstone CLASS recertification 11-221-7911-000-000-7235 $100.00

1/21/2017 Candice Davies Sheraton Chicago refund 11-221-3220-000-000-7235 $(287.63)

1/23/2017 Candice Davies

g y p

Health Environmental 11-261-7910-000-000-3400 $150.00

1/23/2017 Candice Davies

g y p

Health Environmental 11-261-7910-000-000-7230 $150.00

1/23/2017 Candice Davies PayPal - MHSA ERSEA networking - Grostic 11-221-3120-000-000-7235 $65.00

2/1/2017 Candice Davies ARC Services First Aid/CPR training 11-221-3120-000-000-7235 $71.82

2/1/2017 Candice Davies ARC Services First Aid/CPR training 11-213-5110-000-000-3400 $144.18

2/1/2017 Candice Davies PayPal - MHSA Annual Conference 11-221-3120-000-000-7235 $150.00

2/3/2017 Candice Davies Brookes Publishing Child assessmnet 11-221-3120-000-000-3400 $157.64

2/3/2017 Candice Davies Brookes Publishing Child assessmnet 11-221-3120-000-000-7230 $96.62

2/12/2017 Sean LaRosa Amazon Robbie Classroom Supplies 11-213-5110-000-000-3400 $16.73

2/13/2017 Sean LaRosa Laerdal Medical CPR baby 11-213-5110-000-000-3400 $80.59

2/13/2017 Sean LaRosa Laerdal Medical CPR baby 11-213-5110-000-000-7230 $49.36

2/13/2017 Sean LaRosa Amazon AED Trainers 11-213-5110-000-000-3400 $162.44

2/13/2017 Sean LaRosa Amazon AED Trainers 11-213-5110-000-000-7230 $99.56

2/13/2017 Sean LaRosa Amazon Robbie Classroom Supplies 11-118-5110-000-000-7230 $26.99

2/13/2017 Lori Waite Plak Smacker Nursing Supplies 11-213-5110-000-000-3400 $218.57

2/13/2017 Lori Waite Plak Smacker Nursing Supplies 11-213-5110-000-000-7230 $133.78

2/13/2017 Lori Waite Macgill Nursing Supplies 11-213-5110-000-000-3400 $83.26

2/13/2017 Lori Waite Macgill Nursing Supplies 11-213-5110-000-000-7230 $51.10

Credit Card Expenditures

December - February

December_January CC combined, 3/20/2017

2/14/2017 Lori Waite Red Cross Store Nursing supplies 11-213-5110-000-000-3400 $80.35

2/14/2017 Lori Waite Red Cross Store Nursing supplies 11-213-5110-000-000-7230 $49.25

2/15/2017 Lori Waite Amazon Classroom Supplies - VANCAMP 11-118-5110-000-000-7230 $130.98

2/16/2017 Lori Waite Nasco Nursing supplies 11-213-5110-000-000-3400 $171.39




2/27/2017 Lori Waite Highscope

Q

Training/Kostielney/Mason/Pecorilli 11-221-3220-000-000-3400 $139.50

2/27/2017 Lori Waite Highscope

Q

Training/Kostielney/Mason/Pecorilli 11-221-3220-000-000-7230 $85.50

2/27/2017 Lori Waite Paypal - Michigan Head Start H/S Conference 3/1/17 in Troy/RENNIE 11-221-3220-000-000-7235 $195.00

2/27/2017 Lori Waite Amazon Classroom Supplies - STEVENSON 11-118-5110-000-000-7230 $29.28

February 2017 BOE Report LaRosa

Spring Transitions Local districts have begun holding Kindergarten Round-Ups with Brighton kicking off the

season on February 22. Hartland, Howell and Pinckney will hold theirs in March and Fowlerville ends the sessions in April.

Transition IEPs have begun for children attending ECSE who will be attending GSRPpreschool in the fall. These IEP’s provide families and GSRP staff an opportunity tomeet, hear about the program and begin the transition process into a fully inclusive, fullday preschool program.

Fowlerville will be conducting a Preschool Round-Up this spring in an effort to raiseawareness regarding preschool opportunities in their community.

GSRP and Head Start Blend classrooms have been conducting parent meetingsfocused on the upcoming kindergarten transition for children who will be kindergarteneligible in the fall.

Each elementary building received enough copies of the “I Am A Kindergartener” book todistribute to every 2017-2018 incoming kindergartener enrolling in their school. Thebook was written by local children and focuses on the Social Emotional indicators on theKindergarten Observation survey that continue to show room for growth.

Individualized Professional Learning for Staff In an effort to provide more individualized professional learning for staff we have begun to expand our small Professional Learning Communities(PLCs) during regularly scheduled professional learning. Staff completed a self assessment survey related to their implementation of Teaching Strategies Gold (TS Gold) child assessment and groups were formed based on these self assessments. Early Childhood Specialists facilitate the discussions, modeling the process as staff work towards facilitating their own learning groups. Teachers and teaching assistants create their learning goals based on their self assessment and analysis of child outcome data. They create specific strategies or action research to work on during the month and discuss their results during the next PLC meeting. This model will be expanded next year in order to support teachers in a more appropriate and meaningful way.

In addition, teaching teams meet every month in small groups with their assigned Early Childhood Specialist to discuss child outcome data, PQA goals, CLASS goals and other program/classroom/curriculum or assessment topics.

We have also offered small group professional learning time on Fridays that do not have regularly planned full day meetings. These are generally two hours, held at the Ed Center, and offer a wide range of topics.

Early Childhood Compliance Report

February 2017

1

Self-Assessment The Annual Self-Review of Head Start Policies and Procedures was discussed during a two day Leadership Meeting and will be presented to the Policy Council for discussion at the February 1, 2017 meeting. Monitoring of the Short and Long Term goals and the continuous improvement cycle continues into the 2016-2017 school year.

Personnel Policies (Staffing) All staffing changes are included in the Board Approvals section of the monthly LESA Board Minutes.

Monitoring There is an on-site Child and Adult Care Food Program (CACFP) audit scheduled for May 4-5, 2017.

CLASS™ Results Initial Classroom Assessment and Scoring System (CLASS™) observations took place. CLASS is an observation tool that evaluates programs and teachers based on research-based observations of classrooms. CLASS™ is organized to assess three broad domains of interactions among teachers and children: emotional support, classroom organization, and instructional support. Each domain includes several dimensions, which collectively assess the extent to which teachers effectively support children’s social and academic development. Following their observations of teacher-child interactions, CLASS™ observers rate each dimension on a 7-point scale, from low to high. A Data Analysis team was held and the Data Summary will be shared with Policy Council, the Governing Body, and Head Start Program Specialist as well as staff.

CLASS Averages Baseline LESA

Positive Climate 6.57

Negative Climate 6.98

Teacher Sensitivity 5.77

Regard for Student Perspective 5.45

Behavior Management 5.71

Productivity 5.58

Instructional Learning 5.4

Concept Development 2.78

Quality of Feedback 4.3

Language Modeling 4.11

Program Quality and Assessment (PQA) The Program Quality and Assessments began the first of November. The PQA covers 63 dimensions of program quality in 7 domains: learning environment, daily routine, adult-child interaction, curriculum planning and assessment, parent involvement and family services, staff qualifications and development, and program management. A Data Analysis team was held and the Data Summary will be shared with Policy Council, the Governing Body, and Head Start Program Specialist as well as staff.


February 2017

2

PQA Section Mean Score - Baseline I. Learning Environment 4.0

II. Daily Routine 4.5 III. Adult-Child Interaction 4.5 IV. Curriculum Planning/Assessmnet 4.6

Recruitment/Selection/Enrollment Priorities Current efforts are focused on Great Start Readiness Partnerships and expanding LESA run Great Start Readiness Programs and Head Start locations in Pinckney and Howell Partnerships.

Funding Applications/Amendments The 2016-2017 Child and Adult Care Food Program application was submitted on September 30, 2016 and has been approved. The 2016-2017 Great Start Readiness Acceptance of Funds was submitted on August 23, 2016 and is awaiting approval. The 2016-2017 Great Start Readiness Implementation Plan was submitted November 3, 2016 and is awaiting approval. The 2017-2018 Great Start Readiness Comuniity Needs Assesment has not yet been released. The 2018 GSRP Head Start Demographics was submitted October 12, 2016. The 2016-2017 Head Start Preschool Application was submitted April 1, 2015. Modifications have been submitted and approved. The 2017-2018 Head Start Duration Grant (Supplemental Funds) was submitted on with modification on November 29, 2016 and has been approved. The 2017-2018 Head Start Preschool Application is currently in progress and due April 1, 2017. The 2015-2016 GSRP Final Expenditure Report and Carry Over Budget has been submitted on November 29, 2016 and returned for Modifications, awaiting approval.

Bylaws of LESA’s Head Start Policy Council The Policy Council Bylaws are currently available on the LESA website at http://livingstonesa.org/Page/169.

By the Numbers Enrollment

January Underenrollment

Head Start Enrolled 180 0

GSRP Enrolled (Children) 266

GSRP Enrolled (Slots) 607 45

February Underenrollment Head Start Enrolled 183 0



http://livingstonesa.org/Page/169


September-December 2016

2

Bylaws of LESA’s Head Start Policy Council The Policy Council Bylaws are currently available on the LESA website at http://livingstonesa.org/Page/169.

By the Numbers - December Enrollment

September

Underenrollment

Head Start Enrolled 152 22

GSRP Enrolled (Children) 234 GSRP Enrolled (Slots) 532 120

Octbober

Underenrollment

Head Start Enrolled 174



November

Underenrollment




December Underenrollment


GSRP Enrolled (Children) 253 GSRP Enrolled (Slots) 585 67

http://livingstonesa.org/Page/169



3

CACFP

September thru November Child and Adult Care Food Program to cover the costs associated with expenditures have been submitted.

September CACFP Claim

. ORIGINAL CLAIM - Child and Adult Care Food Program

Servings Rate Reimbursement

Breakfast BREAKFAST A 1,758 1.7100 $3,006.18 BREAKFAST B 362 1.4100 $510.42 BREAKFAST C 1,012 0.2900 $293.48

Breakfast Reimbursement Total $3,810.08

Lunch LUNCH A 1,911 3.1600 $6,038.76 LUNCH B 357 2.7600 $985.32 LUNCH C 985 0.3000 $295.50

Lunch Reimbursement Total $7,319.58

Snack SNACK A 1,728 0.8600 $1,486.08 SNACK B 344 0.4300 $147.92 SNACK C 943 0.0700 $66.01

Snack Reimbursement Total $1,700.01

Cash-In-Lieu-Of Commodities Total $748.19

Original Claim Reimbursement Total $13,577.86

October CACFP Claim

ORIGINAL CLAIM - Child and Adult Care Food Program




Lunch LUNCH A 3,173 3.1600 $10,026.68 LUNCH B 625 2.7600 $1,725.00 LUNCH C 1,374 0.3000 $412.20


Snack SNACK A 2,799 0.8600 $2,407.14 SNACK B 596 0.4300 $256.28 SNACK C 1,323 0.0700 $92.61


Cash-In-Lieu-Of Commodities Total $1,189.56




4

November CACFP ORIGINAL CLAIM - Child and Adult Care Food Program




Lunch LUNCH A 2,756 3.1600 $8,708.96 LUNCH B 557 2.7600 $1,537.32 LUNCH C 1,223 0.3000 $366.90


Snack SNACK A 2,480 0.8600 $2,132.80 SNACK B 527 0.4300 $226.61 SNACK C 1,166 0.0700 $81.62


Cash-In-Lieu-Of Commodities Total $1,043.28


Livingston Educational Service Agency

Budget and Responsibility Report

Fiscal Year 2016 to 2017

Account Account Description January February

HEAD START

11-118-1240-000-000-7230 SAL TEACHER H/S $22,049.40 $39,384.54

11-118-1630-000-000-7230 SAL PROGRM ASST H/S $3,830.24 $14,032.19

11-118-1870-000-000-7230 SAL SUB TEACHERS H/S $172.00 $536.00

11-118-2110-000-000-7230 LIFE INSTR H/S $0.00 $9.00

11-118-2130-000-000-7230 HEALTH INSTR H/S $3,071.04 $0.00

11-118-2140-000-000-7230 DENTAL INSTR H/S $384.00 $36.00

11-118-2820-000-000-7230 RETIREMNT INSTR H/S $9,839.06 $17,906.42

11-118-2830-000-000-7230 FICA INSTRUCT H/S $1,878.25 $3,520.77

11-118-2840-000-000-7230 WORK COMP INST $0.00 $0.00

11-118-2920-000-000-7230 CASH IN LIEU H/S $214.20 $837.90

11-118-3190-000-000-7230 C/S INSTRUCTION $0.00 $0.00

11-118-3215-000-000-7230 MILEAGE INSTR H/S $0.00 $0.00

11-118-3225-000-000-7230 FIELD TRIPS H/S $346.06 $91.50

11-118-3700-000-000-7230 TUITION/PROG QUALITY $0.00 $0.00

11-118-5110-000-000-7230 TEACH SUPPLIES H/S $0.00 $0.00

11-211-1690-000-000-7230 SAL OUTREACH WORKER $0.00 $0.00

11-211-2820-000-000-7230 RET OUTRCH/RECRUIT $0.00 $0.00

11-211-2830-000-000-7230 FICA OUTRCH/RECRUIT $0.00 $0.00

11-211-2840-000-000-7230 WORK COMP $0.00 $0.00

11-211-2920-000-000-7230 CASH IN LIEU $0.00 $0.00

11-213-1490-000-000-7230 SAL HEALTH SPECL H/S $1,343.08 $1,343.08

11-213-1690-000-000-7230 SAL HEALTH SPECL H/S $0.00 $8,206.97

11-213-2110-000-000-7230 LIFE C COORD H/S $0.00 $5.40

11-213-2140-000-000-7230 DENTAL C COORD H/S $0.00 $1,074.86

11-213-2820-000-000-7230 RETIRE C COORD H/S $2.28 $53.52

11-213-2830-000-000-7230 FICA HLTH COORD H/S $499.48 $3,681.27

11-213-2840-000-000-7230 WORK COMP $96.16 $659.65

11-213-2920-000-000-7230 CASH IN LIEU H/S $0.00 $0.00

11-213-3130-000-000-7230 C/S NUTRITION H/S $34.20 $34.20

11-213-3190-000-000-7230 C/S MEDICAL/DENTAL $0.00 $199.50

11-213-3215-000-000-7230 MILEAGE HEALTH COORD $111.20 ($519.57)

11-213-5110-000-000-7230 HEALTH SUPPLY H/S $15.18 $2.41

11-216-1440-000-000-7230 SAL FAMILY SERV H/S $226.06 $0.00

11-216-1445-000-000-7230 SAL FAMILY ADVOCATE $1,586.46 $1,586.46

11-216-2110-000-000-7230 LIFE FAM/PARENT COOR $1,597.96 $14,280.08

11-216-2130-000-000-7230 HLTH FAM/PARENT COOR $0.00 $11.16

11-216-2140-000-000-7230 DENTAL FAM/PARENT CR $255.92 $952.02

11-216-2820-000-000-7230 RETIRE FAM/PARENT CR $46.21 $108.47

11-216-2830-000-000-7230 FICA FAM/PARENT CRD $1,190.13 $5,865.73

11-216-2840-000-000-7230 WORK COMP $220.88 $1,107.51

11-216-2920-000-000-7230 CASH IN LIEU COOR $0.00 $0.00

11-216-3215-000-000-7230 MILEAGE FAMILY COORD $30.40 $104.80

11-216-5110-000-000-7230 SUPPLIES $0.00 $0.00

11-219-1490-000-000-7230 SAL DISABIL SPECL HS $157.78 $78.89

11-219-2110-000-000-7230 LIFE DISABIL SPECL HS $236.70 $555.75

11-219-2820-000-000-7230 RETIR DISABIL CRD HS $586.63 $1,567.43

11-219-2830-000-000-7230 FICA DISABIL CRD HS $44.96 $0.00

11-219-2840-000-000-7230 WORK COMP $3,705.76 $3,705.76

11-219-3130-000-000-7230 C/S TRANSLATOR HS $0.00 $0.00

11-219-3131-000-000-7230 C/S DISABILITIES GHS $194.50 $0.00

11-219-5110-000-000-7230 SUPPLIES DISABILITY $24.48 $6.84

11-221-1290-000-000-7230 SAL CC TRAINING SPEC $0.00 $0.00

11-221-2110-000-000-7230 LIFE CC TRAINING SPEC $1,378.17 $1,387.44

11-221-2130-000-000-7230 HEALTH CC TRAINING SPEC $269.91 $269.90

11-221-2140-000-000-7230 DENTAL CC TRAINING SPEC $0.00 $0.00

11-221-2310-000-000-7230 TUITION $68.40 $68.40

11-221-2820-000-000-7230 RETIRE CC TRAINING $0.00 $0.00

11-221-2830-000-000-7230 FICA CC TRAINING $0.00 $0.00

11-221-2840-000-000-7230 WORK COMP CC TRAIN $21.55 $0.00

11-221-2920-000-000-7230 CIL CC TRAINING SPEC $10.24 $9.50

11-221-3120-000-000-7230 C/S ASSESSMENT SYS $22.54 $26.42

11-221-3131-000-000-7230 CONSULTANT $0.00 $0.00

11-221-3215-000-000-7230 MILEAGE CC TRAING SP $2,052.94 $2,052.94

11-221-3220-000-000-7230 INSERV/CONF CC TRNG $2,902.27 ($4,857.10)

11-221-5910-000-000-7230 SUPPLY TRAINING CC $0.00 ($5.58)

11-221-8220-000-000-7230 TR- TRANS TO OTHER DIST $792.35 ($1,110.70)

11-226-1171-000-000-7230 SAL PROG DIRECTOR $409.39 ($35.64)

11-226-1620-000-000-7230 SAL SECRETARY HS $1,890.75 ($1,114.49)

11-226-2110-000-000-7230 LIFE ED COORD $371.88 ($189.82)

11-226-2130-000-000-7230 HEALTH ED COORD $0.00 $0.00

11-226-2140-000-000-7230 DENTAL ED COORD $51.30 $34.20

11-226-2820-000-000-7230 RETIRE ED COORD $0.00 $0.00

11-226-2830-000-000-7230 FICA ED COORD H/S $0.00 $0.00

11-226-2840-000-000-7230 WORK COMP $0.00 $0.00

11-226-2920-000-000-7230 CASH IN LIEU COORD $0.00 $0.00

11-226-3120-000-000-7230 CONSULTANT $0.00 $0.00

11-226-3210-000-000-7230 TRAV EXP ED CORD HS $0.00 $0.00

11-226-3215-000-000-7230 MILEAGE ED COORD $0.00 $0.00

11-226-3220-000-000-7230 INSERV/CONF DIR H/S $0.00 $0.00

11-231-3180-000-000-7230 AUDIT HEAD START $9.12 ($189.84)

11-249-1620-000-000-7230 SAL SECRETARY HS $3.36 ($69.61)

11-249-2820-000-000-7230 RETIREMENT SUPPT H/S $0.68 ($14.12)

11-249-2830-000-000-7230 FICA DIRECTOR H/S $52.82 $52.82

11-249-3191-000-000-7230 C/S STORAGE HEAD STA $0.00 $0.00

11-249-3210-000-000-7230 TRAVEL EXP DIR H/S $0.00 $0.00

11-249-3220-000-000-7230 INSERV/CONF DIR H/S $39.60 $19.79

11-249-3410-000-000-7230 TELEPHONE $33.96 $26.30

11-249-3430-000-000-7230 POSTAGE H/S $51.30 $136.23

11-249-3610-000-000-7230 PRINTING H/S $112.70 $56.35

11-249-5910-000-000-7230 OFFICE SUPPLIES HS $990.00 $0.00

11-249-7410-000-000-7230 DUES AND FEES $0.00 $0.00

11-249-7910-000-000-7230 MISC MEETING EXPENSE $0.00 $0.00

11-249-8220-000-000-7230 PAYMENTS TO LEA $0.00 $0.00

11-261-1640-000-000-7230 SAL CUSTODIAN H/S $0.00 $0.00

11-261-3410-000-000-7230 TELEPHONE H/S $19.92 $51.25

11-261-3830-000-000-7230 WATER & SEWER H/S $0.00 $29.58

11-261-3840-000-000-7230 TRASH REMOVAL H/S $13.34 $13.34

11-261-3910-000-000-7230 LIAB/THEFT INS HS $0.00 $0.00

11-261-4111-000-000-7230 C/S CUSTODIAL HS $369.27 $291.75

11-261-4120-000-000-7230 EQUIPMENT MAINTENANCE $0.00 $0.00

11-261-4130-000-000-7230 VEHICLE REPAIRS $2.88 $0.00

11-261-5510-000-000-7230 HEAT HEAD START $190.70 $167.69

11-261-5520-000-000-7230 ELECTRICITY HS $211.64 $196.40

11-261-5990-000-000-7230 CUSTODIAL SUPP H/S $49.98 $3.75

11-261-7910-000-000-7230 MISC EXPENSE/ LICENSING $0.00 $50.00

11-261-8220-000-000-7230 TR LEA BLDG RENTAL $0.00 $40,000.00

11-271-1610-000-000-7230 SAL BUS DRIVERS H/S $3,290.40 $6,284.06

11-271-1631-000-000-7230 SAL BUS AIDE H/S $2,175.24 $4,573.38

11-271-1861-000-000-7230 SAL SUB DRIVER H/S $0.00 $234.05

11-271-1862-000-000-7230 SAL ALTERNATE DRIVER H/S $153.51 $463.77

11-271-2820-000-000-7230 RETIRE BUS DRIVER HS $2,128.68 $4,408.75

11-271-2830-000-000-7230 FICA BUS DRIVER H/S $420.89 $866.31

11-271-2840-000-000-7230 WORK COMP H/S $0.00 $0.00

11-271-3930-000-000-7230 BUS INSURANCE H/S $0.00 $0.00

11-271-4130-000-000-7230 BUS REPAIRS H/S $3,908.66 $0.00

11-271-4230-000-000-7230 BUS LEASE COSTS- H/S $0.00 $0.00

11-271-5710-000-000-7230 GAS/FUEL BUS H/S $1,317.18 $0.00

11-271-6610-000-000-7230 CAP OUT BUSES H/S $0.00 $0.00

11-283-1160-000-000-7230 SAL CHILD DEVL SPECL $602.86 $602.86

11-283-1620-000-000-7230 SAL RECRUIT/ENROLL $0.00 $0.00

11-283-2110-000-000-7230 LIFE RECRUITMENT $0.00 $0.00

11-283-2130-000-000-7230 HEALTH RECRUITMENT $97.25 $0.00

11-283-2140-000-000-7230 DENTAL RECRUITMENT $8.81 $0.00

11-283-2820-000-000-7230 RETIRE/RECRUIT $226.43 $227.94

11-283-2830-000-000-7230 FICA/RECRUIT $41.41 $41.41

11-283-2840-000-000-7230 WORK COMP $0.00 $0.00

11-283-2920-000-000-7230 CASH IN LIEU RECRUIT/ENRO $0.00 $0.00

11-283-3190-000-000-7230 FINGERPRINTING $147.00 $784.57

11-283-3215-000-000-7230 MILEAGE $0.00 $0.00

11-299-1650-000-000-7230 SAL FOOD SERV WORKER $0.00 $0.00

11-299-2110-000-000-7230 LIFE NUTRITION $0.00 $0.00

11-299-2130-000-000-7230 HEALTH NUTRITION $3,615.55 $7,390.59

11-299-2140-000-000-7230 DENTAL NUTRITION $0.00 $1.23

11-299-2820-000-000-7230 RETIRE NUTRITION $122.84 $262.32

11-299-2830-000-000-7230 FICA NUTRITION H/S $11.14 $23.78

11-299-2840-000-000-7230 WORK COMP $1,381.11 $2,873.34

11-299-3130-000-000-7230 C/S NUTRITION HS $269.33 $549.93

11-299-3215-000-000-7230 MILEAGE NUTRITION HS $0.00 $0.00

11-299-5990-000-000-7230 SUPPLIES NUTRITION $0.00 $172.90

11-441-8510-000-000-7230 CONTRA/ GSRP PARTNER TR $86,301.91 $188,144.85

Total:

Livingston Educational Service Agency

Budget and Responsibility Report

Fiscal Year 2016 to 2017 -

Account Account Description January February

Great Start Readiness

11-118-1240-000-000-3400 SAL TEACHER SR/HO $31,354.02 $6,135.38

11-118-1630-000-000-3400 SAL PROG ASST SR/HO $2,195.47 $15,714.36

11-118-1870-000-000-3400 SAL SUB TCHR SR/HO $576.00 $2,896.00

11-118-2110-000-000-3400 LIFE TEACHER/HO $0.00 ($9.00)

11-118-2130-000-000-3400 HEALTH INSTR SR/HO $2,559.20 $0.00

11-118-2140-000-000-3400 DENTAL INSTR SR/HO $348.80 $24.00

11-118-2820-000-000-3400 RETIRE INSTR SR/HO $13,055.76 $12,265.43

11-118-2830-000-000-3400 FICA INSTR SR/HO $2,440.17 $2,182.72

11-118-2840-000-000-3400 WORK COMP $0.00 $0.00

11-118-2920-000-000-3400 CASH IN LIEU SR/HO $575.80 ($47.90)

11-118-3210-000-000-3400 MILEAGE INSTRUCTOR $0.00 $0.00

11-118-3215-000-000-3400 MILEAGE INSTR SR/HO $36.06 $0.00

11-118-3225-000-000-3400 FIELD TRIP SR/HO $0.00 $48.00

11-118-5110-000-000-3400 TEACH SUPPL SR/HO $209.81 $94.14

11-211-1690-000-000-3400 SAL OUTREACH SR/HO $0.00 $0.00

11-211-2110-000-000-3400 LIFE DIR/SUPPT SR/HO $0.00 $0.00

11-211-2140-000-000-3400 DENTAL DIR/SUPT/HO $0.00 $0.00

11-211-2820-000-000-3400 RETIRE DIR/SUPT/HO $0.00 $0.00

11-211-2830-000-000-3400 FICA DIR/SUPT SR/HO $0.00 $0.00

11-211-2840-000-000-3400 WORK COMP $0.00 $0.00

11-213-1490-000-000-3400 SAL HEALTH CRD SR/HO $2,191.32 $2,191.32

11-213-1690-000-000-3400 SAL OUTREACH SR/HO $0.00 $13,678.29

11-213-2110-000-000-3400 LIFE HEALTH COORD/HO $0.00 $9.00

11-213-2140-000-000-3400 DENTAL HEALTH COORD/HO $0.00 $1,791.44

11-213-2820-000-000-3400 RETIRE HEALTH SR/HO $3.72 $89.12

11-213-2830-000-000-3400 FICA HEALTH SR/HO $814.96 $6,117.91

11-213-2840-000-000-3400 WORK COMP $156.88 $1,096.06

11-213-2920-000-000-3400 CASH IN LIEU SR/HO $0.00 $0.00

11-213-3130-000-000-3400 C/S NUTRITION CONSULTANT $55.80 $55.80

11-213-3190-000-000-3400 C/S MEDICAL/DENTL/HO $0.00 $325.50

11-213-3215-000-000-3400 MILEAGE SR/HO $148.80 ($219.10)

11-213-5110-000-000-3400 MAT'L & SUPPLIES $24.78 $2.41

11-216-1440-000-000-3400 SAL FAMILY SER SR/HO $16.62 $0.00

11-216-1445-000-000-3400 SAL FAMILY SERV ASST $0.00 $0.00

11-216-2110-000-000-3400 LIFE FAMILY/HO $2,607.18 ($9,867.51)

11-216-2130-000-000-3400 HLTH PRNT/FAM SR/HO $0.00 ($11.16)

11-216-2140-000-000-3400 DENTL FAM SERV SR/HO $0.00 ($952.02)

11-216-2820-000-000-3400 RETIRE PARENT SR/HO $37.51 ($102.47)

11-216-2830-000-000-3400 FICA PARENT SR/HO $969.62 ($3,613.83)

11-216-2840-000-000-3400 WORK COMP $182.59 ($680.37)

11-216-2920-000-000-3400 CASH IN LIEU SR/HO $0.00 $0.00

11-216-3215-000-000-3400 MILEAGE SR/HO $49.60 ($24.80)

11-216-5110-000-000-3400 SUPPLIES/FAMILY SRVC $0.00 $0.00

11-219-1490-000-000-3400 SAL DISABILITIES HO $257.34 $128.66

11-219-2110-000-000-3400 LIFE DIR/COORD SR/HO $957.12 $2,557.37

11-219-2820-000-000-3400 RETIRE DISABIL SR/HO $0.00 $0.00

11-219-2830-000-000-3400 FICA DISABIL SR/HO $0.00 $0.00

11-219-2840-000-000-3400 WORK COMP $6,046.24 $6,046.24

11-219-3131-000-000-3400 C/S DISABILITIES HE4 $0.00 $0.00

11-219-5110-000-000-3400 SUPPLIES SR/HO $317.34 $0.00

11-221-1290-000-000-3400 SAL CC TRAINING SPEC $39.92 $11.16

11-221-2110-000-000-3400 LIFE INS TRAINING SPEC $126.14 $0.00

11-221-2130-000-000-3400 HEALTH INS TRAINING SPEC $2,248.58 $2,263.70

11-221-2140-000-000-3400 DENTAL INS TRAINING SPEC $440.37 $440.37

11-221-2310-000-000-3400 TUITION $0.00 $0.00

11-221-2820-000-000-3400 RETIREMENT TRAINING SPEC $111.60 $111.60

11-221-2830-000-000-3400 FICA TRAINING SPEC $0.00 $0.00

11-221-2840-000-000-3400 WORKERS COMP TRAINING S $0.00 $0.00

11-221-2920-000-000-3400 CASH IN LIEU SR/HO $0.00 $0.00

11-221-3120-000-000-3400 C/S ASSESSMENT $35.15 $0.00

11-221-3131-000-000-3400 CONSULTANT $671.72 $126.52

11-221-3190-000-000-3400 WORK SAMPLING ONLINE $36.76 $43.09

11-221-3215-000-000-3400 MILEAGE $0.00 $0.00

11-221-3220-000-000-3400 CONFERENCE $3,495.52 $3,495.52

11-221-5910-000-000-3400 OFFICE SUPPLIES $4,735.30 ($7,472.84)

11-221-8220-000-000-3400 TR- TRANS TO OTHER DIST $0.00 ($8.82)

11-226-1171-000-000-3400 SAL PROGRAM DIR SR/HO $1,329.51 ($1,755.61)

11-226-1620-000-000-3400 SAL SECRETARY SR/HO $691.82 ($54.20)

11-226-2110-000-000-3400 LIFE DIR/COORD SR/HO $3,139.21 ($1,589.38)

11-226-2130-000-000-3400 HEALTH DIR/CRD SR/HO $617.79 ($268.87)

11-226-2140-000-000-3400 DENTAL DIR/CRD SR/HO $0.00 $0.00

11-226-2820-000-000-3400 RETIRE DIR/CRD SR/HO $83.70 $55.80

11-226-2830-000-000-3400 FICA DIR/CRD SR/HO $0.00 $0.00

11-226-2840-000-000-3400 WORK COMP $0.00 $0.00

11-226-2920-000-000-3400 CASH IN LIEU SR/HO $0.00 $0.00

11-226-3120-000-000-3400 CONSULTANT $0.00 $0.00

11-226-3210-000-000-3400 LOCAL TRAVEL $0.00 $0.00

11-249-1620-000-000-3400 SAL SECRETARY SR/HO $14.88 ($328.56)

11-249-2820-000-000-3400 RETIRE DIR/SUPPT/HO $5.50 ($120.42)

11-249-2830-000-000-3400 FICA DIR/SUPPT SR/HO $1.10 ($24.35)

11-249-3191-000-000-3400 C/S STORAGE $86.18 $86.18

11-249-3210-000-000-3400 TRAVEL/MILEAGE $0.00 $0.00

11-249-3410-000-000-3400 TELEPHONE $64.60 $32.29

11-249-3430-000-000-3400 POSTAGE ($27.76) $21.04

11-249-3610-000-000-3400 PRINTING & BINDING $83.70 $136.23

11-249-5910-000-000-3400 OFFICE SUPPLIES $183.82 $91.90

11-249-7410-000-000-3400 DUES AND FEES $0.00 $0.00

11-261-3410-000-000-3400 TELEPHONE GSRP $0.00 $0.00

11-261-3830-000-000-3400 WATER & SEWER GSRP $15.92 $41.00

11-261-3840-000-000-3400 TRASH REMOVAL GSRP $0.00 $39.44

11-261-3910-000-000-3400 LIAB/THEFT INS $17.79 $17.79

11-261-4111-000-000-3400 C/S CUSTODIAL GSRP $0.00 $0.00

11-261-4120-000-000-3400 EQUIP MAINTENANCE $515.48 $389.00

11-261-4130-000-000-3400 VEHICLE REPAIRS $0.00 $0.00

11-261-5510-000-000-3400 HEAT GSRP $8.63 $0.00

11-261-5520-000-000-3400 ELECTRICITY GSRP $254.27 $223.59

11-261-5710-000-000-3400 FUEL $282.18 $261.86

11-261-5990-000-000-3400 MISC SUPPLIES & MATL $8.81 $0.00

11-261-7910-000-000-3400 MISC EXPENSE/ LICENSING $0.00 $3.75

11-261-8290-000-000-3400 LEA's CLASSROOM RENT $0.00 $50.00

11-282-3510-000-000-3400 ADVERTISING GSRP $0.00 $45,000.00

11-283-1160-000-000-3400 SAL CHILD DEVL SPECL $0.00 $0.00

11-283-1620-000-000-3400 SAL RECRUITMENT $983.60 $983.60

11-283-2110-000-000-3400 LIFE RECRUITMENT $0.00 $0.00

11-283-2130-000-000-3400 HEALTH RECRUITMENT $0.00 $0.00

11-283-2140-000-000-3400 DENTAL RECRUITMENT $158.67 $0.00

11-283-2820-000-000-3400 RETIRE RECRUITMENT $14.39 $0.00

11-283-2830-000-000-3400 FICE RECRUITMENT $369.46 $371.92

11-283-2840-000-000-3400 WORK COMP $67.56 $67.56

11-283-3190-000-000-3400 FINGERPRINTING $0.00 $0.00

11-283-3215-000-000-3400 MILEAGE $105.00 $532.10

11-299-1650-000-000-3400 SAL FOOD SER WORK/HO $0.00 $0.00

11-299-2110-000-000-3400 LIFE NUTRITION/HO $0.00 $0.00

11-299-2130-000-000-3400 HEALTH NUTRITION/HO $0.00 $0.00

11-299-2140-000-000-3400 DENTAL NUTRITION/HO $4,575.13 $10,654.06

11-299-2820-000-000-3400 RETIRE NUTRITION/HO $0.00 ($0.48)

11-299-2830-000-000-3400 FICA NUTRITION/HO $261.04 ($102.37)

11-299-2840-000-000-3400 WORK COMP $23.66 ($9.28)

11-299-3130-000-000-3400 NUTRITION NETWORK SVCS $1,751.15 $4,059.40

11-299-3210-000-000-3400 FOOD DELIVERY $338.67 $795.73

11-299-7910-000-000-3400 STUDNT FOOD STUFF SR $0.00 $0.00

11-441-8510-000-000-3400 PAYMENTS TO SUB RECIPIEN $0.00 $282.10

11-441-8511-000-000-3400 PAYMENTS TO SUB RECIP TR $0.00 $8.56

Total: $98,963.02 $72,297.35

Center Classroom Funded Federal State Fed State Center Classroom Funded Enrolled Drop

Brighton McClelland 16 6 10 Brighton Stone 16 16Challenger Merchand 30 29 2 Challenger Fader 16 16Fowlerville Roscoe 16 8 8 Down on the Farm Taulbee 16 16Fowlerville Esper 16 8 8 1 Down on the Farm Prince 12 4Hartland Lillemoen 16 7 9 1 1 Fowlerville Jenks 16 16 1Lakeland Standley 16 8 8 1 Fowlerville Guzzardo 16 16LESA Stevenson 16 6 10 Hartland Mickus 16 16 2LESA Southworth 16 5 11 Hartland Robinson 16 16

Three Fires Coy 16 7 8 1 1

Howell Early Learning Center Korzen 16 13

Three Fires Toddy 16 6 10 Lakeland Raden 16 16174 90 82 5 3 LESA Parke 16 16 1

LESA Spaulding 16 16 1Little Country Kids Russell 16 16Little Glads Brock 16 16 1Little Glads Ksmith 16 14 3Parker Mowers 16 16 1

Three Fires VanCamp 16 16 1

268 255 11

* 5 do not count

January 2017

Center Classroom Funded Federal State Fed Drop State Center Classroom Funded Enrolled DropBrighton McClelland 16 6 10 Brighton Stone 16 15Challenger Merchand 30 30 3 Challenger Fader 16 16Fowlerville Roscoe 16 8 8 Down on the Farm Taulbee 16 16Fowlerville Esper 16 8 8 1 Down on the Farm Prince 12 7Hartland Lillemoen 16 7 9 1 1 Fowlerville Jenks 16 16 1Lakeland Standley 16 8 8 1 Fowlerville Guzzardo 16 16LESA Stevenson 16 6 10 Hartland Mickus 16 16 2LESA Southworth 16 5 11 Hartland Robinson 16 16

Three Fires Coy 16 8 8 1 1Howell Early Learning Center Korzen 16 12 1

Three Fires Toddy 16 6 10 Lakeland Raden 16 16174 92 82 6 3 LESA Parke 16 16 2

LESA Spaulding 16 16 1Little Country Kids Russell 16 16Little Glads Brock 16 16 1Little Glads Ksmith 16 15 4Parker Mowers 16 16Three Fires VanCamp 16 16 1

268 257 13

February 2017

1

Governance, Leadership, and Oversight Capacity Screener

Organizations that accept federal funds to operate a Head Start and/or Early Head Start program must have strong governance systems in place to safeguard federal dollars and provide oversight and direction to the Head Start program.

This screener organizes the Head Start requirements to help organizations to identify where they need to make changes and build capacity to fulfill their Head Start governance responsibilities.

1. Print a copy of this screener.2. Have your organization’s governing body or Tribal Council chair, Policy Council chair, executive director, and Head Start program director

work together to review the table beginning on page 3 and to identify (with a check mark or “X”) the following items:

• Required Head Start governance practices that your organization currently has in place

• Required Head Start governance practices that your organization will implement within the first three months of funding

• Required Head Start governance practices that your organization needs help understanding and implementing3. At the top of page 10, list the governance practices and regulations that your organization needs assistance in understanding and

implementing.4. Enter any questions or concerns you have in the Comments Section on page 10.5. Share this screener and your findings with your full governing body or Tribal Council, Policy Council, and Head Start program leadership.

Assign people to begin implementation of the governance practices you have identified as not currently in place.

Introduction

Suggestions for Use

2

6. You can explore the governance page of the Program Management and Fiscal Operations (PMFO) section on Early Childhood Learning and Knowledge Center (ECLKC) to access other resources that can assist you as you move your governance system and practices forward.

7. At your next meeting with Regional Office staff, discuss those governance practices and regulations where your organization may benefit from technical assistance.

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/mgmt-admin/governance

3

Head Start Governance, Leadership, and Oversight Capacity Screener

Head Start Governance Practices and Related Regulations

Practice is currently in place

Practice will be fully implemented within first three months of funding

Our organization needs assistance in understanding and implementing this regulation

1. The governing body (or Tribal Council) has the required composition.1

Head Start Act Sec. 642(c)(1)(B) (i-iv)

• At least one member has fiscal/accounting background and expertise.

• At least one member has early childhood education and developmentbackground and expertise.

• At least one member is a licensed attorney.

• Members reflect the community served and include parents of childrenwho are currently, or were formerly, enrolled in Head Start programs.

2. The Policy Council has the required composition.

Head Start Act Sec. 642(c)(2)(B)(i)

Sec. 642(c)(2)(B)(ii)(I-II)

• At least 51 percent of Policy Council members are parents of children whoare currently enrolled in the Head Start program (including delegateagencies).

• The Policy Council includes at least one member of the at-large communityserved by the program or any delegate agency.

• Members are elected by parents of children currently enrolled in theprogram.

1 If the composition of the governing body does not include individuals with the required qualifications, the governing body must uses consultants or other individuals with relevant expertise and qualifications to meet the composition requirements [Head Start Act Sec. 642(c)(1)(B)(vi)].

4





3. Members of the governing body (or Tribal Council) receive effective and ongoing training and technical assistance (T/TA) to ensure that they understand the information they receive and are able to provide effective oversight of, make appropriate decisions for, and participate in programs of the Head Start agency.

Head Start Act Sec. 642(d)(3)

• The agency has a system for identifying the T/TA needs of the governing body (or Tribal Council) and using this information to develop a T/TA plan.

4. Members of the Policy Council receive effective and ongoing training and technical assistance (T/TA) to ensure that they understand the information they receive and can provide effective oversight of, make appropriate decisions for, and participate in programs of the Head Start agency.

Head Start Act Sec. 642(d)(3)

• The agency has a system for identifying the T/TA needs of the Policy Council and using this information to develop a T/TA plan.

5. The governing body (or Tribal Council) exercises the following responsibilities:

Head Start Act Sec. 642(c)(1)(E)(iv)(I-III)

Sec. 642(c)(1)(E)(iv)(VI)

• Establishes procedures and criteria for recruiting, selecting, and enrolling children

• Selects delegate agencies, as appropriate

• Develops procedures for selecting Policy Council members

• Reviews applications for funding and amendments to applications for funding

5





6. The governing body (or Tribal Council) assumes responsibility for the following:

Head Start Act Sec. 642(c)(1)(E)(iv)(VII)(aa)-(dd)

• All major financial expenditures of the agency

• The operating budget of the agency

• The selection (except when a financial auditor is assigned by the stateunder state law or is assigned under local law) of independent financialauditors to report all critical accounting policies and practices to thegoverning body (or Tribal Council)

• The financial audit

• The agency's progress in carrying out the programmatic and fiscalprovisions in the agency's grant application, including implementation ofcorrective actions

• Monitoring of the agency's actions to correct any audit findings and otheractions necessary to comply with applicable laws (including regulations)governing financial statement and accounting practices

7. The governing body (or Tribal Council) is engaged in reviewing and approvingeach of the following:

Head Start Act Sec. 642(c)(1)(E)(iv)(V)(aa-cc)

Sec. 642(c)(1)(E)(iv)(IX)

• The Self-Assessment

• Personnel policies of the agency regarding the hiring, evaluation,termination, and compensation of agency employees

• Results from monitoring conducted under section 641A(c), includingappropriate follow-up activities

6





• Personnel policies and procedures, including those regarding the hiring, evaluation, compensation, and termination of the Executive Director, Head Start Director, Director of Human Resources, Chief Fiscal Officer, and any other person in an equivalent position with the agency

8. The Policy Council engages in the oversight of program operations in each of the following decision-making areas:

Head Start Act Sec. 642(c)(2)(D)(i-viii)

Sec. 642(c)(2)(A)

• Activities to support the active engagement of families in the program

• Program recruitment, selection, and enrollment priorities

• Applications for funding and amendments to applications for funding

• Budget planning for program expenditures, including policies for reimbursement related to participation in Policy Council activities

• Bylaws for the operation of the Policy Council

• Program personnel policies and decisions regarding the employment of program staff, consistent with 642(c)(1)(E)(iv)(IX), including standards of conduct for program staff, contractors, and volunteers and criteria for the employment and dismissal of program staff

• Developing procedures for how members of the Policy Council of the Head Start program are elected

• Recommendations on the selection of delegate agencies and the service areas for such agencies

• Program design and operation

• Planning program goals and objectives

7





9. The following reports are received by the Policy Council and members findthem useful:

Head Start Act Sec. 642(d)(2)(A-I)

Annual reports:


• The Self-Assessment, including any findings related to such assessment

• Program Information Reports (PIRs)

Monthly reports:

• Financial statements, including credit card expenditures (if theprogram uses credit cards)

• Program information summaries

• Program enrollment reports, including attendance reports for childrenwhose care is partially subsidized by another public agency

• Reports of meals and snacks provided through programs of the U.S.Department of Agriculture (USDA)

Additional reports:

• Community Assessment, completed every three years with annualupdates

• The strategic plan, including program goals, school readiness goals,and short-term programmatic and financial objectives

• Applicable and current updates from the Secretary (e.g., ProgramInstructions, Information Memorandums, etc.)

8





10. The following reports are received by the governing body (or Tribal Council)and members find them useful:

Head Start Act Sec. 642(d)(2)(A-I)

Annual reports:


• The Self-Assessment, including any findings related to such assessment

• Program Information Reports (PIRs)

Monthly reports:

• Financial statements, including credit card expenditures (if theprogram uses credit cards)

• Program information summaries

• Program enrollment reports, including attendance reports for childrenwhose care is partially subsidized by another public agency

• Reports of meals and snacks provided through programs of the U.S.Department of Agriculture (USDA)

Additional reports:

• Community Assessment, completed every three years with annualupdates

• The strategic plan, including program goals, school readiness goals,and short term programmatic and financial objectives

• Applicable and current updates from the Secretary (e.g., ProgramInstructions, Information Memorandums, etc.)

9





1. The Head Start agency works with the governing body (or Tribal Council) andPolicy Council to make available to the public a report published at least onceeach year that discloses the following information from the most recentlyconcluded fiscal year:

Head Start Act Sec. 644 (a)(2)(A-H)

• The total amount of public and private funds received and the amountfrom each source

• An explanation of budgetary expenditures and proposed budget for thefiscal year

• The total number of children and families served, the average monthlyenrollment (as a percentage of funded enrollment), and the percentage ofeligible children served

• The results of the most recent review by the Secretary and the financialaudit

• The percentage of enrolled children that received medical and dentalexams

• Information about family engagement activities

• The agency's efforts to prepare children for kindergarten

• Any other information required by the Secretary

10

Our Organization Needs Assistance in Understanding and Implementing the Following Governance Regulations:

Additional Comments, Questions, or Concerns:

Program Self Assessment Process 1425 W. Grand River Howell, MI 48843

LESA Early Childhood ProgramsR. Michael Hubert, SuperintendentSean E. LaRosa, Ed.S, Executive Director, Early Childhood Services

Candice Davies-Murney, M.Ed.,Director, Early Childhood Programs 517-548-2100

Livingston Educational Service Agency (LESA) conducted their annual self assessment throughout the course of the 2016-2017 school year. Multiple sources of data were analyzed by the leadership team, the Data Team, staff, and parents. The following outlines the process including timeframes, data collected and analyzed as well as team participation.

Part 1302 Program Governance

Subpart A Eligibility, Recruitment, Enrollment and Attendance Data Sources

MiSTAR attendance data, ACCESS student database, Family Service Tracking forms, Recruitment and Enrollment plan, Enrollment Prioritization Plan, Attendance Works publications and information regarding attendance patterns as they connect to school success,

Subpart C Education and Child Development Program Services Data Sources

Program CLASS data, National CLASS data, TS Gold data, Program PQA data, state level PQA data, ASQ data, ESI data

Subpart D Health Program Services Data Sources

MiSTAR and Access Health Information data, Enrollment Applications, data from individual health forms, PIR data, nutrition screenings

Subpart E Family and Community Engagement Programs Services Data Sources

Data reports generated around family engagement and attendance at school functions and activities, parent volunteer sign in sheets, classroom tracking sheets, Second Step surveys

Subpart F Additional Services to Children With Disabilities Data Sources

IEP team meeting schedules and meeting notes, Mental Health and Disability notes, parent contact notes, team meeting agendas and notes, family risk assessments,

Subpart I Human Resources Management Data Sources

Staff survey results, staff professional development feedback forms, child outcome data, employment patterns, employee database, licensing reviews

Self Assessment Team

Sean LaRosa, Executive Director, Early Childhood Services Candice Davies-Murney, Director, Preschool Programs Lisa Pecorilli-Eoll, Early Childhood Specialist Kristen Kostielney, Early Childhood Specialist Amy Manson, Early Childhood Specialist Nancy Rennie, Early Childhood Specialist Teresa Grostic, Family Service and Enrollment Coordinator Patricia Jansen, Health Coordinator Jennifer Lange, Mental Health and Disabilities Coordinator Holly Carter, Mental Health and Disabilities Coordinator Data Team composed of staff and parents Members of Policy Council Board of Education members

Self Assessment Timeline January

Leadership Team reviewed Self Assessment process and made adjustments Policy Council discusses the Self Assessment process and their role in the process Leadership team meets to review data and develops updated Areas of Strength and Growth

Opportunities Data Team meets to analyze 2015-2016 as well as fall 2017 child outcome data and program

data and produce data summaries for presentation to staff and Policy Council Leadership Team meets to review data and develops updated Program Improvement Plan,

Short and Long Term Goals as well as update T/TA PlanFebruary

Leadership Team continues to meet throughout the month to review and refine the Areas of Strength and Growth Opportunities, Program Improvement Plan, Short and Long Term

Goals and T/Ta Plan Leadership team reviews final documents in preparation for presentation to the Board of

Education and Policy Council for discussion and approval Leadership Team begins reviewing calendars to align with goals and strategies related to the

Program Improvement Plan and T/TA Plan Presentation of the completed Self Assessment report to staff

March Submission of Self Assessment report including completed Areas of Strength and Growth

Opportunities, Program Improvement Plan, Short and Long Term Goals and T/Ta Plan to theBoard of Education and Policy Council

Submission of the approved Self Assessment Report to the HS Regional OfficeApril

Approved Self Assessment report is published on LESA and LESA Early Childhood websites

These materials were developed under a grant awarded by the Michigan Department of Education and the Department of Health and Human Services

2016-2017 Areas of Strength and Growth Opportunities 1425 W. Grand River Howell, MI 48843



Part 1302 Program Operations

Subpart A Eligibility, Recruitment, Selection, Enrollment and Attendance

Identified Area of Strength Data Identified Area of Weakness Data

Strong selection process has been developed based on Head Start Program Performance Standards and the Community Needs Assessment (CNA).

Meeting agendas: Presentation and discussion of the proposed selection process to Policy Council, Leadership Team and Family Advocate team. 2016-2017 Selection Process document.

Chronic absences impacted program’s ability to meet the monthly 85% attendance expectation in 2016-2017.

Monthly attendance reports generated from the student database. Attendance summaries based on overall classroom and individual attendance percentages.

Additional area of weakness focused on chronic absences has been added based on analysis of 2016-2017 student attendance data. The Selection Process has moved from an area of weakness to an area of strength based on the 2015-2016 development and implementation of a

new Selection Process.

1

Subpart C Education and Child Development Program Services Identified Areas of Strength Data Identified Areas of Weakness Data

CLASS, internal observations and Self-Assessment.

LESA CLASS assessors are all reliable. We conduct internal interrater reliability by doing dual rating at planned intervals.

Increase in children’s developmental growth after two years enrollment in our program.

2016-2017 Fall Data Team summary.

2016-2017 Professional Learning opportunities were planned based on child outcome and program data.

2014-2015 and 2015-2016 Data Team Summaries and Professional Learning Plans.

CLASS scores above the national average.

2014-2015 Published National average scores, HS Review results for our program, Internal CLASS Program Scores, Spring 2015-2016 Data Team Summary.

Increase in Team Teaching planning time.

In 2016-2017 Teacher and Teaching Assistant planning time was increased to 30 minutes daily with an additional 7.5 hours of flexible planning time per month.

Instructional Support scores in CLASS remain relatively low.

Spring 2015-2016 CLASS scores in concept development, quality of feedback and instructional support

In the early stages of adopting TS Gold (we are in year three) there has not yet been a significant increase in the amount of individualized instruction based on TS Gold data.

Weekly lesson plans do not yet reflect a high degree of individualization.

Lower levels of individualization continues to be an area of weakness.

2

Identified Areas of Strength Data Identified Areas of Weakness Data

High percentage of physicals completed and turned in.

99-100% of physicals completed and turned in.

Development and full implementation of Health and Safety Checklist.

All staff are turning in Health and Safety Checklist quarterly (at minimum).

Highly collaborative partnership with County Health Department.

Health Coordinator trained by Health Department to do hearing screens and the Health Department does screens at school sites.

Strong parent communication regarding social emotional awareness.

2015-2016 Development and implementation of a digital parent communication tool that includes information on social emotional issues/supports, a program wide focus on Second Step implementation that includes a parent/family connection, and parent engagement feedback gathered during parent teacher conferences.

Ongoing work towards completion of EPSDT Corrective Action Plan has reduced the areas for improvement from 13 areas down to 1 area.

Updated EPSDT Corrective Action Plan.

Incomplete dentals impact lower attainment of EPSDT goals.

Only 72% of families have initial dental exams. We continually have only a 7% increase of children who have a dental home during their time in our program.

Lack of mental health resources for children ages 0-4 in our county.

Livingston County has only 2 Infant Mental Health therapist to serve the entire county. This need been an area of discussion in The Livingston County

3

Subpart D Health Program Services

Great Start Collaborative meetings.

Lack of defined and communicated case management system process leads to staff confusion and perceived lack of support when behavior management challenges arise. Unclear expectations for staff regarding how and when to involve parents in the case management process.

Strong increase in communication regarding Social Emotional Awareness has moved this from an area of weakness to an area of strength. This wasaccomplished by the development and use of a digital parent communication tool that includes information on social emotional issues/supports, aprogram wide focus on Second Step implementation that includes a parent/family connection, and parent engagement feedback gathered duringparent teacher conferences.

After several years of attempting to integrate the ICT model and the case management model without significant changes or improvements, we havedecided to abandon the stand alone ICT model. We will be focusing on analyzing our needs and develop a clearly articulated and communicatedcase management process integrating valuable ICT strategies as needed. Along with the development of the new process will be a plan ofcommunication and professional development so all stakeholders have knowledge and develop skills needed to carry out the plan.

Completion of Health and Safety Checklists has gone from an area of weakness to an area of strength. This was accomplished through a collectiveeffort and follow through by our Health Coordinator.

Our EPSDT has moved from an area of weakness to an area of strength with only the completion of initial dental exams remaining as a focus ofconcern.

4

Identified Areas of Strength Data Identified Area of Weakness Data

Follow-up on Family Partnership Goals has increased.

As of February 2017, 100% of established Family Partnership Goals were followed up on. Follow up data/referrals are tracked in the Mistar database.

The Family Risk Assessment has been altered so that it is more helpful for families and advocates to set obtainable goals. The creation of a Family Service binder allows for better resource referrals.

Review of Family Partnership goals data shows an increase in obtainment of Family Partnership goals allowing families to set multiple goals during the year. The Family Service binder has made it easier for teachers and Family Advocates to connect resources to families in need.

Low attendance of fathers at school events and other activities related to preschool.

Parent sign in sheets from classroom visits, parent meetings, committee meetings and/or family events.

Low levels of parent engagement in our program at family events, classroom meetings and committee meetings.

Sign-in sheets for: school activities, parent meetings, committee meetings, and survey responses.

Our Family Risk Assessment has moved from an area of weakness to an area of strength.

5

Subpart E Family and Community Engagement Program Services

Identified Areas of Strength Data Identified Area of Weakness Data

Addition of .5 Mental Health and Disabilities Coordinator in 2016-2017.

Mental Health and Disabilities Coordinator contract.

Lack of articulated communication plan and expectations/process for collaboration between special education, Head Start and expectations for involving parents in the process.

Multiple changes and turnover in our program made it difficult to implement the IC Team we had planned on. This year we will be developing a new plan to fit our current needs in the area of supporting children and teachers who may need additional support in the classroom.

Lack of articulated collaboration plan between general education and special education service providers.

Although there has been growth in this area there are structural procedures that need to be developed.

Addition of a .5 Mental Health and Disabilities Coordinator is a newly added strength.

6

Subpart F Additional Services for Children With Disabilities

Identified Area of Strength Data Identified Area of Weakness Data

Defined onboarding plan for new employees.

Lack of defined program, curriculum and assessment support for new staff beyond the initial onboarding training.

No identified support and development plan that is specific to number of years in service and/or experience in the field.


7

Subpart I Human Resource Management

2016-2017 Program Improvement Plan 1425 W. Grand River Howell, MI 48843



Part 1302 Program Operations: Subpart A Eligibility, Selection, Enrollment and Attendance

Goal: Overall classroom attendance averages will improve to 85% for 6 out of 9 months. Goal: Reduction in the number of children who are at risk for missing 10% of program days per year.

Program Performance Standard Strategies Timeline Evidence Person(s) Responsible

1302.16 Attendance. (a) Promoting regular attendance. A program must track attendance for each child.

(2) A program must implement strategies to promote attendance. At minimum a program must:

(i) Provide information about benefits of regular attendance;

(ii) Support families to promote the child’s regular attendance;

(iii) Conduct a home visit or make other direct contact with a child’s parents if a child has multiple unexplained absences (such as two consecutive unexplained absences); and,

(iv) Within the first 60 days of program operation, and on an ongoing basis thereafter, use individual child attendance data to identify children with patterns of absences that put them at risk of missing ten percent of program days per year and develop appropriate strategies to improve individual attendance among identified children , such as direct contact with parents or intensive case management, as necessary.

Develop a communication plan regarding the importance of regular school attendance.

Review and update attendance policies and procedures.

Train staff in all attendance policies, including their part in supporting regular attendance.

Review monthly program attendance patterns.

Create and review individual monthly attendance reports for children with poor attendance patterns.

June 2017

June 2017

August 2017

Beginning September 2017


Parent website, teacher newsletters, parent handbook, attendance data reports, and Data Team meeting summaries.

Executive Director, Director, Family Service and Enrollment Coordinator, Health Coordinator, Early Childhood Specialists, Mental Health and Disabilities Coordinators, Family Advocates, Lead Teachers, Teaching Assistants,and Data Team.

Subpart C Education and Child Development Program Services

Goal: Staff will increase their use of child outcome data to plan for individualized instruction in order to support student growth in all developmental areas.


1302.92 Training and professional development. (b) (5) Research based approaches to professional development for education staff, that are focused on effective curricula implementation, knowledge of the content in Head Start Early Learning Outcomes Framework; Ages Birth to Five, partnering with families, supporting children with disabilities and their families, providing effective and nurturing adult-child interactions, supporting dual language learners as appropriate, addressing challenging behaviors, preparing children and families for transitions (as described in subpart G of this part), and use of data to individualizing learning experiences to improve outcomes for all children.

Development of an individualized and tiered professional learning plan based on child outcome data that provides opportunities to connect adult learning to classroom practices.

Planned individual and small group coaching opportunities.

Small group learning opportunities for staff based on topics developed to reflect student and program data needs.

Monthly Professional Learning Communities (PLCs) focusing on curriculum and assessment.

June 2018

Professional learning plans, coaching notes, lesson plans, classroom observations, classroom schedules, staff feedback related to professional learning opportunities, Data Team meeting summaries.

Executive Director, Director, Early Childhood Specialists, Mental Health and Disabilities Coordinators, Health Coordinator, Lead Teachers, Teaching Assistants and Data Team.

Subpart D Health and Program Services

Goal: Increase the percentage of children who have a dental home from 7% to 10%. Goal: Increase the percentage of children who have initial dental exams from 72% to 80%.


1302.42 Child Health and Status Care. (b) Ensuring up-to-date child health status.

(1) Within 90 calendar days after the child first attends the program or, for the home based program option, receives a home visit, with the exceptions noted in paragraph (b)(3) of this section, a program must:

(i) Obtain determinations from health care and oral health care professionals as to whether or not the child is up-to-date on a schedule of age appropriate preventative and primary medical and oral health care, based on: the well-child visits and dental periodicity schedules as prescribed by the Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) program of the Medicaid agency of the state which they operate, immunizations recommendations issued by the Centers for Disease Control and Prevention, and any additional recommendations from the local Health Advisory Committee that are based on prevalent community health problems;

(ii) Assist parents with making arrangements to bring the child up-to-date as quickly as possible; and, if necessary, directly facilitate provision of health services to bring the child up-to-date with parent consent as described in section 1302.41 (b)(1).

Develop communication plan directed to families focused on the importance of dental health.

Develop a communication plan directed towards staff focused on raising awareness of program dental goals and the importance dental health.

Review the Creative Curriculum for opportunities to promote and support dental health within the curriculum.

Develop a plan to increase the rate of return of the Insurance Survey for families who have dropped from the program.

Analyze program data related to attainment of identified dental goals.

July 2017

July 2017

July 2017

July 2017

June 2018

Program website, Parent flyers, Creative Curriculum crosswalk, Insurance Survey data analysis

Health Coordinator, Classroom Teachers, Family Advocates

Goal: Create and implement a Developmental Support Team to provide structured support the success of children, families and teachers when developmental concerns arise.


1302.45 Child mental health and social and emotional well-being. (a) Wellness promotion. To support a program-wide culture that promotes children’s mental health, social and emotional well-being, and overall health, a program must:

(1) Provide supports for effective classroom management and positive learning environments; supportive teacher practices; and, strategies for supporting children with challenging behaviors and other social, emotional, and mental health concerns.

Create a purpose statement and procedures for the Developmental Support Team.

Develop meeting and agenda structure for Developmental Support Team.

Develop survey to seek feedback from staff and family regarding involvement in the Developmental Support Team.

June 2017

July 2017

June 2018

Defined Developmental Support Team purpose and procedures.

Developmental Support Team meeting agendas and notes.

Teacher and family survey results.

Individual children’s progress notes.

Executive Director, Director, Mental Health and Disabilities Coordinators, Early Childhood Specialists, Family Advocates, Lead Teachers


Goal: Increase participation of fathers (or father figures) in activities related to preschool.


1302.50 Family engagement. (b) Family engagement approach. A program must:

(1) Recognize parents as their children’s primary teachers and nurturers and implement intentional strategies to engage parents in their children’s learning and development and support parent-child relationships, including specific strategies for father engagement.

Develop specific communications directed at fathers to be posted on the program web page and to be sent home to families.

Communicate the goals related to increasing participation of fathers, and their importance to all preschool staff and have them develop specific strategies to engage more fathers in their classroom activities.

Conduct bi-monthly reviews to examine the participation levels of fathers and report to

July 2017

August 2017


Program website. Family flyers.

Staff website. Professional learning agendas.

Classroom visitor sign-in logs.

Family activity sign-in

Executive Director, Director, Family Service and Enrollment Coordinator, Mental Health and Disabilities Coordinators, Family Advocates, Lead Teachers, and Teaching Assistants

families and staff on the parent webpage and the staff webpage.

logs.


Goal: Increase intentional collaboration with Special Education service providers.


1302.61 Additional services for children. (a) Additional services for children with disabilities. Programs must ensure the individualized needs of children with disabilities, including but not limited to those eligible for services under IDEA, are being met and all children have access to and can fully participate in the full range of activities and services. Programs must provide any necessary modifications to the environment, multiple and varied formats for instruction, and individualized accommodations and supports as necessary to support the full participation of children with disabilities. Programs must ensure all individuals with disabilities are protected from discrimination under IDEA and provided with all services and program modifications required by section 504 of the Rehabilitation Act (29 U.S.C. 794), the Americans With Disabilities Act (42 U.S.C. 12101 et seq. ), and their implementing regulations.

Plan beginning of the year collaborative meetings to review IEP goals and initial concerns identified through developmental assessments or other screenings, and family input.

Review calendars of special education service providers and Head Start staff in order to coordinate and plan for collaborative time together.

Develop expectations about frequency and structure of collaborative meeting time, including specifics regarding family involvement in the process.

Develop staff and family survey.

Survey families and staff.

Review staff and family survey results.

August 2017

August 2017

August 2017

March 2018

April 2018

June 2018

Collaborative meeting expectations and procedures.

Schedule of planned collaborative meetings.

Meeting agendas notes.

Staff and family survey results.

Executive Director, Director, Mental Health and Disabilities Coordinators, Early Childhood Specialists, Lead Teachers and Special Education service providers.


Goal: Increase individualized professional growth opportunities for all staff.


1302.92 Training and professional development. (a) A program must provide to all new staff, consultants, and volunteers an orientation that focuses on, at minimum, the goals and underlying philosophy of the program and on the ways they are implemented.

(b) A program must establish and implement a systematic approach to staff training and professional development designed to assist staff in acquiring or increasing the knowledge and skills needed to provide high quality, comprehensive services within the scope of their job responsibilities, and attached to academic credit as appropriate.

Develop a structured support plan for new program employees for the first year of employment and as necessary in order to support professional growth and success.

Identify mentor roles and responsibilities.

Develop staff survey.

Implement staff survey and analyze results.

August 2017

August 2017

August 2017

May 2018

New staff support plan.

Staff mentoring plan including roles and responsibilities

Staff survey developed and ready to launch.

Staff survey summary.

Executive Director, Director, Early Childhood Specialists, Mental Health and Disabilities Coordinators, Health Coordinator, Family Service and Enrollment Coordinator


2016-2017 Training and Technical Assistance Plan 1425 W. Grand River Ave. Howell, MI 48843



The Training and Technical Assistance Plan is the final step in the self-assessment process. The program was assessed using multiple data sources including, but not limited to; child and program outcome data, PIR, ongoing monitoring data, and input from staff and families in order to identify areas of strength and growth opportunities. The Program Improvement Plan was then designed, and finally the training plan to address the identified growth opportunities was developed. Part 1302 Program Operations: Subpart A Eligibility, Selection, Enrollment and Attendance

Goal: Overall classroom attendance averages will improve to 85% for 6 out of 9 months. Goal: Reduction in the number of children who are at risk for missing 10% of program days per year.

Strategies Resources Needed Cost Evidence Completion Status

Develop a communication plan regarding the importance of regular school attendance. Communicate attendance plans to families.

Leadership team meeting time $250.00 Communication plan regarding importance of regular school attendance, agendas and outcomes for parent meetings.

Review and update attendance policies and procedures.

Leadership team meeting time 0 New attendance policies and procedures

Train staff in all attendance policies, including their part in supporting regular attendance.

Time at professional learning opportunities

0 Staff meeting and professional learning outcomes, agendas, and meeting feedback notes.

Review monthly program attendance patterns.

Leadership team meeting time, Data Team meeting time

0 Leadership team meeting agendas and notes

Create and review individual monthly attendance reports for children with poor attendance patterns.

Leadership team meeting time, teaching team meeting time

Leadership team meeting agendas and notes, teaching team meeting notes

Total for Subpart A Eligibility, Enrollment and Attendance: $250.00

1


Goal: Staff will increase their use of child outcome data to plan for individualized instruction in order to support student growth in all developmental areas.


Development of an individualized and tiered professional learning plan based on child outcome data that provides opportunities to connect adult learning to classroom practices.

Training in implementation of GELN’s Literacy Essentials for Pre-K.

Training in implementation of math instructional practices to meet the individual needs of children.

$500.00

$500.00

ECS attendance at Literacy Essentials training opportunities

ECS attendance at specific math training opportunities

Professional learning opportunity outcomes, agendas and feedback notes

Planned individual and small group coaching opportunities.

Coaching training for Early Childhood Specialists

$1,000.00 ECS attendance at coaching training opportunities

Small group learning opportunities for staff based on topics developed to reflect student and program data needs.


0 Meeting agendas, outcomes and notes

Monthly Professional Learning Communities (PLCs) focusing on curriculum and assessment.


0 Meeting agendas, outcomes and notes

Total for Subpart C Education and Child Development Program Services: $2,000.00

2


Goal: Increase the percentage of children who have a dental home from 7% to 10%. Goal: Increase the percentage of children who have initial dental exams from 72% to 80%. Goal: Create and implement a Developmental Support Team to provide structured support the success of children, families and teachers when developmental concerns arise.


Develop communication plan directed to families focused on the importance of dental health. Conduct parent meetings focused on dental health awareness.

Dental health communications including pamphlets, flyers, and purchase of dental health awareness books to distribute to parents

$1,000.00 Dental health communication plan, parent meeting outcomes and agendas, parent feedback notes, purchase and distribution of dental health awareness books

Develop a communication plan directed towards staff focused on raising awareness of program dental goals and the importance dental health.

Leadership team meeting time 0 Planned learning opportunities for staff related to the importance of dental health

Review the Creative Curriculum for opportunities to promote and support dental health within the curriculum.

Early Childhood Specialist and Health Coordinator time

0 Document outlining connections to dental health within the Creative Curriculum

Develop a plan to increase the rate of return of the Insurance Survey for families who have dropped from the program.

Leadership team meeting time 0 Published plan and procedures to ensure return of Insurance Surveys

Analyze program data related to attainment of identified dental goals.

Leadership team meeting time, and Data Team meeting time

0 Dental data summary

Create a purpose statement and procedures for the Developmental Support Team.

Early Childhood Specialist, Mental Health and Disabilities Coordinator time and Leadership Team meeting time

0 Published Developmental Support Team purpose statement

Develop meeting and agenda structure for Developmental Support Team.


0 Developmental Support Team agenda and note taking template

3

Develop survey to seek feedback from staff and family regarding involvement in the Developmental Support Team.


0 Staff and family survey, survey results summary

Total for Subpart D Health and Program Services: $1,000.00


Goal: Increase participation of fathers (or father figures) in activities related to preschool.


Develop specific communications directed at fathers to be posted on the program web page and to be sent home to families.

Communications including pamphlets and flyers to be produced and distributed.

$500.00 Flyers, pamphlets, and other communications related to engaging fathers in activities related to school

Communicate the goals related to increasing participation of fathers, and their importance to all preschool staff and have them develop specific strategies to engage more fathers in their classroom activities.

Professional learning opportunity time, teaching team meeting time

0 Professional learning opportunity outcomes, agendas and feedback notes

Conduct bi-monthly reviews to examine the participation levels of fathers and report to families and staff on the parent webpage and the staff webpage.

Family Service and Enrollment Coordinator time

0 Attendance report summaries, meeting notes

Total for Subpart E Family and Community Engagement Program Services: $500.00

4


Goal: Increase intentional collaboration with Special Education service providers.



Executive Director, Director, Early Childhood Specialist, Mental Health and Disabilities Coordinators, and Early Childhood Special Education Director time

0 Meeting schedules and meeting outcomes


Executive Director and Director, Early Childhood Specialist, Mental Health and Disabilities Coordinators, and Early Childhood Special Education Director time

0 Coordinated calendar that supports collaboration efforts between special education service providers and general education teachers



$1,000.00 Attendance at Co-Teaching or Special Education conference(s) by 5 teachers

Develop staff and family survey. Survey families and staff. Review staff and family survey results.


0 Family survey, survey results summary

Total for Subpart F Additional Services for Children With Disabilities: $1,000.00


Increase individualized professional growth opportunities for all staff.


Develop a structured support plan for new program employees for the first year of employment and as necessary in order to support professional growth and success.

Leadership team meeting time, staff time 0 Staff support plan for new employees

5

Identify mentor roles and responsibilities. Implement mentoring support for new instructional staff.

Mentor, new teacher and Early Childhood Specialist time

$1,500.00 Mentor plan and meeting notes.

Develop staff survey. Implement staff survey and analyze results.

Leadership team meeting time, staff time 0 Survey and survey results summary

Provide ongoing training and opportunities for staff to pursue continuing education or professional learning opportunities related to their specific job responsibilities, these may include: ~CDA or Associate degree renewal or attainment and related expenses

~Tuition reimbursement ~Conference attendance and related expenses ~CPR and First Aide training and related expenses

~Serve Safe training and related expenses ~CACFP training and related expenses ~Data management system support and training

Local colleges and universities, county, regional and other national resources and/or conferences

$14,382.00 Enrollment documents, certifications and/or degrees, conference registrations, meeting agendas

Mandated training requirements for Policy Council members and Board of Education members will be conducted by members of the Leadership Team and do not require additional funding sources at this time.

Total for Subpart I Human Resources: $15,882.00

Total for 2016-2017 Training and Technical Assistance Plan: $20, 632.00


6

LESA Early Childhood Programs 2016-2017 Short and Long Term Goal Update R. Michael Hubert, Superintendent 1425 W. Grand River Sean E. LaRosa, Ed.S, Executive Director, Early Childhood Services Howell, MI 48843 Candies Davies-Murney, M.Ed.,Director, Early Childhood Programs 517-548-2100

Part 1302 Program Operations: Subpart A Eligibility, Selection, Enrollment and Attendance

Long Term Goal: All eligible children have access to appropriate and quality early childhood experiences laying the foundation for school readiness at the time of entry. Intermediate Goal: Eligible children consistently attend LESA Early Childhood Programs and program attendance is at 85% for 6 out of 9 months. Initial Goal: Eligible families are aware of LESA Early Childhood Programs (Head Start and GSRP).

Completed Strategies 2017-2018 Strategies to Support Completion of the Goal Timeline

Family Service and Enrollment Coordinator and Family Advocates use a data management system to monitor selection, enrollment and attendance.

Conversion to new web based MiSTAR data system that enables teachers and other staff to take attendance online and have access to other pertinent child and family data.

June 2018

LESA Head Start Service Plan reflects ERSEA standards related to attendance.

Initial training on the new MiSTAR data management system and planned ongoing professional learning opportunities for staff to support high levels of implementation.

June 2018

Continued development of the ACCESS data management system, including support for staff on the data management system.

Review and revision of attendance policies and procedures.

The program is converting from ACCESS data management system to MiSTAR data management system. The Leadership Team has been involved in the adoption, roll-out, staff training and planned conversion to a new data management system. Ongoing staff training will be planned until we are at full implementation. Training for new staff will be embedded into our onboarding process.

Attendance policies and procedures have been updated to support the new goals related to increasing program attendance percentages as well as improving individual attendance patterns for children who are at risk of missing more than 10% of program days per year.

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LESA Early Childhood Programs 2017-2018 Proposed Program Locations

R. Michael Hubert, Superintendent 1425 W. Grand River Sean E. LaRosa, Ed.S, Executive Director, Early Childhood Services Howell, MI 48843

Candice Davies-Murney, M.Ed., Director, Early Childhood Programs 517-548-2100

District Location Program Option

Days/Hours Federally Funded HS

State Funded GSRP

Brighton Miller School Day 4 days/ 7 hours per day

16 children 1 classroom


Fowlerville Little Glad’s Early Childhood Center

School Day 4 days/ 7 hours per day

32 children 2 classrooms


Hartland Hartland Educational Support Service Center

School Day 4 days/ 7 hours per day

Howell LESA Education Center

School Day 4 days/7 hours per day

32 children 2 classrooms (Extended Year Classrooms)


Howell Challenger Elementary School



Howell Challenger Elementary School

Double Session 1/2 Day


Howell Parker Middle School



Howell Three Fires Elementary School


32 children 2 classrooms (Extended Year Classrooms)


Pinckney Lakeland Elementary School




174 children 176 children


R. Michael Hubert, Superintendent 1425 West Grand River Avenue Sean E. LaRosa, Ed. S, Executive Director, Early Childhood Services Howell, MI 48843 Candice J. Davies-Murney, M. Ed., Director, Early Childhood Programs Phone: (517) 548-2100

FAX: (517) 548-6766



2017-2018 Recruitment and Enrollment Policies and Procedures

Enrollment Policy:

LESA Early Childhood Programs are grant funded by the Federal and State government through the Livingston Educational Service Agency. These programs offer comprehensive preschool programs for children living in Livingston County between the ages of three and age eligibility for Kindergarten. Documentation needed for enrollment include: completed application, verification of income, up to date immunization record and birth certificate or record of birth.

Enrollment Procedure:

I. LESA Early Childhood Programs and subrecipients require all incoming children to have an enrollment appointment to start the process of being enrolled in either Head Start or GSRP. a. Parents can call (517) 548-2100 to set up an appointment.b. A Family Advocate or the Family Service and Enrollment Coordinator will meet

with the family and collect specific documents to determine eligibility of eachchild for the programs offered.

The following forms are required for an enrollment appointment: • Completed Enrollment Application• Verification of all income reported• Up to date immunization records and/or Health Department immunization

waiver• Birth certificate (must be actual birth certificate) (If available)• Medical Insurance cards• Custody/Visitation Paperwork (if necessary)• Development Documents (IEP, IFSP, Early On Transition Forms, if

necessary)

c. The information collected will then be processed and sent to the Family Serviceand Enrollment Coordinator to determine eligibility and placement of each childinto an appropriate program.



FAX: (517) 548-6766



Recruitment Policy:

LESA Early Childhood Programs and its subrecipients work to jointly recruit eligible children and communicate program information to families.

Recruitment Procedure: I. LESA Early Childhood Programs and its subrecipients recruit eligible children for

the programs in a variety of different ways. a. Through the use of a common application and marketing materials developed

by LESA Early Childhood Programs. b. By creating relationships with local community resources and local business to

support and distribute our marketing materials. c. Family Advocates attend countywide events that involve children and families. d. Utilize student database to determine eligible siblings and re-enroll children for

our programs. e. Provide media releases to all local school districts, churches, newspapers, and

local radio station (WHMI). f. Attend any local preschool open houses to distribute information about the

programs that we provide. g. Through referrals directly from Early On or any of the local district’s Special

Education programs. h. Request updated Federal Recruitment and Eligibility Data list from Michigan

Department of Health and Human Services. Updated 2-28-17 SL



FAX: (517) 548-6766



Subpart B Program Structure

Long Term Goal: A strong continuum of care for children birth to age three exists in Livingston County. Intermediate Goal: Children’s development, birth to age three, is supported through a variety of programs including Home Visiting. Initial Goal: Families with children birth to age three develop an awareness of available supports in the community.


Participate in Great Start Livingston activities that support early learning opportunities for children birth to age three.

Increase opportunities for families of children birth to age three to participate in Home Visiting Programs by increasing the number of Home Visiting Programs in Livingston County

June 2018

Families continue to establish social networks within the community.

The Executive Director, the Director and other members of the Leadership Team participate in Great Start Livingston committee and subcommitteemeetings on a regular basis.

LESA will continue to apply for Early Head Start opportunities for Livingston County to serve children birth to age three and their families. The agency supports families in their establishment of social networks throught eh Great Start Collaborative, The Parent Coalition, Policy Council and

other committees. The program website communicates opportunities for parents in order to make them aware of such opportunities.


Long Term Goal: Children attending LESA Early Childhood Programs benefit from the experience and make progress on identified developmental goals resulting in increased school readiness at the time of kindergarten entry.should this say at the time of kindergarten entry. Intermediate Goal: Teachers increase skills in data analysis, collaboration and individualization of instruction and support of children, resulting in increased school readiness at the time of entry. Initial Goal: Teachers use child assessments to gather meaningful data, collaboratively analyze the data in order to plan for instruction and are familiar with Head Start Early Learning Outcomes Framework: Ages Birth to Five.


Early Learning Leadership Team facilitates peer support groups. Peer support groups cross train.

Development of an individualized and tiered professional learning plan based on program and child outcome data that provides opportunities to connect adult learning to classroom practices and individualized instruction for children.

June 2018

Scheduled monthly staff meetings based on issues identified by classroom staff.

Development of professional learning plan focused on increasing children’s literacy and language skills.

June 2018

Ongoing support for classroom staff related to children’s social emotional wellness.

Align School Readiness Goals with the Head Start Early Learning Outcomes Framework; Ages Birth to Five.

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Peer support strategy has been completed and refined in the 2016-2017 school year. Peer support has evolved into the development of smallProfessional Learning Communities (PLCs) focused on curriculum and assessment or other job specific topics.

Scheduled monthly staff meetings has become an integral part of our program plan. Monthly staff meetings now focus on professional learningopportunities for staff. These are planned in the spring for the following year and topics, or area of focus, are based on program and child outcome data.

Mental Health and Disabilities Coordinators are conducting ongoing small group professional learning opportunities related to supporting children’s socialemotional wellness.


Long Term Goal: Participation in LESA’s Early Childhood Programs support children’s physical and social emotional well-being and children are ready for kindergarten at the time of entry. Intermediate Goal: Increase in staff and family understanding of the impact of physical and social emotional well-being on children’s learning and work together to provide follow-up and support for children (including dual language learners) and families. Initial Goal: Developmental and health screenings are completed in a timely manner and staff and families (including non-English speaking families) understand the impact of physical and social emotional well-being on children’s learning.


Develop a system to provide support and address the needs of non-English speaking families and their dual language learners enrolled in our program.

Increase the percentage of enrolled children who have dental homes. Increase the percentage of completed dental screens completed for children enrolled in our program.

June 2018

Provide referrals to physicians to complete comprehensive physicals.

Local physician serves on the Pediatric Health Committee.

Social emotional wellness information and training is woven throughout the program.

Develop a system to follow up on health, dental and social emotional well-being screenings that includes; home visits, phone contacts, parent meetings, family goal setting.

Provide families with applications and information for health insurance such as Healthy Kids and MIChild.

System of support is in place for non-English speaking families and dual language learners enrolled in our program. We have a contract with a translatorwho regularly meets with families, attends meetings with them, translates documents for them and provides individual support as needed.

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Social emotional well-being information is woven throughout our program and there is an increase in the awareness of social emotional well-being;information is regularly posted to the program website, parent handbook contains information on social emotional well-being, local mental health agenciesare represented on the Health and Family Services Advisory Committee, Second Step is implemented in a systematic manner and parent information issent home in connection with the implementation of Second Step.

A local pediatrician serves on the Pediatric Health Committee and the agency has a list of physicians to refer families to for completion of comprehensivephysicals.

A systematic process is in place to follow up on physical, dental and social emotional well-being screenings and identified concerns. All data is tracked inMiSTAR student database.

A systematic process is in place to flag families without insurance coverage and then provide them with information on obtaining health insurance.


Long Term Goal: Strengthen parent and family engagement in the educational process, supporting children’s success in preschool and into the K-12 system. Intermediate Goal: Increase parent engagement in the educational process through relationship building, support and by providing appropriate and meaningful opportunities to parents and families. Initial Goal: Increase parent and family participation in classroom and program activities.


Implementation of Family Fun Activities at centers. Develop specific communications directed at fathers to be posted on the program web page and to be sent home to families.

July 2017

Partnership with MSU Extension and other community organizations provide parent engagement opportunities during the school year.

Communicate the goals related to engagement of fathers, and their importance, to all preschool staff and have them develop specific strategies to engage more fathers in their classroom activities.

August 2017

Conduct bi-monthly reviews to examine the participation levels of fathers and report to families and staff on the parent webpage and the staff webpage.


Family Fun Activities have evolved to focused activity nights with a stated outcome and are planned to engage parents in meaningful activities with theirchildren that support learning and demonstrate fun ways to support children’s learning at Home. These include Science Nights and Literacy Nights.

Established partnerships with MSU Extension, LACASA, United Way, local libraries, and local school districts allow us to provide parents with multipleopportunities to engage in activities to support their families and to connect with other families with young children.

Focus on parent and family engagement continues as we move away from merely involving families but instead work on having an impact on the time wespend with them so that it creates positive change for families.


Long Term Goal: All children experience success in the preschool learning environment. Intermediate Goal: Increase intentional collaboration with Special Education service providers. Initial Goal: Develop staff awareness of strategies to support the success of all children in the learning environment.

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August 2017


August 2017


August 2017

All goals and strategies related to Case Management and ICT have been adapted and moved to Subpart D Health and Program Services in order to align with the new Head Start Program Performance Standards.

The goals related to Subpart F Additional Services for Children With Disabilities have been developed from our 2016-2017 Strengths and Weaknesses document and our 2016-2017 Program Improvement Plan.

Subpart G Transition Services. Long Term Goal: Strong connections between local districts and preschools throughout the county support smooth transitions from pre-K to Kindergarten for all children and their families. Intermediate Goal: Smooth transition from pre-K to Kindergarten for children who attend LESA’s preschool program. Initial Goal: Staff and families develop an awareness of the importance of pre-K to Kindergarten transitions.


Agency has established partnerships with agencies and organizations in the community, including the local K-12 districts in order to support an aligned pre-K to Kindergarten transition for children and their families.

Completion of the Livingston County Kindergarten Transition Plan. June 2018

Development of a Livingston County Kindergarten Transition Plan will be finalized in June 2018. This county wide plan is being developed through partnerships with the Great Start Collaborative, local K-12 districts, private preschool providers, families and the Community Foundation of Livingston County.

Established partnerships with the local K-12 districts support the implementation of the county’s Kindergarten Observation Survey which is given to current kindergarten children within the first 45 days of school to assess kindergarten readiness. The results are analyzed and used for LESA program planning purposes as well as private preschool planning and other local agency planning.

Subpart I Human Resource Management Long Term Goal: Attract and retain highly qualified staff in order to support high quality programs for children and their families. Intermediate Goal: Increase individualized professional growth opportunities for all staff in order to support high quality programs for children and their families.

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Initial Goal: Support staff success.


Survey organizational climate through a staff survey and use results to plan for program improvements.

Develop a structured support plan, that includes mentoring, for new program employees for the first year of employment and as necessary in order to support professional growth and success.

August 2017

New staff are provided the opportunity to observe before being place in the classroom for duties.

The goals for Subpart I were gathered and synthesized from throughout the Short and Long Term Goals 2015-2016 document in order to provide clarity regarding staff supports and goals necessary to promote quality programming and staff success.

A staff survey is conducted annually, results are analyzed by the leadership team and used to plan program improvements. A summary of the results are published and shared with staff and Policy Council.

An onboarding process has been developed and implemented that included planned job shadowing for a minimum of one full day before staff report to assigned duties.


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LESA 2017-2018 Early Childhood Programs Eligibility Priority Criteria

Child’s Name:______________________________ Age: ____3 ____4 or ____5

Previous Teacher Name: _____________________________________________

Attach Documentation for: ____Birth Certificate ____Up to Date Immunizations ____Immunization Waiver

Income Documentation Reviewed: _____ TANF Notification _____ Paycheck Stub(s)/Father _____ Paycheck Stub(s)/Mother _____ Employer Letter _____ W-2 Form _____ 1040 Tax Form _____ Child Support _____ Unemployment/Father _____ Unemployment/Mother _____ Foster Care Benefits _____ Workman’s Comp/Disability _____ Veteran’s Benefits _____ Social Security Benefits _____ Parent Income Statement _____ Other:__________________________________________

Family Income: ____________ Number in Family:______ Date of Verification: ________

Income: __ Federally Eligible 100% 2 pts. __ Federally Eligible 100%-130% 1pt. __ Federal Over Income 0 pts. __ State Eligible (Ext. Low up to 250%) 2 pts. __ State Eligible (Low 250%-300%) 1 pt. __ State Over Income 0 pts.

Risk Factors Points from page 1 ______ Risk Factors Points from page 2 + ______

Total Points _______

NOTE: Translations from ‘Other’ will have to be made on a case-‐by-‐case basis. OTHER – A child may be eligible for services in the GSRP program with documentation of one risk factor and the informed clinical opinion of a multi-‐disciplinary team of professionals and parent(s)/primary caregiver(s) that the child has a factor placing him or her at risk of school failure not included in the “Children at Risk” report. This can only apply to 10 percent of the enrolled children. This risk factor must be used in conjunction with another factor if a standardized test score is being used as the sole factor in meeting Risk Factor #2.

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Each Area Checked Is Given 1 Point Risk Factor/Previous Risk Factors

Definition Discussion Points

Diagnosed disability or identified developmental delay. Developmentally immature, language deficiency, long term or chronic illness, diagnosed handicapping condition.

Child is eligible for special education services or child’s developmental progress is less than that expected for his/her chronological age or chronic health issues are causing development or learning problems.

Child may be eligible because of a specific diagnosis or significant delay resulting in an IEP. Developmental progress may be less than expected in one or more developmental domains cognitive, social, emotional, physical) or child was eligible for Part C or IDEA (Early On) service, but not Part B, 619 (i.e., not eligible for early childhood special education service, but at risk of becoming special education eligible.

Severe or challenging behavior. Destructive or violent temper.

Child has been expelled from preschool or child care center.

Child’s behavior has prevented participation in another group setting or mental health profession ahs referred.

Primary home language other than English non-English or limited English speaking household

English is not spoken in the child’s home; English is not the child’s first language.

Children entering school not speaking English must learn the language as well as the academic content. For most children in the US who do not speak English at home, academic learning will be slowed unless they have opportunities to read, write, hear and speak correct English in their preschool years

Parents with low educational attainment. Family history of low school achievement or drop out. Low parent/sibling educational attainment or illiteracy.

Parent has not graduated from high school or is illiterate.

To enter school ready to learn, children need many experiences with books and language. Parent who cannot read or who have low educational attainment are less able to help their own children by offering them the consistent, frequent, and positive experiences with books and language that they need for school success.

Abuse Neglect of child or parent. Physical/sexual abuse and neglect; substance abuse or addiction.

Domestic, sexual, or physical abuse of child or parent; child neglect issues.

Includes abuse/neglect of child as well as domestic/spousal abuse of parent or sibling. Abuse of alcohol, prescription or non-prescription (inhalants, cough syrup, methamphetamine, etc.) drugs by family members or in the home.

Environmental risk. Single parent; teen parent; incarcerated parent; parent/sibling loss by death or parental loss by divorce, chronically ill parent or sibling, lack of stable support system or residence, housing in rural or segregated area, family history of delinquency. Unemployed parent/parents, family history of diagnosed problems, low birth weight, nutritionally deficient.

*Parental loss due to death, divorce, incarceration, military service or absence, sibling issues, teen parent (not yet age 20 when first child born), family is homeless or w/out stable housing, residence in high-risk neighborhood (area of high poverty, high crime, with limited access to critical community services), prenatal or postnatal exposure to toxic substance known to cause learning or developmental delays.

Could include: armed services deployment, incarceration, and chronic illness (physical, mental, emotional) or frequent changes in custody. Grandparents raising grandchildren, single parent, foster family or marital problems. Child’s situation is negatively effected by issues related to a sibling (e.g. chronic illness, behavior issues, disability, death). If child is a much later birth, rather than the first child of a teenager or one of several in close proximity, the factor may or may not cause risk and should be examined carefully. Family is homeless, living in a shelter or with other families, is in home foreclosure or has frequent changes of residence. Child experiences daily exposure to environmental pollutants (lead exposure, rodents, and insect infestations) high crime, violence, injury, drug abuse, or death rates, unsafe or crowded housing, lack of utilities, or no space for child to play. Prenatal or postnatal toxic exposure including FAS, children born addicted, environmentally – induced respiratory problems.

Updated February 2017 SL

Health and Wellness in the Head Start Program Performance Standards

Institute for Health ManagersFriday, April 7, 2017

Hyatt Regency Chicago 151 East Wacker Drive

Chicago, IL

Register Online Now!

Add to Calendar The National Center on Early Childhood Health and Wellness (NCECHW) is providing a oneday intensive lookat the Head Start Program Performance Standards (HSPPS) and their impact on services to support the healthof children, families, and staff. This Institute will take place in Chicago, IL on Friday, April 7, 2017 from 8 a.m. to 4p.m. CDT. Join us to see what the standards look like in practice and how you can implement them in yourprogram.

Topics for the InstituteThe Institute will focus on specific areas of health and wellness in the new HSPPS, including:

Health education for families

Mental health

Nutrition

Caring for Our Children Basics: Health and Safety Foundation for Early Care and Education

Who Should Participate?This Institute will benefit Head Start health managers or any other staff or consultants who support healthwellness for children and families. It is open to all grantees and delegate agencies serving children ages birth to 5 and to all program options.Space is limited to 160 attendees.

How to RegisterThe HSPPS Institute for Health Managers will take place Friday, April 7, 2017 from 8:30 a.m. to 4 p.m. CDT. Thereis no fee to attend; however, registration is limited so please sign up early!

Select the link to register: https://www.surveymonkey.com/r/RegisterHSPPSInstitute

Questions?Contact NCECHW at [email protected] for more information.

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Friday, November 3, 2017 Data Team Meeting Notes

Ashleigh Mowers reflects on 2nd set of data compared to 1st set: not really surprised, but always surprised by the number of children “Meeting Expectations”.

1st DATA SET Large increase in Literacy ~ A. Mowers Growth % are very similar except for Social/emotional (GSRP 39% HS/HSBlend 25%),

large difference ~ Sean GSRP 76, HS 74, very close of all areas ~ T. Grostic Growth % GSRP 24%, HS 19% ~ cognitive How to support teachers for multi-aged classrooms for next year? Individualization

needed will be greater. Are we missing something with the 3 year olds? Targeting forspecifics? Making sure for supporting teachers in the right ways

Increase in Literacy Increase in Social/Emotional Increases in Cognitive Winter GSRP ~ 1 exceeding Winter HS ~ much higher exceeding Ashleigh M. ~ 3 year olds have more they could do Easier for 4 year olds to exceed than 3 year olds Using color band is comparing apples to apples Need comparison of 3 and 4 year olds next time Overall growth to celebrate Social/emotional growth is decent and has been our target ~ good to know that our focus

has reaped benefits. Maybe look at overall % for GSRP for growth for specific children (meeting and

exceeding)… Livingston Promise How far back could you go for Livingston Promise children and their overall growth?

Probably back to 15/16 Does regression (looking at data) mean there is a strong correlation between what is

happening at home, staff changeover (stability), and who is inputting Gold data? How many of our teachers are at the top of the hierarchy and what do their numbers look

like in Gold compared to novice teachers? 1st set of data of the year was done. For classes that have high staff turnover, what do their numbers look like in Gold? Compare classrooms with high need to those without those issues? What kind of data analysis could be done for those classrooms with very high needs,

over time? Need a more specific set of data for issues that become “boulders”: What in our programming supported growth? Intentionality of PD. How to support those areas that are areas of growth? Maintenance and focus on being

intentional in PD early in the year.

OVERALL STATEMENT Math continues to be an area of weakness, that focusing on a specific area pays off, and that maintenance needs to continue. 2nd DATA SET

How to individualize Gross and fine motor skills from Gold

Traveling skills Balancing skills Manipulative skills Fine motor and coordination

Fairly general objectives Where is a low score showing up and what does it look like? Demonstrating balancing

skills: balance beam, hopscotch, standing on one foot (brainstorm during workshops or PD for activities that teachers do)

Look at this area more closely in the spring checkpoints and see if there is an increase? Banana Banana Meatballs ~ T. Grostic More significant growth in math for 3 year olds

Amount of indicators Lots of exceeding in the 3 year olds More room for growth for 3 year olds 4 year olds in the HS classrooms are not growing as much 4 year olds in the GSRP are showing more growth Cost benefit of the blend ~ is it really better for kids? Blends have more 4 year olds than 3 year olds Benefits of multi-aging:

Role modeling High expectations Student classroom leaders Multi-skill paring Older children are learning, building self-esteem, learning responsibility Classroom flexibility Increases school family

Blend classrooms being structured and are they meeting the needs of the children Teachers want GSRP: straight 4 year old classrooms

OVERALL STATEMENT More growth, overall, and that the growth for the 3 year olds could be attributed to the amount of indicator, with program multi-aged classroom benefits, struggles, and missed opportunities. 3rd DATA SET

Numbers are overall low What would we expect to see? Most Rule 55 kiddos have language goals? Not necessarily Ashleigh’s have social/emotional goals A child profile may be a better choice for data gathering There is growth in all areas In retrospect to our program, math is fairly high.

Could be one of the stronger areas Language growth is good, overall Is there any breakdown of those children who do not speak English?

Individual data is pulled to see growth % of our Rule 55 is not considered a subset

Maybe use a different tool to assess Talk to special education about their data collection

ARe these children benefiting from this program? Look at IEP’s and see if their particular areas are benefiting?

How to tease that out? Look at the services before looking at their scores in those areas of Gold? These would be a subset (40 students)

Report may need to be different Looking at curriculum and assessments for Rule 55 children re: Gold Gold is not comprehensive for capturing a child’s overall growth

4th DATA SET Regression in 2nd year fine motor

New teachers getting more familiar with the tool 7% regression

Big increase in 1st year kids More support in 1st year children

Most experienced teachers are in GSRP HS blend has more 2nd year children New teachers and veteran teachers ~ how many kids are returning? Take out fine motor regression, it’s an evg increase, overall, of 16% Social/emotional growth for 1st and 2nd year is almost the same

Individualization is intentional at the beginning of the year

OVERALL STATEMENT 2 years of preschool is beneficial in the growth of all areas.

4th DATA SET

Would make more sense to have highest growth in the last 4 areas. Missed opportunities for learning Not happening at home

High math scores Information is telling for how important attendance at school is Slide 19 is more visually telling than slide 17 and 18 Highest attendance ~ 1 HS and 2 GSRP Lowest attendance are all HS Math growth and regression

66% growth increase for high attendance 1-way transportation is an issue Early start is difficult for families Cindy’s afternoon attendance has not hit 80% all year Bussers should not be missing school 3 new teachers have lowest attendance 84% increase in literacy in high attendance Compelling data Attendance is one of our program goals Very low attendance shows low scores in all areas, across the board Translate attendance information/data to kindergarten Transportation is not the issue

Family issues for not catching the bus Parent support is a difficult component Parent meetings about attendance

MiStar notes re: attendance Teacher conference shows conversations happening parent/family is in for a rude awakening in kindergarten CPS might involved

OVERALL STATEMENT High attendance translates to more learning opportunities and higher growth in all areas. Data collection for school readiness ~ missing the boat on family engagement piece HS is a holistic program One particular child is falling through the cracks Home practices survey needs to be implemented - Teresa G.

Questions asked about home practices Happen in beginning of 2017-18 All kiddos or HS kiddos only

Connections data? Look at previous info.

Do at enrollments, home visits, orientation packet May get more honesty is it is done without LESA personnel present?

Home visiting happens in all preschool programs Caution is needed for questions asked Training on home visiting for teaching staff

Authentic conversations Information and community data collected is important to our program