“Building Strengths for Life Long Learning”

1. Paducah Public School System Head Start Annual Report 2009 – 2010As required by the Head Start Reauthorization: P.L. 110-134 and ACF-IM-HS-08-01 “Building Strengths for Life Long Learning”

2. Board of Education 3 Policy Council 4 Administrative Staff 5 Mission Statement 6 Vision Statement 7 Core Values 8 Executive Summary 9 Program at a Glance 10 Federal Assistance 11 Funding 12 Graph 13 Staff Experience 14-15 Quality Assurance 16 Audit Report 17 Self-Assessment 18 Enrollment Narrative 19 Graphs Age 20 Ethnicity 21 Language Spoken 23 Attendance 24 Health 25 Medical & Dental 26 Parents 27 Educational Levels 28 Employment Status 29 Family Outcomes 30 Family & Community 31 School Readiness 32 Technology 33 Preparation for Kindergarten 34 Outcomes 35-36 Community Partners 37 Table of Contents

3. Shared GovernancePaducah Board of Education Danette Humphrey, Chairman Carl LeBuhn, M.D., Vice Chairman Felix Akojie, Ph.D. William R. Black, Jr. Janice Howard Randy Greene, Superintendent, Ed.D Mark Whitlow, Attorney

4. Shared Governance Continued . . Paducah Head Start/Preschool Policy Council Laura Mendiola, Chairman, Policy Council Tanesha Cannon, Vice Chairman, Policy Council Marecia Allen, Secretary, Policy Council Richard Schofield, Parent Representative, PC Allen Treece, Community Representative, PC Marcia Harbison, Community Representative, PC Allison Clark, Community Representative, PC

5. Administrative Staff Dr. Randy Greene, Executive Director Frances Smith, Director Cindy Rodgers, Family Services Manager Tanya A. Jones, Children’s Services Manager Gloria Hildreth, Administrative Assistant Vanda Hixon, Data Entry/Technology

6. Mission Statement Paducah Head Start/Preschool provides an exceptional child development program by building compassionate partnerships with families and positively influencing the future of our society.

7. Vision Statement Paducah Head Start/Preschool will be recognized and respected as a premier state of the art early childhood program that empowers the enthusiastic lifelong learning of the children and families we serve.

8. Head Start Core Values • Establish a supportive learning environment for children, parents and staff. • Recognize that the members of the Head Start community, Head Start families and staff, represent many cultures. • Understand that the empowerment of families occurs when program governance is a responsibility shared by families, governing bodies and staff. Embrace a comprehensive vision of health for children, families and staff, which assures that basic health needs are met. • Respect the importance of all aspects of an individual’s development. • Build a community in which each child and adult is treated as an individual. • Foster relationships with the larger community. • Develop a continuum of care.

9. Executive Summary Paducah Public Schools has successfully operated its comprehensive child development programs since 1965. Head Start is a nation-wide early education program that provides comprehensive early childhood development services to low-income preschool children and support to their families. Comprehensive services include education, nutrition, health, medical, dental, parental involvement and social services. The KERA/preschool was blended with Head Start in 1990.

10. Program at a Glance About our Program The program is accredited by the National Association for the Education of Young Children and adheres to the Head Start Performance Standards and KERA Preschool Regulations; we are a blended program. Sites Administration Office 2400 Adams Street, Suite 1 Clark Elementary School 3401 Buckner Lane McNabb Elementary School 21st & Park Avenue Morgan Elementary School 2300 South 28th Street Off Site Paducah Day Nursery 2330 Ohio Street Program Options Center Based 4 Days Per Week Home Based 1 Visit Per Week

11. Federal Assistance The Office of Head Start (OHS) allocated federal funds to provide comprehensive early childhood development and family support services to Paducah Public Schools to serve 237 preschool age children. The following graph shows the distribution of dollars across funding categories for the proposed as well as the actual expenditures:

12. Funding Fiscal Year 2009-2010 Head Start PA 22: $1,625,960 Head Start PA 20: $ 21,348 H S Non-Federal Share Match: $ 411,827 ARRA: $ 119,487 ARRA – Permanent COLA: $ 49,754 ARRA Non-Federal Share Match: $ 23,897 Emergency Funds: $ 102,996 KERA: $ 89,793 Preschool IDEA: $ 47,752

13. Federal Financial Assistance Award Categories

14. Staff Qualifications

15. Staff Experience

16. Quality Assurance Triennial Federal Review The most recent federal review conducted by the Office of Head Start occurred during the spring of 2009. The Program Review Instrument for Systems Monitoring Protocol was used to thoroughly evaluate the local Head Start program’s effectiveness in delivering services to children and families based on the Federal Performance Standards. Paducah Head Start/Preschool had no non-compliance in the areas of Nutrition, Safe Environments, Disability Services, Mental Health, Transportation, Education & Childhood Development or Program Design and Management. The review did however, identify one deficiency in the area of Fiscal. A Quality Improvement Plan was developed and accepted by the office of Head Start. The one deficiency was corrected within the appropriate time frame. A letter of clearance was received.

17. Independent Audit Report The Independent Audit Report completed by Williams, Williams and Lentz, for the year ending June 30, 2009, did not contain any finding pertaining to the federal Head Start program. The most recent audit report is available at the Finance Office, Paducah Public Schools, 800 Caldwell, Paducah, KY 42003.

18. Self-Assessment An annual Self-Assessment is completed as a part of our internal ongoing monitoring process. Staff, community partners and parents used the Office of Head Start’s Monitoring Tool, parent surveys and child and family outcomes to determine the effectiveness of the program’s service delivery system in all content areas. The most recent self-assessment was completed in March 2010. A Quality Improvement plan was developed to address the findings and a Training and technical Assistance plan was developed to continue to enhance our skills in the areas of Shared Governance, Planning, Communication, Record Keeping and Ongoing Monitoring.

19. Enrollment The goal of Head Start/KERA preschool is to provide comprehensive services for 237 low-income, preschool children. The chart following indicates that 98.3% of our children served during the 2009-2010 school year were from families whose income fell below the Federal Poverty Level. The figure includes families identified as homeless, public assistance recipients, income eligible families and children.

20. Enrollment By Age With various drops and adds, Head Start/KERA served 300 children and their families during the 2009-2010 school year.

21. Enrollment Statistics

22. Ethnicity

23. Primary Language Spoken in the Home English 314 Spanish 13 All Other 3

24. Average Daily Attendance

25. Health Services

26. Medical & Dental Exams

27. Safety A Safe 21st Century learning Environment: • Visitors are required to sign in. • 100% of classrooms have an outside phone line. • All exterior doors are locked. • Procedures are in place for drugs and weapons. • All staff members are required to wear identification badges. • Staff members are trained to immediately report the location, identity and description of any suspicious individual. • A school Safety Officer is available to supervise the buildings and grounds during the school day. • All parents receive the Behavior Plan and Handbook with safety information. • Safety drills are conducted in lockdown, shelter-in-place and evacuation. • Staff members complete a daily playground checklist. • Staff members have received instruction lockdown, evacuation and other security procedures. • All Education Staff is trained in first aid and CPR annually. • All staff members complete a Health & Safety Checklist in the fall and spring. • All staff have a FOB key for entry into the buildings. • Children participate in drills for emergencies to include fire, earthquake and tornado.

28. Parents

29. Parents

30. Family Outcomes One of the goals for Family and Community Partnerships is to build collaborative partnerships with families through individualized partnership agreements. A variety of opportunities are created for interaction with parents during the year. Services and resources deemed to be responsible to each family’s needs were identified and continually accessed. The following data reflects service referrals as represented in the Program Information Report.

31. Family Involvement Opportunities Parent Groups Policy Council Health Advisory Education & Special Needs Reading Book Program Family Partnership Agreements Male Involvement Parent Orientation Home Visits Parent Teacher Conferences Training Opportunities Parenting classes that cover Child Guidance, Money Management, Communication, etc. Nutrition Cooking Classes Bus Safety Health Literacy Mental Health Family Fun Nights Transition to Kindergarten Family & Parent Engagement Activities

32. School Readiness The program recognizes the importance of preparing our children for kindergarten. The foundation for quality exists in being NAEYC accredited at each site. NAEYC (National Association for the Education of Young Children) is the nation’s largest organization of early childhood educators that administers the largest and most widely recognized accreditation system for all types of early childhood programs. Early childhood programs accredited by NAEYC have voluntarily undergone a comprehensive process of internal self-study and improvement. McNabb site received a letter of commendations as a result of its January visit. The additional tools used to set standards are: ECERS-R Our agency uses the Early Childhood Environmental rating Scale-Revised (ECERS-R) to assess the environment of each classroom. The ECERS-R contains 7 subscales (space and furnishings, personal care routines, language-reasoning, activities, interaction, program structure, parents and staff) that is measured on a scale of 1 to 7. The agency has an above average score of 6.0 out of 7.0. ELLCO The Early Language and Literacy Classroom Observation is a 3 part tool that assesses the quality of literacy and language activities in the classroom. It helps teacher create a concentrated focus on language and literacy development. To score EXEMPLARY in a category, the teacher must meet 90% or 4.5 on the criteria. Sections include: literacy environment, classroom observation and literacy activities. Our agency average is 4.72 or exemplary.

33. Technology Each classroom has two Hatch Computer Learning Systems that are installed with developmentally appropriate learning skills. All classrooms have a projector or an interactive smart board which expands the learning environment, engages children in multimedia activities and involves children in the learning experience through interactive digital presentations and activities.

34. Preparation for Kindergarten Aligned curriculum and Progress Reports with Kentucky Early Childhood Standards and Head Start Child Outcomes and with added skills to be developed as suggested by Kindergarten teachers. Discussed with Kindergarten teachers needs of transitioning students to ensure their success. Transition activities provided a trip to receiving schools to meet Kindergarten teachers and to go through part of their day – at the end of our program year, before they transition in. Child Portfolios and permanent records are shared with Kindergarten teachers to insure a seamless transition. Records include the Master Skills Checklist. Classroom activities and lesson plans include transition activities. The first days of school our pre-k staff assists in district Kindergarten classes so that our transitioning children see a familiar face and feel more comfortable in the new setting. The Grantee Disabilities Coordinator participates in transition meetings with the First Steps program to provide services for students with special needs. If Head Start was determined to be the least restrictive environment for the child, meetings are held with the parents about their child entering into the Head Start program. The parents of students that enrolled throughout the year, were given a packet of information about our program, including the Parent Handbook. The parents are given the opportunity to visit the classrooms during Phase-In, meet with Family Advocates, and ask questions about the program and curriculum at that time. The program goals and objectives address the needs of families and children in the Paducah School District. The goals incorporate input from staff, program leadership, parents and forming the strategic plan. Our overarching goal is to close the achievement gap of our children through defined expectations, strong leadership, accountability and learning.

35. Education Outcomes Report 2009-2010 The following chart is the Creative Curriculum assessment information of student progress during the 2009-2010 school year.The Creative Curriculum assesses a child’s ability to accomplish 50 objectives. The following data provides the number of children in each category in the Head Start domains (language development, etc.) in the achievement levels (Forerunner (FR), Steps I, II, III). Forerunner identifies students not yet performing in the initial level of preschool development while Step I represents the beginning of preschool development. Children advancing to kindergarten should be in Steps II and III.

36. Fall Spring The data provided shows actual numbers of children that attended and were assessed in the fall and spring. Children that enrolled in Head Start later in the year (and only had one assessment point) were not included in this data.

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