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Back
Annual Report, 2009–2010
Head Start and Early Head Start
Washington-Morgan Counties Community Action
Program Year Ended March 31, 2010
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Revenues Received |
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CASH |
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NON-CASH |
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DHHS - Federal Cash |
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$2,355,951.00 |
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USDA - Federal Cash |
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$82,912.02 |
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In Kind Services |
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$588,988.00 |
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Total Resources |
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$2,438,863.02 |
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$588,988.00 |
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Budget |
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CASH |
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EXPENDITURES |
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Personnel |
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$1,179,767 |
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$1,094,767.57 |
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Fringe Benefits |
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$613,114.00 |
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$733,896.09 |
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Travel |
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$5,549.00 |
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$5,549.00 |
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Supplies |
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$41,400.00 |
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$53,061.59 |
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Contractual |
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$127,911.00 |
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$47,656.88 |
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Equipment |
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$136,000.00 |
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$136,000.00 |
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Other |
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$252,210.00 |
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$285,019.87 |
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Total |
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$2,355,951.00 |
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$2,355,951.00 |
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Services provided |
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HEAD START |
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EARLY HEAD START |
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Total number of children served |
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507 |
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68 |
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Total families served |
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467 |
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57 |
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ADA – April 2009 |
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80.3% |
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93.0% |
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ADA – May 2009 |
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84.2% |
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96.4% |
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ADA – September 2009 |
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89.5% |
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97.7% |
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ADA – October 2009
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78.2% |
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88.9% |
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ADA – November 2009 |
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80.8% |
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95.9% |
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ADA – December 2009 |
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81.3% |
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93.9% |
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ADA – January 2010 |
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66.3% |
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85.9% |
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ADA – February 2010 |
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56.7% |
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84.3% |
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ADA – March 2010 |
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78.8% |
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93.9% |
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Percentage of enrolled children
receiving medical exam |
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97.0% |
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100% |
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Percentage of enrolled children
receiving dental exam |
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86.8% |
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N/A |
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Percentage of enrolled children
who received oral screening |
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N/A |
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96.9% |
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Parent Involvement Activities:
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Family Literacy Functions
Parent Meetings
Policy Council
Volunteer opportunities
Family Partnership Agreement
Input into curriculum
Input into program planning
Training or resource and
referral information
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Curriculum
Currently, this grantee uses The Creative Curriculum for Preschool. This curriculum establishes a framework of child development knowledge, combined with best practices, teacher involvement and family participation to provide high quality preschool experiences to foster school readiness. The Creative Curriculum for Preschool focuses on 4 domain areas: Social Emotional Development, Physical Development, Cognitive Development, and Language Development. A set of fifty (50) curriculum goals are used to guide children’s learning, assess development, and plan activities. Our current program plans and curriculum plan specify goals, experiences, roles of teacher, roles of family, and materials that reflect best practice, research, and sound childhood theory. Some of the strategies used by our program include: set a caring consistent environment that promotes positive behaviors; set a caring consistent environment that enhances child’s understanding of self as an individual and as a member of a group; a positive social/emotional climate will be provided to enhance each child’s development; provide for the special needs of children with disabilities; provide each child with an education program that meets each child's individual needs; provide a balanced daily program of child initiated and teacher directed learning activities; provide a child centered multi-cultural experience; foster independence in each child; establish methods to ease transition between activities; encourage play and active exploration to support development of gross motor skills and to enhance self-confidence, independence, and autonomy; provide opportunities for the development of physical skills; provide opportunities for recognition of letters and symbols that support emerging literacy and numeracy development; engage children in verbal and nonverbal methods of communication; and provide time for songs, stories, and rhymes.
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Outcomes Progress
For the Fiscal Year beginning April 1, 2009, the assessments were completed in October 2009, January 2010, and March 2010. The progress shown reflects only students who were tested in all assessment periods and does not reflect late enrollees or children who withdrew from the program mid-year. Overall progress in curriculum showed 229 of 250 students, or 91.6% making positive gains. Social Emotional Development showed gains achieved by 220 of 244 students, or 90.2%; Physical Development showed gains achieved by 208 of 239 students, or 87.0%; Cognitive Development showed gains achieved by 216 of 244 students, or 88.5%; and Language Development showed gains achieved by 207 of 239 students, or 86.6%.
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