new yorkhead start association presentation may 31,...

New York Head Start Association PresentationMay 31, 2019

White Plains, New York

CST TeamGabby Grant

Alejandro TrejosNayla Diaz

Cherice MurrayRegina HarrisDonna Kelly

Carolyn Baker-GoodeRegion II

Program Manager

Jorge Saenz De ViteriRegional

Training and TA Coordinator

Rita Stone Vanessa Nelson-EastmondSupervisory Program Specialists

Isaac StewartCustomer Support Project Manager

Kathy WilsonGrantee Specialist

Manager

Grantee SpecialistsBeth Kazel

Diane WhiteJose RodriguezLymaris MojicaLolita Gillberg

Maria Caban-ReyesVincent Daly

Beth ElbertsonIsamar Rosado

Regional Early Childhood Managers

Early Childhood SpecialistsAmy Flynn

Beth MarshallDebbie Allen

Diane TramplerGerardo Carrasquillo

Janette McCordJenifer SorbyJessica Smith

Jeyza Delgado-TorresKarla GlennLalita BoykinLaura George

Leticia McGrathPatricia Castrodad

Shannon CerkowskiTheresa Cummings

Pedro CorderoSystem Specialist

Carmen FontanezRegional

Field Specialist

Ilia ApellanizRacquel HallMaria Pagan

Health Specialists

Patricia HavensAdministrative

Assistant

Program SpecialistsRyan Collier

Aurelia Tantao-ThompsonBrynna WilliamsCynthia TurnerLacey BrittonLori Hayes

Maria Toledo Natalia Baliraj

Nicole RichardsonTanesha Bevans

Tania GarciaTheresa MatosWendy Garret

Region II Team

New YorkGrants: 133Funding: $585,229,212Slots: 47,342

New JerseyGrants: 38Funding: $187,615,909Slots: 16,352

Puerto RicoGrants: 53Funding: $310,224,883Slots: 32,138

U.S Virgin IslandsGrants: 2Funding: $10,260,325Slots: 1,014

• Grants: 226• Funding: $1,093,509,437• Slots: 96,846

Region II: Office of Head StartAn Office of the Administration for Children and Families

Foundational for our work together!

Region II Enrollment Data – NYS (May 2019)

26%

74%

Under‐enrolled Fully‐enrolled

Why is Full Enrollment So Important?

• OHS is provided Federal tax dollars and has committed to utilizing those funds to serve children and families via grantee programs.

• Our mission is to serve the neediest children and families, to promote school readiness, and to help enhance self‐sufficiency of low‐income families.

Sec. 641A Standards; Monitoring of Head Start Agencies and Programs 641 A(h)(3)

• 3) Secretarial Review And Plan

• (4) Implementation

• (5) Secretarial Review And Adjustment For Chronic

Underenrollment

Requirements in the Head Start Act

OHS Full Enrollment Initiative

• ACF‐PI‐HS‐18‐04 issued June 5, 2018.• Head Start programs must provide services to 100 percent of the

children they are funded to serve. • Section 642(g) of the Head Start Act requires each Head Start

agency to enroll 100 percent of its funded enrollment and maintain an active waiting list at all times with ongoing outreach to the community and activities to identify underserved populations.

• All Head Start programs are required to report monthly enrollment in HSES by program within each grant.

OHS Enrollment Review

• Grantees with four or more consecutive months of underenrollment in any Head Start and/or Early Head Start program will receive an Underenrollment Letter from the Regional Office.

• Grantees must develop, in collaboration with the Regional Office, a plan and timetable for reducing or eliminating underenrollment. The 12‐month period for determining chronic underenrollmentstarts 10 calendar days from the date the Underenrollment Letter is sent.

Achieve and Maintain 97 % Funded Enrollment

• If the grantee is meeting at least 97 percent enrollment after the 12‐month period has concluded, OHS will continue to evaluate to ensure the grantee maintains at least 97 percent enrollment for six consecutive months.

• When the grantee has achieved and maintained at least 97 percent enrollment for six consecutive months following the 12‐month period, a Letter of Completion will be sent to the grantee.

• The Letter of Completion will serve as official notice of successful completion of the underenrollment plan.

Fall Short of 97% Funded Enrollment• If the grantee is less than 97 percent of funded enrollment

after the 12‐month period has concluded, OHS has the authority to designate the agency as Chronically Underenrolledand take actions authorized under Section 641A(h)(5).

• These actions include recapturing, withholding, or reducing the annual funding and funded enrollment.

• OHS is committed to continuing to support such agencies in achieving and maintaining full enrollment. Any reduction in funding will adjust the funded enrollment to be consistent with the historical, actual enrollment level.

• Agencies designated as Chronically Underenrolledwill receive a Chronically Underenrolled Designation Letter.

• The Chronically Underenrolled Designation Letter will inform the grantee of their designation, any subsequent action, and an opportunity to appeal a recapture, withholding, or reduction in funding to the Administration for Children and Families (ACF) within 30 days of delivery of the Chronically UnderenrolledDesignation Letter.

Fall Short of 97% Funded Enrollment

Sample Chronically Underenrolled Designation Letter

Appeal Process

• Grantees who decide to appeal a recapture, withholding, or reduction in funding must submit a written appeal with supporting evidence to [email protected].

• Grantees may request a hearing with the written appeal. Failure to submit an appeal in the manner described in the PI will result in immediate implementation of the reduction in funding described in the Chronically Underenrolled Designation Letter.

• Within 30 days following the date of the hearing, ACF will communicate its decision to the agency in writing and the decision will be immediately implemented. The appeal decision is final.

Removing the Chronically Underenrolled Designation

• Agencies designated as Chronically Underenrolled will maintain their designation until successfully demonstrating six consecutive months of enrollment not less than 97 percent of funded enrollment at its new funded enrollment level.

• When the grantee has achieved six consecutive months of at least 97 percent enrollment, a Chronically Underenrolled Designation Removal Letter will be sent to the grantee.

• The Designation Removal Letter will serve as official notice that the designation of Chronically Underenrolled has been lifted.

Region II Head Start Homelessness Data

Supporting Children and Families Expediting Homeless

• Since the 2007 Head Start Improving School Readiness Act, Head Start has been required to prioritize homeless children (b to 5) for enrollment and to coordinate with local McKinney‐Vento Homelessness liaisons. The Act established children experiencing homelessness as categorically eligible for HS/EHS

• Head Start programs use the McKinney‐Vento Act definition of “homeless children and youth”, the same definition used in pre‐K to grade 12, IDEA, and CCDF

• The Head Start Program Performance Standards, published in 2016, include requirements designed to improve Head Start programs efforts to serve families experiencing homelessness.


Programs…

• Include information about homelessness in their community needs assessments to help determine how to best serve the needs of children and families in the community

• A program must include specific efforts to actively locate and recruit children with disabilities and other vulnerable children, including homeless children and children in foster care.

• Allow children experiencing homelessness to attend for up to 90 days (or as long as allowed under state licensing requirements) without immunization and other records

• Use community resources to transport children experiencing homelessness if transportation is a barrier to program participation

• Establish partnerships with community organizations that may include housing assistance agencies, including the LEA, that provide support for children and families experiencing homelessness


Programs….

• Make efforts to maintain enrollment when the family or child moves to a different service area, or to transition the child to a program in a different service area

• May reserve up to 3% of funded enrollment slots (includes pregnant women) for 30 days. If a slot is not filled after 30 days, it becomes vacant and the program has 30 days to fill it.

• Make efforts to support effective transitions to EHS or HS programs when families experiencing homelessness move out of the community in which they are currently served

An interactive learning series for Head Start and CCDF Lead Agencies and child care providers


ACF Partnership resources related to family homelessness and early childhood


https://www.acf.hhs.gov/sites/default/files/ecd/ecd_family_supportive_housing_self_assessment_tool.pdf

https://www.acf.hhs.gov/sites/default/files/ecd/ech_family_shelter_self_assessment_tool_120114_final.pdf

Clinton McGrane Division Director

School Readiness Grants

Office of Grants Management

CARRY OVER BALANCE (COB)

• If you expect to have unobligated funds, notify your Program and Fiscal Specialist and negotiate carryover well before the end of the budget year in which the surplus is expected to occur.

• Submit the Final SF‐425. This will indicate the amount of unobligated funds available.

• The Final SF‐425 should agree with PMS disbursements.

• SF‐425 should include a break down by CAN of the unobligated balance in Box 12 remarks.

CARRY OVER BALANCE (COB)

• Initiate an amendment (Carry Over request reprogram) in HSES. The application should be submitted in the budget year in which the funds will be expended.

• When submitted the application should include a SF424, SF424A, budget narrative, Governing Board and Policy Council approval.

• If funds remain, and an amendment/negotiations with the Regional Office are not initiated by the grantee, the Regional Office may offset available funds as needed.

BUDGET MODIFICATIONS

What type of budget modifications require prior approval?

Hint: 45 CFR Part 75.308

BUDGET MODIFICATIONS REQUIRING APPROVAL

Examples:• Changes in the approved non‐federal cost sharing or matching • Change in scope or objective of the project or program.• Unless described in the application and funded in the approved Federal

awards, the sub‐awarding, transferring or contracting out of any work under a federal award. This does not apply to supplies, material, equipment or general support services.

• The need arises for additional Federal funds to complete a project.• Significant rebudgeting – transfer of direct cost of 25% or more of total

cost is the last approved award.• Purchase of equipment.

When in doubt, please contact your Fiscal and Program Specialists.

BUDGET MODIFICATIONS

• Notify your Program and Fiscal staff of your intent to request a budget modification.

• Initiate a Budget Revision application in HSES.• The budget screen should include positive or negative amounts. • The SF424A TOTALS line K should equal $0.• Narrative should, at minimum, include a description of:

• the reason for savings, and • the need for budget revision.

• Budget revisions should be submitted at the time of the semi‐ annual SF‐425 or as soon as possible within the budget year, and at least 45 days before the budget period ends.

Real Property Facilities Initiative (RPFI)

• The Office of Head Start has partnered with Community Development Institute (CDI) and the University of Massachusetts.

• RPFI work is focused on building capacity in the Regional Offices, using the expertise of the RPFI Team in collaboration with and supporting research and investigative activities that lead to tracking and reporting federal interest.

Questions

Head Start and Early Head Start Changes in Scope

Planning Enrollment to Meet Community Needs Over Time

Session goals

• Provide overall key information and instructions to support grantees in the preparation of approvable enrollment conversion or reduction applications.

• Clearly explain what the Office of Head Start is looking for in applications for Head Start/Early Head Start conversions or reductions.

• Lay groundwork for deeper, specific discussion, questions & answers, and technical support throughout this week and leading up to the submission of applications and implementation of services.

• What were your goals and objectives?

• Were your program options the right fit for the community?

• Was your funded enrollment sustainable?

• Was your budget sound and adequate to support your program’s goals?

• Were children demonstrating progress?

LOOKING BACK AT YOUR FIVE YEAR PLAN

Where are you now and where you are headed?

• Taking stock of current needs and resources

• Planning for the immediate, short, and long‐term future

Use data to explain your rationale

• Describing your need and rationale– Characteristics of families in your community? – Physical resources in your community?– Partnership/service resources in your community?– The goals of your program?

• What is your long‐term vision for your program and community?

How many slots to convert or reduce?

• What do you know based on: Current community assessment data?

• How many children in each age group are currently enrolled/waitlisted?

• Do you plan on serving pregnant women?

• Must balance and consider immediate need, short and long term planning.

• If the program converts too many slots based on current numbers, where will the children go when they age out of Early Head Start?

• If the program takes too large a reduction, may not have the resources needed to grow again.

1302.20(c)(3) ‐ Conversion

1302.20(c)(3)(i)*

Grant application budget and a budget narrative that clearly identifies the funding amount for the Head Start and Early Head Start programs before and after the proposed conversion.

• Required for reductions

1302.20(c)(3)(ii)

The results of the community assessment demonstrating how the proposed use of funds would best meet the needs of the community, including a description of how the needs of eligible Head Start children will be met in the community when the conversion takes place.

1302.20(c)(3)(iii)*

A revised program schedule that describes the program option(s) and the number of funded enrollment slots for the Head Start and Early Head Start programs before and after the proposed conversion.

• Required for reductions

1302.20(c)(3) ‐ conversion

1302.20(c)(3)(iv)

A description of how the needs of pregnant women, infants, and toddlers will be addressed.

1302.20(c)(3)(v)

A discussion of the agency’s capacity to carry out an effective Early Head Start program in accordance with the requirements of section 645A(b) of the Head Start Act and all applicable regulations.

1302.20(c)(3)(vi)

Assurances that the agency will participate in training and technical assistance activities required of all Early Head Start grantees.

1302.20(c)(3) ‐ conversion

1302.20(c)(3)(vii)

A discussion of the qualifications and competencies of the child development staff proposed for the Early Head Start program, as well as a description of the facilities and program infrastructure that will be used to support the new or expanded Early Head Start program.

1302.20(c)(3)(viii)‘

A discussion of any one‐time funding necessary to implement the proposed conversion and how the agency intends to secure such funding

1302.20(c)(3)(ix)

The proposed timetable for implementing this conversion, including updating school readiness goals as described in subpart J of the HSPPS Part 1302.

Early Head Start Duration

• Early Head Start services must be provided year‐round.• Center‐based programs must provide a minimum of 1,380 annual

hours of planned class operations.• Family Child Care programs must operate sufficient hours to meet the

child care needs of families and not less than 1,380 hours per year.• Home‐based programs must provide a minimum of 46 weekly home

visits per year, and a minimum of 22 group socialization activities distributed over the course of the program year.

• Some exceptions are possible via locally designed program option variations: critical to discuss with OHS Program Specialist and understand the allowable flexibilities.

Space/Safe Environments

• Is appropriate space for infants/toddler currently available?

• Does the space require renovations to be age‐appropriate?• How will the grantee agency pay for necessary renovations,

equipment, and supplies?• Discuss availability of start‐up funds with Regional Office• Would timing of implementation provide flexibility to

address needs?• Does year 1 budget need to look different than ongoing

budget?

Staffing and Qualifications

• EHS teachers are required to have a minimum of a CDA appropriate to the program delivery or comparable credential, and training or equivalent coursework in early childhood development with a focus on infant and toddler development.

• What if the program can’t find qualified teachers?– Document efforts to find qualified teachers– Document rationale for selection– Document training/credentialing plan, including timeline– Must be actively working towards required credential

• Factor professional development needs and costs into budget.• To encourage retention and continuity, consider incentives for

staff meeting professional development goals.

Some Things to Consider…

Credential Teacher vs Teacher on PD Plan Overall Teacher Salary Structure Are Wages Comparable Position Descriptions During/After Training Retention Plan after Credential Costs of Training and use of PA21 Funds

Budgeting for Early Head Start

• Providing quality services to infants and toddlers costs more than providing quality services to pre‐schoolers.

• There is no pre‐determined ratio or rule of thumb for how much more.

• Grantees must build their budget based on their program goals, intended service models, staffing patterns, and anticipated costs.

• All expenses, and ultimately, cost per child are expected to meet the fiscal operations requirements of allowability, allocability, and reasonableness.

• The higher the cost per child, the more detailed the explanation/justification necessary to support it.

Examples of Budgeting Considerations for EHS

• Staffing ratios – 1 qualified teacher to 4 infants/toddlers in center‐based

• Materials and equipment – diapers, formula, cribs• More frequent developmental screenings and EPSDT• Curriculum designed specifically for infants and toddlers• Professional development for staff

Explain budget changes in explicit detail

Head Start Classroom‐ One teacher/$$$‐ One teacher assistant$$$‐ 0.5 FTE Family Service Worker/$$$‐ Rent, materials, supplies

Early Head Start Classroom+ Two teachers/$$$+ 0.25 FTE Family Service Worker/$$$+ Rent, materials, supplies*Possible displacement of HS Staff

Conversion Example

Explain budget changes in explicit detailConversion Example

Head Start Classroom

Early Head Start Homebased Caseload

‐ 1 teacher/$$$‐ 1 teacher assistant/$$$‐ 0.5 FTE Family Service worker/$$$‐ Rent, materials, supplies

+1 home visitor/$$$+ Socialization space, materials, supplies*Possible displacement of HS Staff

Enrollment Reductions*Factors to evaluate and consider prior to requesting a reduction in enrollment:

• Administrative structure and administrative costs• Supervisory structure• Staffing ratios for positions which do not have mandated ratios• Fringe benefit package• Travel and other discretionary costs• Any staff not integral to quality and compliance• Reasonableness and cost‐effectiveness of operations• Program options• Other federal or alternative non‐federal resources

Explain budget changes in explicit detail Reduction Example

Shifting funds from reduction in enrollment/closing four classrooms

‐ 4 teachers/$$$‐ 4 teacher assistants/$$$‐ 2 Family Service workers/$$$‐ Center rent, maintenance, supplies

Using those funds to increase salaries instead

• Wage comparability data• How much will salaries increase?• To what extent will it close the gap?

Explain budget changes in explicit detail Reduction Example

Shifting funds from reduction in enrollment/closing four classrooms

Using those funds to address increases in fringe costs or supplies instead

‐ 4 teachers/$$$‐ 4 teacher assistants/$$$‐ 2 Family Service workers/$$$‐ Center rent, maintenance, supplies

• What costs will the funds be allocated towards• Specific amounts allocated to specific items

• Head Start Act

• Head Start Program Performance Standards

• Head Start Grant Application Instructions with Guidance, Version 3

• Program Instruction ACF‐PI‐HS‐14‐02: Conversion of Enrollment Slots from Head Start to Early Head Start

• Foundations for Excellence: A Guide for Five‐Year Planning and Continuous Improvement, 2nd Edition

• Planning Guide and Organizational Readiness Chart for Early Head Start and Early Head Start‐Child Care Partnerships

Resources

Resources and Questions

– Speak with your Program Specialist early in your planning

– Talk amongst yourselves and benefit from one another's’ experience!

– MyPeers

Questions

FY 2019 Focus Area 2 (FA2), Focus Area 1 (FA1), and CLASS®

Region 2 Monitoring Data

Region 2 Monitoring DataDescriptive Information on FY 2019 FA1, FA2 and CLASS® Reviews

FA2 Total (National, excluding region 2)

Region 2 New Jersey New York

Reviews 92 10 4 6

Grants Reviewed 99 12 5 7

FA1 Total (National, excluding region 2)


Reviews 114 11 1 10

Grants Reviewed 169 19 4 15

CLASS® Total (National, excluding region 2)


Reviews 151 12 4 8

Region 2 Monitoring DataFY 2019 FA2 Review OutcomesRegion 2 compared to National

Citation Groupings of Top 3 Most Frequently Cited Standards

Citation Grouping Standard # Citations

National, less Region 2

• Allowable and Allocable Costs 1303.46(b); 75.302(b); 75.303(b‐c); 75.308(c); 75.320(d); 75.403(a‐g); 75.405(a)

34

• Reporting to the Governing Body and Policy Council 642(d)(2); 1302.102(c)(2) 31

• Governing Body Responsibilities 642(c); 1302.2(b) 15

Region 2

• Allowable and Allocable Costs 1303.46(b) 8

• Training of the Governing Body and Policy Council 642(d)(3) 2

• Reporting to the Governing Body and Policy Council

• Determining Child Health Status

• Governing Body Responsibilities

1302.102(c)(2)

1302.42(b)(1)

1301.2(b)(2)

1

1

1

Citation Grouping Standard # Citations

New York


• Reporting to the Governing Body and Policy Council 1302.102(c)(2)(i) 1

• Determining Child Health Status 1302.42(b)(1)(i) 1

New Jersey


• Training of the Governing Body and Policy Council 642(d)(3) 2

• Governing Body Responsibilities 1301.2(b)(2) 1

Citation Groupings of Top 3 Most Frequently Cited Standards

Average FY 2019 CLASS® Scores for Region 2 compared to National

• Approximately 60% of reviewed grantees from Region 2 were compliant with the monitored HSPPS.

• Grantees most frequently had issues related to “Allowable and Allocable Costs.”

• Region 2 YTD FY 2019 average CLASS® scores were equal to or above national scores in all three domains.

“Take Home” Messages

NY CLASSROOM TEACHER TURNOVER

1378

811

391

921

563

273

0

200

400

600

800

1000

1200

1400

1600

Teachers who left during theyear

Teachers hired due to turnover Vacancies 3 months or longer

2018 NY‐Classroom Teacher Turnover

RII NY

During 2018 program year, 1,378 out of 4,867 classroom teachers in the region left their programs (23.6%).

In New York State: ‐ 921 classroom teachers out of 2,533 left their programs. (36%)

‐ 563 Teachers were hired (61%) due to turnover.

‐ Vacancies for 3 months or longer were 273.

Source: https://www.cdacouncil.org/about/cda‐credential/credential‐settings

Federal Early Childhood Training and Technical Assistance (T/TA) system

Training and Technical Assistance

OHS National T/TA CentersThe National Centers function as a team that provides Head Start grantees with consistent information from OHS across all service areas. The National Center on Program Management and Fiscal OperationsThe National Center on Early Childhood Development, Teaching and LearningThe National Center on Parent, Family, and Community EngagementThe National Center on Early Childhood Health and Wellness

Regional T/TA networkThe 12 OHS Regional Offices work with four categories of Regional T/TA specialists: early childhood specialists; grantee specialists; health specialists; and systems specialists.

Local Grantee T/TALocal grantees receive at least 50% of all Head Start T/TA dollars. Grantees use these funds in accordance with their training plans to address needs that are specific to their local program.

Region II

June 7, 2019Region II CDA® Credentialing System For Home Visitors Webinar (1pm)Webinar de La Region II sobre El Sistema De Certificación CDA® Para Visitadores De Hogares (10am)

June 10, 2019Region II Practice‐Based Coaching IA – One‐day Iintensive nstitute in Ponce Puerto Rico

June 12, 2019Region II Virtual Office Hours (11:00am‐12:30pm)

June 11‐13, 2019Region II Fiscal Institute in Ponce, Puerto Rico

June 19, 2019Region II Practice‐Based Coaching IA – One‐day Intensive Institute at the Regional Office, New York City

June 26‐27, 2019Foundation for Excellence Institute at the Regional Office, New York City

Region II Professional Development Opportunities

Region II Opioid Conference in 2020

Safe Foundations, Healthy Futures Campaign

Launched August 21, 2018 via webcast Promote safe environments, and eliminate preventable risks to

children’s health, safety, and well‐being Use coordinated approaches Budget and allocate staff time to promote continuity of care Support staff wellness Set the tone Partner with families

Supporting Safe Children, Thriving Staff, And Strong Programs

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