Continuation Application 2014-2015eagendatoc.brevardschools.org/04-22-2014 Special...

Teresa Wright, Ed.D., Director

321 633 1000 ext. 340 Terri Barlow, Principal

321 617-7786 ext. 290

Continuation Application

2014-2015

School Board of Brevard County Head Start Refunding Application_Revised 3/19/2014 i

Table of Contents

Introduction ..................................................................................................................................... 1

Section I. Program Design and Approach to Service Delivery ................................................ 1

A. Long Range Goals, Objectives and Program Impacts .......................................................... 1

1.0 Program Design and Management ............................................................................... 2

2.0 Child Development ....................................................................................................... 5

3.0 Health Services ............................................................................................................. 6

4.0 Mental Health and Disability Services ......................................................................... 7

5.0 Family and Community Engagement ........................................................................... 9

B. Service Delivery ................................................................................................................... 11

C. Approach to School Readiness ............................................................................................. 12

D. Parent, Family and Community Engagement (PFCE) ......................................................... 20

E. Governance, Organizational and Management Structures, and Ongoing Oversight ............ 21

Section II. Budget and Budget Justification ............................................................................. 23

School Board of Brevard County Head Start Refunding Application 1

SCHOOL BOARD OF BREVARD COUNTY HEAD START

2014-2015 Continuation Application

Introduction

The budget period of 7/1/2014-6/30/2015 will represent the third year of operation for the School

Board of Brevard County Head Start program. Program stakeholders have expressed a continued

commitment to providing full-service prekindergarten programs to Brevard county’s most at-risk

young learners in a high quality setting with instruction delivered by a well-equipped teaching

staff. Continued and ongoing support is being provided by the board chair, board members,

district support staff, administrators at each school site, teachers and other employees. All

required refunding application documents were uploaded into the Head Start Enterprise System

under the Grant Application Budget Instrument (GABI) tab.

Section I. Program Design and Approach to Service Delivery

A. Long Range Goals, Objectives and Program Impacts

Long Range Goals and Short Term Program Objectives

Following is a listing of the School Board of Brevard County Head Start Program multi-

year priority goals for each of the service areas reflected in the Head Start Performance

Standards and the Head Start Act. Program staff determined long-term goals and objectives for

program improvement with input from the Policy Council. Community assessment data, family

survey results, annual self-assessment findings, child outcomes data, and recommendations from

content area managers were used to identify priorities for the three year project period.

The listing that follows contains the status of implementation for goals established prior to

2013-14, as well as new goals for the years that follow.


1.0 Program Design and Management

Long Term Goal: To strengthen the utilization of Head Start grant funding through

adherence to established policies and procedures for planning, ongoing monitoring,

recordkeeping and reporting, program governance, human resources, and fiscal

accountability as measured by ongoing progress monitoring, annual self-assessment and

formal program reviews.

Short Term Program Objectives:

1.1 By February 2013, request and obtain a change in the budget year (currently May

1 to April 30) to align with the school district fiscal and school calendar year.

(achieved June 2013)

1.2 By May 2013, secure training from PROMIS (management information system

for planning, record keeping, and reporting) for the Head Start data registrar for

generating and completing the Program Information Report (PIR). (achieved

August 2013)

1.3 By April 2013, a plan will be developed to condense the location of Head Start

classrooms to a smaller number of sites (the goal will be less than 15). Currently

the program is housed in 21 locations. (achieved April 2013)

1.4 By September 2013, at least 50% of Head Start teachers must have a

baccalaureate or advanced degree in early childhood education or a baccalaureate

or advanced degree in any subject, and coursework equivalent to a major relating

to early childhood education with experience teaching preschool-age children per

the 2007 HS Act. (achieved May 2013)


1.5 By August 2013, the program will increase the number of family advocates

currently serving Head Start families. (The goal will be to have a minimum of 10

to serve the funded enrollment of 624.) (achieved December 2013)

1.6 By August 2013, the program will research hiring at least two additional

instructional coaches (and/or resource teacher) to facilitate appropriate ongoing

monitoring as required by the Head Start grant. (achieved August 2013)

1.7 By August 2013, the program will hire an additional instructional assistant for

each 3 year old classroom or reduce the maximum number of students in the

classroom to 15. (This goal was partially achieved in 2013-2014.)

1.7.1 (NEW) By August 2014, the program will hire an additional instructional

assistant for each Head Start classroom.

1.8 By August 2013, all Head Start teachers will be trained in utilizing the PROMIS

program (or other management system) to ensure accurate record-keeping and

reporting as required by the Head Start grant. (This goal was reprioritized based

on the acquisition of a new school district data collection tool/ learning

management system.)

1.8.1 (NEW) Staff training in PROMIS will continue and include how best to

utilize PROMIS to collect and analyze CLASS observation data.

1.9 By August 2013, the Head Start program will research a plan to work

collaboratively with School Age Child Care (SACC) to provide high quality

extended day services to Head Start children. (This goal was partially achieved;

continue for 2014-2015 program year.)


1.10 By August 2013, develop a record keeping system for required Head Start

documentation using the established school district student cumulative record

folder as a framework. Eligibility documentation will be maintained in a separate

folder from the school district student cumulative record file. (achieved August

2013)

1.10.1 (NEW) Based on self-assessment data; specific items from student folders

will be copied and stored at the central Head Start office for ease in

accessibility.

1.11 By August 2013, develop a process for documenting non-federal share fund

sources, particularly those provided by school district funds. (achieved August

2013)

1.11.1 (NEW) Staff will research other sources of non-federal matching funds to

become less reliant on state prekindergarten funding.

1.11.2 (NEW) Staff will develop a readily available form to use for

documentation of non-federal matching funds.

1.12 By August 2013, develop a process for documenting the work activity of those

employees whose positions are split-funded using Head Start and other funds

(local, state, and/or federal). (achieved November 2013)

1.13 By August 2013, a plan will be developed to increase funding for field trips and

substitute teachers/instructional assistants in Head Start classrooms. (This goal

was partially achieved; continue goal for the 2014-2015 program year)

1.14 (NEW) A teacher handbook will be developed to guide teachers in the

implementation of all program components including the following: curriculum,


assessment, screening, lesson planning, parent communication, parent

involvement, ongoing progress monitoring, record keeping, and child progress

reporting.

2.0 Child Development

Long Term Goal: To provide a high quality early childhood program to eligible Head

Start children as measured by ongoing progress monitoring, annual self-assessment and



2.1 By May 2013, Head Start/VPK Teachers will be provided the opportunity to

attend CATCH training. (CATCH is a partnership with a local hospital to provide

training for teachers in providing healthy nutrition and fitness activities for

children.) (achieved in May 201; and continued for 2014-15 program year)

2.2 By August 2013, a new screener and assessment system will be implemented for

use in all Head Start classrooms. (achieved September 2013)

2.2.1 (NEW) By December 2014 the Teaching Strategies GOLD assessment

tool will be consistently used in all Head Start classrooms.

2.3 By August 2013, an improved system for documenting and monitoring

individualization in lesson plans will be developed and implemented. Written

guidelines will be developed for individualization of lesson plans. (achieved

August 2013)

2.4 During the 2013-2014 School Year, all Head Start teachers will receive training in

Conscious Discipline strategies, CLASS Dimensions, the Early Literacy Program

and the HighScope Framework. (achieved December 2013)


2.4.1 (NEW) Continue to provide training in Conscious Discipline strategies,

CLASS Dimensions, HighScope, and Creative Curriculum for new

employees.

2.5 By December 2013, all Head Start sites will be assessed to determine

maintenance and playground equipment needs. Items will be purchased and/or

repaired to the fullest extent possible based on available funding. (This goal was

partially achieved; continue for 2014-2015 program year.)

2.6 (NEW) All Head Start teachers will receive training in Trauma Informed Care.

2.7 (NEW) The program will increase opportunities for students to access technology

in the classrooms through the use of classroom computers and hand-held devices.

3.0 Health Services

Long Term Goal: To provide high quality, comprehensive health services to eligible Head

Start children as measured by ongoing progress monitoring, annual self-assessment and



3.1 Prior to registration for the 2013-2014 school year, a parent folder will be created

to provide information regarding health and required information/documents for

Head Start children and families. (achieved August 2013)

3.2 By March, 2013, a process for gathering essential health information during the

initial eligibility meeting will be established. This will include documenting

health insurance information and identifying whether or not families have a

medical and dental home. (achieved March 2013)


3.2.1 (NEW) By July 2014, the program will establish a procedure to follow-up

with families in order to confirm the establishment of a medical and dental home.

3.3 By May 2013, the program will determine the parameters of collaboration with

the Office of Food and Nutrition Services to provide a nutritionist/dietician to

support the Head Start health manager in making sure the Head Start Performance

Standards for nutrition are met. (achieved May 2013)

3.4 By August 2013, the program will hire one additional certified health technician

for a total of three to support funded enrollment of 624 students. (achieved July

2013)

3.5 By August 2013, the program will secure medical providers in the local area to

function as a referral source for Head Start children. (achieved August 2013)

3.6 By August 2013, the program will secure dental providers in the local area to

function as a referral source for Head Start children. (achieved August 2013)

3.7 (NEW) By July 2014, the program will develop a procedure for either the teacher

or the IA to complete a daily health checklist.

3.8 (NEW) By July 2014, the program will develop a procedure to provide parent

input regarding on-going care and changes in health status.

4.0 Mental Health and Disability Services

Long Term Goal: To provide a high quality early childhood program that includes mental

health and disability services to eligible Head Start children as measured by ongoing

progress monitoring, annual self-assessment and formal program reviews.



4.1 By July 2013, the program will research and purchase a new screening and

assessment tool for the program which addresses all areas of the Head Start

Framework. (achieved July 2013)

4.2 Continue our Community Partnership with Brevard CARES to provide ongoing

support to Head Start families. (achieved June 2013)

4.2.1 (NEW) By July 2014 establish a contract with Brevard CARES for

training and technical assistance for parent, family and community

engagement staff to provide referral services for at-risk families in crisis.

4.3 Continue the agreement with a mental health provider to offer comprehensive

mental health services for Head Start families. Create a document providing

information about the types of mental health services Head Start can provide for

families and students. (achieved March 2014)

4.3.1 (NEW) By July 2014 contract with a mental health provider to make

available services as indicated by the Head Start performance standards.

4.4 By July 2013, work with a mental health provider to develop a plan to provide

mental health screenings within the first 45 days a student is enrolled in the Head

Start program. (Modified in August 2013 to reflect a program wide, teacher

administered developmental screener with a social/emotional component.)

4.5 (NEW) By September 2014, create an informational brochure outlining mental

health services that are available to families.


5.0 Family and Community Engagement

Long Term Goal: To strengthen family and community partnerships utilizing the Head

Start Framework for eligible children and their families as measured by ongoing progress

monitoring, annual self-assessment, and formal program reviews.


5.1 By February 2013, establish a policy and procedure for paying teachers and

instructional assistants for extra duty for the required 2nd home visit. (achieved,

February 2013)

5.2 By July 2013, the program will have no less than 750 eligible children in the

PROMIS data base, ensuring there are at least 126 eligible children on the waiting

list. (not achieved)

5.2.1 (NEW) By July 2014 the program will have no less than 15% of our

funded enrollment in the PROMIS data base, ensuring there is at least

15% of our funded enrollment on the waiting list.

5.3 By August, 2013, family advocates will receive training in the Family Partnership

Agreement, including relationship building skills with families. (This goal was

partially achieved; continue for the 2014-2015 program year)

5.3.1 (NEW) Provide training to teachers and family advocates to support

effective collaboration in meeting the needs of families.

5.4 During the 2013-2014 year, develop a plan to utilize social media, including a

program website for families, to expand the program’s ability to communicate

with parents. (not achieved, continue for the 2014-2015 program year)


5.4.1 (NEW) Program staff will collaborate with the school district

communications office and educational technology department to increase

broader communications. (not achieved, continue for the 2014-2015

program year)

5.5 During the 2013-14 school year, the program will develop an activity with a focus

on father involvement to be shared during the initial orientation process with

families. (not achieved, continue for the 2014-2015 program year)

Program Impacts: Participants, Community, the School Board of Brevard County

By establishing a Head Start program for at-risk children ages 3-to-5, the School Board

of Brevard County has provided the community with an opportunity to take part in continuous

care for families who have received fragmented services while struggling with issues of

transportation, building relationships with authority figures and other financial/social/emotional

concerns. Because the school district offers a continuum of services delivered by the local

education agency, student achievement has been positively impacted in a variety of ways. The

opportunity for children and families to work within the framework of the school system builds

relationships that extend over time and throughout the entire academic sequence of the children

served. This increases the possibilities of families’ engagement in the program. The approach to

learning is both comprehensive and consistent. Carefully chosen curriculum is woven into the

daily routines and lives of children and families. This creates a rich and fertile ground for both

academic and social/emotional success. The staff employed by the organization has built a firm

knowledge base of child growth and development, the role that the parent plays in the

achievement of each child, and the importance of smooth transitions between and among

programs.


B. Service Delivery

There have not been any changes to either the program plan to provide child

development services, or to the service/recruitment areas and criteria. The Head Start preschool

funded enrollment has remained, and will continue to remain, at 624. The program has

maintained two stand-alone sites and continues to serve students in 10 elementary schools and

one high school in a center based model.

The delivery of health services has included the creation and implementation of a parent

communication health folder. This folder provides information regarding health and wellness as

well as all required documents (as appropriate) to be completed by families to provide a full and

complete understanding of the health needs of all children participating in Head Start. As a

result of the self-assessment the health manager collaborated with the family services manager

to determine a process by which essential health information such as documenting health

insurance information and identifying family status regarding a medical and dental home will

occur during eligibility. The program secured both medical and dental providers in the local area

to function as a referral source for Head Start children. Certified health technicians performed

the hearing and vision screenings and body mass index for children who did not have a current

physical. As a result of the health services staff developing a partnership with the Women,

Infants, and Children (WIC) program, they were able to acquire hemoglobin results for children

of families receiving WIC. By supporting families in obtaining current physicals and

immunization records during the registration process, health staff was able to enter health

information into PROMIS in a timely manner. The program’s transition plan includes entry into

and exit from the program. The transition process is smooth and effective because the preschool

children ride the same buses, eat in the same cafeteria, and participate in many of the same


activities (computer lab, music, physical education, media center) as the other children in the

elementary schools. Parents are introduced to kindergarten teachers, classrooms, and routines as

part of the elementary school experience and through open houses held at the end of the

academic year. Student files are already part of the permanent school records, both educational

and health, and are, therefore, transferred in a timely manner.

The Head Start program supports parent participation at each site through a variety of

opportunities. Both the family advocates and teachers invite families into the classrooms during

the initial home visits. Families are invited into the school throughout the year. These activities

include open houses, curriculum nights, parent/teacher conferences, community presentations,

guest speakers, celebrations, literacy activities and parent meetings.

Changes in transportation for students located at Riverview School were indicated and

occurred due to difficulty in recruiting children in this area of the county. Unlike most of the

other sites, students living within the two mile radius are provided transportation to and from

school each day. With the addition of transportation, the program increased enrollment.

C. Approach to School Readiness

The School Board of Brevard County Head Start program has established a school

readiness plan that includes school readiness goals that are aligned with the five essential

domains identified by the National Education Goals Panel as well as the eleven domains in the

Head Start Child Development and Early Learning Framework. Additionally, the goals are

aligned with the Florida Early Learning and Developmental Standards for both 3 and 4 year

olds, the Head Start Performance Standards, adopted curriculum components and the

requirements and expectations of the school district. The readiness plan incorporates the four

integral elements of quality teaching and learning found in the HOUSE framework (The


National Center on Quality Teaching and Learning, August 2012 V.2.2). These include

engaging everyday interactions with children, choosing and implementing a strong curriculum,

using regular assessment of children’s skills, and individualized teaching.

Assessment System

Progress towards meeting the school readiness goals is measured using a wide variety of

assessment tools including anecdotal notes, children’s portfolios, a locally developed assessment

tool, the Battelle Developmental Inventory (BDI) screening instrument, the Florida Voluntary

Prekindergarten (VPK) Assessment for 4 year olds and the Teaching Strategies GOLD ongoing

assessment.

The Florida Voluntary Prekindergarten (VPK) Assessment, a formal progress monitoring

assessment, is used to collect information about children’s development. This allows the program

to monitor and assess academic progress as well as gather information that can be used to meet

the instructional needs of each child. The VPK Assessment is aligned with Florida Early

Learning and Developmental Standards for Four-Year-Olds which have been aligned with the

Head Start Child Development and Early Learning Framework. The VPK Assessment is

administered in September, January, and May and measures progress in print knowledge,

phonological awareness, mathematics, language and vocabulary with results being entered into

the VPK Online Reporting System. The VPK Assessment Online Reporting System has the

capacity to create reports which teachers use to monitor progress and use the results to assist in

planning instruction to meet each child’s needs. Teachers plan large group, small group and

individualized instruction based on the data results connected to the Standards for Four-Year-

Olds. Reports are available for results at the child, classroom, and center levels. Internet links to


instructional strategies aligned with the Standards for Four-Year-Olds are available to

instructional staff through a state early learning website.

The Battelle Developmental Inventory (BDI) screener is completed within 45 calendar

days of each child’s entry into Head Start. The BDI examines the skill level of students ages 3 to

5 in five different domains. These include: adaptive, personal/social, communication, motor, and

cognitive. Based on skill level, children score either “pass” or “refer”. Children whose skills

indicate a “refer” are then provided interventions in order to support growth. Teachers may refer

students to the Exceptional Student Education (ESE) Specialist or to the Individual Problem

Solving Team (IPST) located at each school site. BDI class screening results and follow-up

interventions are shared with the parents, site administrators, and the education manager. Data is

aggregated by teachers at the student and classroom level and by the education manager at the

school and program level.

The Developmental Profile is a locally created ongoing progress monitoring tool that is

aligned with the Head Start Child Development and Early Learning Framework and the

prekindergarten learning standards for Florida. It is completed three times each year and the

results are shared with families at parent conferences.

Beginning in the fall of 2013, teaching staff began transitioning from the Developmental

Profile to GOLD, which is based on 38 objectives that include predictors of school success and

are aligned with the state prekindergarten standards for Florida as well as the Head Start Child

Development and Early Learning Framework. The data are aggregated by classroom and

program level three times per year: November, February and May. At each point, program staff

studies the child outcome averages across domains for the total program to identify any school

readiness areas where children are not progressing. Next, staff looks at the distribution of scores


to examine the variability of children’s progress. Program staff, working collaboratively with

classroom teachers, determines where to place additional support for individualizing teaching

and learning. Staff disaggregates data to discern patterns among subgroups and identify

achievement gaps. Each teaching team uses the analysis to refine their planning process for

each child and groups of children and as a guide to set professional goals as part of each

teacher’s Professional Growth Plan (PGP). Using data from multiple sources, teachers focus on

school readiness in a developmentally appropriate manner for each child.

Data collected from the BDI, GOLD, VPK Assessment and the Developmental Profile

will be used to determine group and individual professional development needs. The data will be

shared with teachers, parents, school administrators, the school readiness team, district

personnel, the school board, and the Policy Council. The progress of children with suspected

disabilities or with identified disabilities is monitored through specific Individualized Education

Plan (IEP) forms and through observations and assessments made by the classroom teaching

team.

Key Findings from Assessment Data

The Head Start program was new to Brevard Public Schools for the 2012-13 school year.

The assessment data from last year’s state Voluntary Prekindergarten (VPK) program includes

the VPK Provider Kindergarten Readiness Rates, the VPK Assessment data and the pre and post

screener, the DIAL-3. The Kindergarten Readiness Rates were based on the students’ substantial

completion (70 %+) of the VPK program and scores that indicate readiness for kindergarten on

both the Early Childhood Observation Screener (ECHOS – Not Yet Demonstrating, Emerging/

Progressing or Demonstrating) and the Florida Assessment in Reading (FAIR-K – 67%+

probability of reading success). The percentage of students identified as “ready” for


kindergarten in Brevard Public Schools was well above the percentage statewide. Additionally,

all 2013-14 Head Start school sites have achieved a Kindergarten Readiness Rate above the

benchmark score of 70%, ensuring that none will be identified as low performing providers. The

average score for the eleven Head Start school sites is 82%. The administrative team, teachers,

and instructional assistants work together at the site to analyze the data for student, class, and

program reports and engage in ongoing progress monitoring. Based on the results of last year’s

VPK Assessment data, the program has determined that all Head Start sites made significant

increases in the percentage of students identified as Exceeding Expectations (EE) and Meeting

Expectations (ME), along with a significant decrease in the percentage identified as Below

Expectations (BE).

The results of VPK Assessment AP1 from October 2013 indicate that print awareness

and mathematics are the greatest area of need for students. The program will concentrate efforts

in these areas and continue to address phonological awareness, oral language/vocabulary, and

teacher/child interactions. Data from AP2 will be utilized to continue to drive instruction and

conduct ongoing progress monitoring at the student, classroom, school, and district levels.

Individual student screening and assessment information is also shared with families

during parent conferences led by Head Start teachers. Teachers share data in a user friendly

format to ensure that parents understand student strengths and areas of need. Parents also receive

specific information and suggestions about how they can support their child’s development and

academic growth at home.

The initial results from the Batelle Developmental Inventory indicate a pass rate of 80%

or higher for 3 year olds in the motor, adaptive, personal/social and cognitive domains. The

communication domain indicated a pass rate of 77%. The pass rate for 4 year olds for all


domains was 80% or higher. The pass rate program wide, for all five domains was 80% or

higher.

The initial results from the GOLD ongoing assessment indicate performance and growth

in all areas. The physical areas (fine and gross motor) indicate the greatest opportunities for

improvement. Literacy and math have shown the most improvement since the first checkpoint.

Graduation is a long term goal for all students. Key data related to Brevard Public School

graduation rates indicate that students fare well in the long term. According to the Florida

Department of Education graduation rates for 2012-2013, Brevard’s graduation rate went up 2.2

percentage points while the state average increased 1.1 percentage point. The state graduation

rate for African American students is 15.9 percentage points lower than Caucasian students,

while the difference for students in Brevard is just 7.6 percentage points. Similarly, Florida’s

Hispanic students lag 5.6 percentage points behind Caucasian students while the difference in

Brevard is just 1.5 percentage points. Brevard’s overall graduation ranking in Florida is 5th

. The

graduation rate among African American students in Brevard ranks 5th and among the Hispanic

population it is ranked 3rd

.

The program has learned the importance of informing families about each assessment

tool and demonstrating student progress over time. School readiness can be positively impacted

when families are made partners in the growth and development of their child. By articulating

with the public schools we have learned how we can more clearly align learning outcomes with

the entry level skill expectations for kindergarten. Communication with the schools has

supported assessment data results that show significant ongoing progress in all areas.

Teachers facilitate a family meeting about the standards and the connections to the

assessments at the beginning of the school year. The progress of individual children is shared


three times during the school year during scheduled parent conferences. Teachers share the

individual student assessment reports, authentic work samples, and classroom observations.

Teachers and families work together to set goals for individual student success as well as to

provide the resources for follow-up.

Program Improvements

The program will continue to implement the Classroom Assessment Scoring System

(CLASS) to support and increase the skill level of teaching teams relative to teacher-child

interactions. Six members of staff are certified CLASS reliable. The education manager is a

certified “train the trainer” for CLASS. The education manager and one instructional coach are

Making the Most of Classroom Interactions (MMCI) trainers. Thirty-four teachers and 34

instructional assistants working in the program are receiving training in MMCI during the 2013-

2014 program year. The MMCI training sessions allow teaching teams to examine the impact of

teacher-child interactions and relationships on children’s learning. The professional development

provided helps guide educators to identify teacher-child interactions that affect child outcomes.

Finally, training participants learn how using the CLASS observation tool can provide a

framework for considering teaching practices and guiding observations using actual classroom

videos. The program will begin classroom observations with the CLASS tool after the

completion of MMCI training during the 2014/2015 program year.

Classroom teaching staff is provided both group and individual professional development

opportunities to support the successful implementation of the school readiness goals. Each

teaching team consists of a lead teacher and at least one instructional assistant. Both the teacher

and the assistant must complete and pass two online training courses presented by the Florida

Department of Children and Families: Language and Vocabulary Instruction for PreK and


Emergent Literacy Instruction for PreK. Teachers of 4 year olds must also complete training in

the administration of the VPK Assessment instrument. As part of the implementation of both

Teaching Strategies GOLD and Creative Curriculum teachers received four days of professional

development on both of these components. All teachers receive either training in the state

Standards for Four Year Olds or Standards for Three Year Olds.

All teachers and instructional assistants have been trained in the Head Start family

eligibility process, the Exceptional Student Education (ESE) referral process, the Head Start

Child Development and Early Learning Framework and School Readiness Goals, the Parent,

Family, and Community Engagement (PFCE) Framework, and Child Abuse and Neglect

awareness training. Teachers have received training in the administration of the Battelle

Developmental Inventory. Teachers and instructional assistants have also received training in

HighScope Adult-Child Interactions and the Healthy Habits for Life curriculum component. To

improve student performance relative to physical development, the program will continue to

provide CATCH (Coordinated Approach to Child Health) training. CATCH employs a holistic

approach to child health by targeting multiple aspects of the school community and involving

teachers, students, families and the broader school community in a range of health promoting

activities.

Each classroom teacher is required to create an individual Professional Growth Plan

(PGP) annually using the guidelines set forth in the school district Instructional Personnel

Performance Appraisal System (IPPAS). Each PGP must include the development of an

individual goal, work plan strategies and outcome measures and reflection. The IPPAS utilizes

teacher evaluation metrics that include professional practices and student achievement. The

appraisal system includes seven dimensions: instructional design and lesson planning; learning


environment; instructional delivery and facilitation; assessment; professional responsibilities and

ethical conduct; relationships with children; and relationships with parents and the community.

Each teacher and instructional assistant is observed by administrators and fellow teachers both

formally and informally. The final summative evaluation for each teacher includes a review of

the effectiveness of the individual Professional Growth Plan (PGP). Instructional assistants are

also required to complete a Professional Development Implementation Plan. Each plan must

include at least one goal that connects professional development to student learning.

As stated in the introduction, a review of community assessment data revealed general

satisfaction with the quality of the School Board of Brevard County Head Start program. The

results of the self-assessment, including program strengths and opportunities for improvement

are detailed in a separate section of the refunding application.

D. Parent, Family and Community Engagement (PFCE)

Parent, family and community engagement in the Head Start program includes building

relationships to support family well-being, positive relationships between parents and their

children, and ongoing learning for both parents and children. The program has a systematic,

integrated and comprehensive approach to family engagement and has maintained the Parent,

Family, and Community Engagement (PFCE) goals and plans. Parents are provided with

opportunities to volunteer at their child’s school, attend parent/child conferences, participate in

home visits and increase their understanding of child readiness expectations by contributing to

the Head Start School Readiness Plan. Families have the opportunity to participate in monthly

meetings at each school and they are also invited to participate in the Family as Readers

program. Family advocates provide support to families through the analysis of needs, goal

setting and access to support systems when indicated. One hundred percent of families enrolled


in the program have completed a family needs assessment that outlines opportunities for

volunteering in the school setting, topics about which families might need more information, and

an invitation to attend the parent school committee and the policy council. In collaboration with

the family advocate, families enrolled in the program have also completed a Family Partnership

Agreement. This agreement is a joint effort with staff to identify family goals, strengths, and

resources or areas of support. Progress towards completion of the goals is monitored by the

family advocates. The following data reflects family progress in program activities that support

individual children’s school readiness: 87% of families participated in home visits by the date of

the self-assessment, and 83% of families had participated in parent-teacher conferences. A

program-wide, monthly average of 251volunteer hours provided evidence of parent involvement

in student learning.

E. Governance, Organizational and Management Structures, and Ongoing Oversight

There were not any changes to the roles and responsibilities of the school board and

Policy Council. A new school board chairperson was selected by majority vote of the board,

according to established policy, in November, 2013. There were additions and changes to the

organizational chart for the Head Start program to increase the capacity managerial monitoring

and oversight for the benefit of program quality. The position of Head Start director/principal

was added to provide an increased level of decision-making authority, providing necessary

autonomy for the person in this role. Based on the recommendation of Head Start Training and

Technical Assistance, the program added a family services manager. The primary

responsibilities of this person are to oversee the ERSEA process and supervise family advocates.

Ten additional family advocates, for a total of 14 were hired to facilitate the ERSEA process and

maximize services to families.


The program utilizes PROMIS as the primary management system for planning, record

keeping and reporting. This comprehensive management information system is used by program

staff to manage client intake, eligibility and program enrollment. The program also utilizes the

school district data management system for some attendance and enrollment tasks. Most

communications are carried out through the school district email or website.

A summary of the results of the most recent self-assessment and the improvement plan

and a comprehensive training and technical assistance plan were uploaded into the Head Start

Enterprise System (HSES) as separate documents.


Section II. Budget and Budget Justification

A detailed budget narrative for planned use of the restoration of sequestered funds, cost-

of-living adjustment (COLA), program operation costs, training and technical assistance (TTA),

and sources of non-federal share appears on the following pages.

As indicated by Program Instruction ACF-PI-HS-14-01, released on February 10, 2014

regarding the FY 2014 funding increase, the amounts for restored funding and the COLA are

included with the budget narrative for program operations. The budget narrative for TTA and

non-federal share are separate. A manually created SF-424A reflecting the COLA funding and

sequestration restoration in separate columns was uploaded as a separate document into the Head

Start Enterprise System under the Grant Application Budget Instrument (GABI) tab.

Program Operations Budget – Inclusive of Restored and COLA funds

RESTORATION OF SEQUESTERED FUNDS GABI

Line Line Item Description Operation

Costs

a. Personnel - Child Health and Developmental Services

5

Teacher Aides & Other Personnel: Restoration funds will be used to hire

additional instructional assistants. These additional units will ensure

program compliance with adult to child ratios as required by the Head Start

Performance Standards. These additional positions will also support school

readiness goals by reducing the adult to child ratios during instructional

time. TOTAL UNITS 10.5 $156,368

b. Fringe Benefits

1 FICA at 6.2% ; Workman's Comp at .558% $10,479

2 Health/Dental Insurance at $6,532 annually; Life Insurance at .216% $65,464

3 Retirement at 4.91% $10,780

b. Fringe paid by RESTORATION OF SEQUESTRATION -SUBTOTAL $86,723

Total Personnel and Fringe paid by RESTORATION OF SEQUESTRATION

SUBTOTAL $243,091


PLANNED USE OF COLA FUNDS GABI

Line Line Item Description Operations

Costs


5

Teacher Aides & Other Personnel: COLA funds will be used to hire

additional instructional assistants. These additional units will ensure

program compliance with adult to child ratios as required by the Head Start

Performance Standards. These additional positions will also support school

readiness goals by reducing the adult to child ratios during instructional

time. TOTAL UNITS 2.5 $36,957

b. Fringe Benefits




b. Fringe paid by COLA FUNDS SUBTOTAL $23,009

Total Personnel and Fringe paid by COLA FUNDS $59,966

PROGRAM OPERATIONS BUDGET PLAN

GABI

Line Line Item Description Operations

Costs


1

Program Managers/ Content Experts: Education and PFCE Resource

Teacher for Head Start/Program Manager (1.5 units); Head Start

Instructional Coach/Content Expert (3.0 units) TOTAL UNITS 4.5 $193,558

2 Teachers - Head Start Classroom Teachers (24.5 units) TOTAL UNITS 24.5 $1,006,680

3 Family Childcare: No family childcare workers are employed using Head

Start program funds. $0

4 Home Visitors: No home visitors are employed using Head Start program

funds. $0

5

Teacher Aides & Other Personnel: Head Start Classroom Instructional

Assistants (33.0 units); 0.5 instructional assistant employed to assist with

Head Start family literacy activities. TOTAL UNITS 33.5 $493,446

6 Health/Mental Services Personnel: The grantee contracts with community

agencies for health/mental health services. $0

7 Disabilities Services Personnel: Employee with experience in working with

students with disabilities to provide support services for children (1.0 unit) $58,495

8 Nutrition Services Personnel: Nutritionist/Dietician (.50 unit) $22,140

9 Other Child Services Personnel: No personnel in this category are employed

using Head Start funds. $0

a. Child Health and Developmental Services Personnel SUBTOTAL $1,774,319

Child Health and Developmental Services Personnel TOTAL

using Sequestration Restoration, COLA, and Operations Funds $1,967,644


a. Personnel - Family and Community Partnerships

10 Program Managers/Content Experts: Family Services Manager (1.0 unit); $58,499

11 Family Advocates (ERSEA): Family Advocates (13.0 units) $193,263

a. Family and Community Partnerships Personnel SUBTOTAL $251,762

a. Personnel - Program Design and Management

12 Executive Director: Early Childhood & Title I Director (.20 unit paid from

Head Start funds) $20,951

13 Head Start Director: Head Start Principal/Director (.78 unit) $61,455

14 Managers: Technology Associate (1.0 unit) and Head Start Program

Coordinator (1.0 unit) TOTAL UNITS 2.0 $121,562

15 Staff Development: No charges to Program Operations budget for this line

item; staff development will be paid from TTA funds. $0

16 Clerical Personnel: Program Secretary (1.0 unit); Data Registrar (1.0 unit);

Office Clerk (1.0 unit); Center Secretary (.10 unit) TOTAL UNITS 3.1 $90,884

17 Fiscal Personnel: Accounting Specialist III (1.0 unit) $30,630

18 Other Administrative Personnel: Head Start Center Supervisor (1 unit);

School (Center) Site Administrator (.45 unit) TOTAL UNITS 1.45 $64,280

a. Program Design and Management Personnel SUBTOTAL $389,762

a. Personnel - Other Personnel

19 Maintenance Personnel: Custodial staff; 1.0 unit for stand alone center, .5

unit for various sites based on needed TOTAL UNITS 1.5 $24,570

20 Transportation Personnel: Bus assistants for various locations based on

need (3.0 units) $43,002

21 Other Personnel: No other personnel are employed using Head Start funds. $0

a. Other Personnel SUBTOTAL $67,572

a. Personnel -TOTAL $2,676,740

b. Fringe Benefits




b. Fringe SUBTOTAL $935,121 FRINGE TOTAL using Sequestration Restoration, COLA, and Operations Funds $1,044,853

c. Travel

1 Staff Out of Town Travel: No charges to Program Operations budget for this

line item; staff out of town travel will be paid from TTA funds. $0

c. Travel SUBTOTAL $0

d. Equipment

1 Office Equipment: The grantee does not anticipate any charges to the Head Start program

for this category. $0

2 Classroom/Outdoor/Home-based/FCC: The grantee does not anticipate any charges to

the Head Start program for this category. $0

3 Vehicle Purchase: The grantee does not anticipate any charges to the Head Start program


4 Other Equipment: Modifications and/or new playground equipment for select sites. $29,702

d. Equipment SUBTOTAL $29,702


e. Supplies

1

Office Supplies: Office, Administration, Fiscal Management, Materials for

Program Coordinators, Specialists, and other personnel for items such as but not

limited to printer cartridges, software, binders, and other general office supplies to

support the Head Start Program. $15,000

2

Child and Family Services Supplies: Medical/Dental related items and supplies

($12,000), Classroom materials and supplies ($68,000), Supplies to support parent,

family and community engagement supplies ($5,000), Curriculum materials and

supplies to support school readiness goals (i.e.. Nemours Bright Start) ($48,500),

Assessment materials and supplies ($5,200), Subscriptions/Publications/

Registration or other related fees for classroom, educational experiences, health,

mental health disabilities, and/or administration ($5,000). Teaching Strategies Gold

electronic portfolios ($7,118) $150,818

3 Food Services Supplies: The grantee does not anticipate any charges to the Head

Start program for this category. $0

4 Other Supplies: Hand-held devices with protective cases for student use in the

classroom. $19,142

Supplies Subtotal $184,960

f. Contractual

1

Administrative Services: Contracted administrative services such as the

external fiscal audit, health and safety monitoring of Head Start classrooms

and other grant requirements. $30,000

2

Health/Disabilities Services: Contract with Brevard County Health

Department for thecoordination of health screenings and dental care (Head

Start Nursing Supervisor and three Certified Health Technicians). Contract

with Kinder-Consulting to provide child mental health services at $50 per

hour up to 150 annually ($7,500). $132,839

3 Food Services: The grantee does not anticipate any charges to the Head Start

program for this category. $0

4

Child Transportation Services: Contract with Brevard Public Schools

Transportation Department to provide bus transportation for approximately

125 Head Start children at $890 per child ($124,600) and provide

transportation for 3-4 field trips per class. ($13,600). $138,200

5

Training and Technical Assistance: Contracts with organizations for the

provision of training and/or technical assistance that may include curricular

programs, assessment tools, and program management technology. $10,000

6 Family Childcare: The grantee does not anticipate any charges to the Head

Start program for this category. $0

7 Delegate Agency Costs: The grantee does not anticipate any charges to the

Head Start program for this category. $0


8

Other Contracts: Contract with Brevard CARES to provide Parent, Family,

and Community Engagement support for Head Start families identified as

high risk and/or experiencing an acute crisis that involves intervention

beyond the scope of services provided by the family advocates; this includes

Care Coordination, Family Team Conferencing, and 24/7 Mobile Response

Services for families and access to non-federal share funding resources. This

contract also provides for ongoing training and technical assistance to

increase the capacity PFCE staff. $69,800

Contractual Subtotal $380,839

g. Construction

The grantee does not anticipate any charges to the Head Start program for

this category. $0

Construction Subtotal $0

h. Other

1 Depreciation/Use Allowance: The grantee does not anticipate any charges

to the Head Start program for this category. $0

2 Rent: The grantee does not anticipate any charges to the Head Start program


3 Mortgage: The grantee does not anticipate any charges to the Head Start

program for this category. $0

4 Utilities/Telephone: Charges for utilities/telephone at the stand-alone Head

Start centers including Clearlake Education Center (4%). $30,000

5

Building and Child Liability Insurance: The grantee does not anticipate any

charges to the Head Start program for this category. Insurance coverage is

paid by the school district. $0

6

Building Maintenance/Repair and Other Occupancy: For building

maintenance/repair costs not covered by local funds, especially the stand-

alone Head Start centers. $10,000

7 Incidental Alterations/Renovations: Necessary alterations/renovations such

as but not limited to office space, classroom, and play areas. $25,000

8

Local Travel: Costs associated with mileage reimbursement for personnel

conducting home and site visits; costs associated with vehicle maintenance

repair, operation and insurance. $30,000

9 Nutrition Services: Nutrition curriculum for parent education. $2,000

10 Child Services Consultants: The grantee does not anticipate any charges to

the Head Start program for this category. $0

11 Volunteers: Pay for fingerprinting to comply with state regulations $47 per

volunteer x 52 volunteers. $2,444

12 Substitutes (if not paid benefits): Provide substitutes for teachers and/or

instructional assistants ($1,180 per classroom) $40,120


13

Parent Services: Parent and Policy Council Support for Parent Activity and

Policy Council fund at $10 per child ($6,240), dues and fees for parents

and/or policy council members ($2,525)*, parent travel as needed for Policy

Council support ($1,250). (*These funds are set aside to cover dues and fees that may

be charged for Head Start parents to participate in programs and/or organizations that

support parent engagement activities.) $10,015

14 Accounting and Legal Services: The grantee anticipates little expenditure

associated with this category. $5,000

15

Publications/Advertising/Printing: For costs associated with maintaining

full compliance with the Head Start Act and Head Start Performance

Standards, including items to facilitate ERSEA. $5,000

16 Training or Staff Development : No charges to Program Operations budget

for this line item. $0

17 Other: $0

h. Other Subtotal $159,579

i. Sum of Direct Charges (Sum of a-h)

Total of Direct Charges $4,476,673

j. Indirect Cost

Indirect Cost (IDC)* calculated at the LEA state negotiated rate of 4.88% on

allowable budget items minus equipment, capital outlay and contractual

services. The IDC budgeted only applies to operational funds.

Total of Allowable Budget Items for Indirect Cost Calculation $4,016,990

j. Indirect Cost SUBTOTAL $196,029

k. Totals

Total Head Start Refunding Request for Program Operations(Sum of a-j) $4,672,702

* The School Board of Brevard County Head Start Indirect Cost Rate Agreement was uploaded

into the Head Start Enterprise System (HSES) under the Grant Application Budget Instrument

(GABI) as a separate document.


Training and Technical Assistance Budget

GABI

Line Line Item Description TTA Costs

c. 1

Staff Out of Town Travel: Professional development conferences and/or

workshops such as but not limited to Regional and National Head Start

Conferences, NAEYC, Florida Head Start Association for appropriate staff

members as needed to support program implementation. An example is

provided below, final decision for specific conferences will be based on

conference offerings relative to program needs. For example, attendance at

two conferences based on the following details: name of conference,

destination, length of stay, purpose, staff positions and cost. #1) Florida

Head Start Association, Orlando, FL, 2 days, Purpose-Head Start

Professional Development, Head Start Coordinator, Family Services

Manager/PFCE Staff, Parents (2), $2,500. #2) Florida Association for

Educators of Young Children Orlando, FL 3 days, Purpose- ECE

Professional Development, HS Coordinator, Resource Teachers (2),

Instructional Coaches (3), Health Manager, and ESE Specialist, $2,500.

Note: Travel Reimbursement Rates: Mileage at .56 per mile, PerDiem

$80.00, breakfast $6, lunch $11, Dinner $19 per day – plus the cost of

transportation and lodging if warranted. $15,000

e. Supplies to support professional development activities paid for with TTA

funds. $4,885

h.

15

Publications/Advertising/Printing costs associated with professional

development activities paid for with TTA funds. $1,200

h.

16

Training or Staff Development : Contracts with individuals for the provision

of training and/or technical assistance including Conscious Discipline,

curricular programs, assessment tools, and program management technology.

Summer contracts with 10-month employees, including district Head Start

personnel and classroom teachers to provide or attend training and technical

assistance sessions. The training provided is designed to support school

readiness goals, including language and literacy curriculum and assessment

tools. $32,996

TTA TOTAL $54,081

*The School Board of Brevard County Head Start Training and Technical Assistance Plan was

uploaded into the Head Start Enterprise System (HSES) under the Grant Application Budget

Instrument (GABI) as a separate document.


Non-Federal Share Requirement

Non-Federal Share (cash and in-kind) GABI

Line Line Item Description Non-Federal

Share

a. Personnel

1

Child Health and Developmental Services Content Experts: Resource

teachers supporting Head Start program, portion (.40 unit) of salaries paid

by state funded prekindergarten (VPK) funds. $20,899

2 Teachers 9.50 Head Start classroom teacher units paid by state funded

prekindergarten (VPK) funds. $416,588

5 Teachers’ Aides: 9 instructional assistants for Head Start paid by state

funded prekindergarten (VPK) funds. $133,744

12

Executive Director: Provides oversight/supervision of Head Start program,

portion of salary (.10) paid by state funded prekindergarten (VPK) funds to

support program design and management. $10,476

13 Head Start Principal/Director: Portion of salary (.22) paid by state VPK

funds. $17,333

14 Managers: District-based VPK coordinator who provides oversight of the

VPK portion of the program (.30) $19,598

14

Accounting Services Manager: District-based manager who manages the

fiscal draw-downs and reporting for the Head Start program (.05), salary

paid by school district funds. $3,554

16 Clerical Personnel: School-based clerical personnel providing support for

Head Start, portion of salary (.21 unit) paid with school district funds. $20,395

16

Clerical Personnel: Accounting specialist who provides support for

obtaining reimbursement for Head Start student participation in the VPK

program, salary paid by state VPK funds (.35 unit); secretarial staff (1.0

unit) supporting Head Start Program, salaries paid with school district funds $53,871

17

Fiscal Personnel: District-based fund accountant who manages accounting

strings for the Head Start program (.05 unit), salary paid by school district

funds. $1,812

18

School (Center) Site Administrators: Manage classrooms located in schools

(.21 of principals/assistant principals salaries $34,834); stand-alone center

assistant principal ( $34,844), portion of salary paid by school district funds. $69,678

19

Maintenance Personnel: Custodial staff providing support for Head Start,

portion of salary (.21 of custodial staff salaries $38,128) paid with school

district funds; Custodial staff (.55 of two custodial salaries $18,018) for

Riverview School (stand alone Head Start site) paid for with school district

funds. $56,146

21 Food Services Personnel: Cafeteria workers providing support for Head

Start, portion of salary (.21 unit) paid with school district funds. $24,487

a. Personnel paid by school district funds- Subtotal $848,581


b. Fringe (paid by school district funds for employee units listed above)




b. Fringe paid by school district or state VPK funds- Subtotal $231,495

e. Supplies (expenses paid by school district funds)

e. Supplies paid by school district funds and/or donated- Subtotal $5,490

f. Contractual (Other Contracts- Brevard CARES)

f. Community referrals provided to families through state funds-

Subtotal $31,000

h. Other (expenses paid by local funds)

4 Utilities, Telephone: In-kind calculated based on percentage of classroom

space utilized for Head Start at each school site. $55,508

7

Incidental Alterations/Renovations: Incidental alterations/renovations to

Head Start classrooms as necessary to accommodate program needs (paid

with school district funds). $1,228

11

Volunteers: Parent and community volunteers 10 projected x 30 average

hours at $15/hr.= $4,500); Policy Council members (9 meetings x 15

members at $25=$3,375); School Board Member Support ($17.30/hr. x 30

hrs.= $519). $8,394

h. Other expenses paid by school district funds and/or donated-

Subtotal $65,130

Total Non-Federal Share (cash and in-kind) $1,181,696

The School Board of Brevard County Division of Financial Services ensures all local,

state and federal requirements are followed with regards to the fiscal management of the Head

Start program. A comprehensive school district financial management system with established

internal control policies and procedures assures the program maintains effective control and

accountability for grant funds, property and other assets. In addition, the Head Start program

employs an accounting specialist who handles all aspects of the day to day budget. As a public

school system accountable to a variety of stakeholders including state and federal government

agencies, fiscal management is a noted area of strength for the grantee.


The School Board of Brevard County Head Start Program Cost Allocation Plan

describes the cost allocation methodology for any proposed shared costs between programs.

This document was uploaded into the Head Start Enterprise System.

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