2013-2014 F.A.C.E.S. EARLY HEAD START

THRIVEENRICH

FOSTERRESCUE

Budgeted expenditures for the Early Head Start program are primarily for salaries and benefits of program staff. Personnel expenses were budgeted at $939,084 and fringe benefits were budgeted at $182,954. Our training and Technical Assistance budget totaled $29,612. Those three items together total $1,151,650 which is our entire EHS grant.

The Early Head Start program was part of the Crisis Nursery, Inc. A-133 federal audit for the year ended June 30, 2014. The audit was conducted by the independent accounting firm of Henry & Horne LLP. The Early Head Start program was identified as a major program. No material weaknesses or significant deficiencies were identified in the auditors’ report on internal control over major programs. The auditors’ report issued on compliance for major programs was unqualified. No audit findings were required to be reported in accordance with section 510(a) of OMB Circular A-133. Our most recent federal review was conducted by the Office of Head Start in January 2014. There were no findings during the review.

PROPOSED BUDGET, EXPENDITURES & AUDIT RESULTS

ACTUAL EXPENSES

$1,561,001

BUDGETED EXPENSES

$1,525,202

$1,151,650

Federal Funds – EHS Grant

$10,000

Donated Supplies

$29,952

CACFP

$141,600

Special Events (allocated share)

$192,000

Unrestricted Donations (allocated share)

$1,179,244

Federal Funds – EHS Grant

$23,001

Donated Supplies

$41,299

CACFP

$165,091

Special Events (allocated share)

$152,365

Unrestricted Donations (allocated share)

F.A.C.E.S. EARLY HEAD START

ENROLLMENT & HEALTH CAREIn FY 2013-14 we served a total of 136 children and pregnant women from 109 families and had an average monthly enrollment of 84 children or 100% of our funded slots. There are an estimated 2,047 eligible children in our service area and we served 6% of the eligible zero to three aged population.

PARENT INVOLVEMENT

THESE OUTCOMES INCLUDE:

FAMILY WELL-BEING

by providing workshops on Nutrition, Dental, Information on Domestic Violence, Healthy Eating & Exercise, Water Safety and Pedestrian Safety. For example our financial literacy workshop focused in part on how to budget and stretch the dollar to be able to provide healthy meals at home for an entire family.

POSITIVE PARENT/CHILD RELATIONSHIPS

through community partnerships, such as ours with Southwest Human Development, where an eight-week “Common Sense Parenting” course was offered on-site for all enrolled families. Through family engagement events such as our annual family breakfast, in which parents are encouraged to take some time out of their day to sit down and enjoy a meal with their children.

FAMILIES AS LIFELONG EDUCATORS

by continuing our parent training program called “Parent 2 Parent” in which staff assist parents in recognizing their unique talents and helping them develop a plan to present and share these skills in a workshop presentation for other parents to experience. Some of the workshops included this year were making baby shower decorations, balloon figurines, baking deserts, capturing family memories by scrapbooking, checking car fluids/oil change, gardening veggies and fruits, child haircuts and photography.

FAMILIES AS LEARNERS

by encouraging families to participate during our parent committee meetings, parent workshops, playgroups, parent teacher conferences, home visits and as parent visitors in our classrooms. This year for example, we held several play groups at the Burton Barr Library where children and families were encouraged to attend to promote family literacy. A four-week financial literacy workshop was also offered on-site to parents through a partnership with Bank of America.

FAMILY CONNECTIONS TO PEERS AND COMMUNITY

by bringing in community partners such as TERROS, Phoenix Day-Health Links, Steps of Faith, AZ Coalition of Domestic Violence, Wesley Community and Health Center to share the benefits of their services with our families. Parents also connect to their peers through our Parent 2 Parent workshops such as our father engagement workshop where one of our enrolled fathers planned an afternoon of exercise and nutrition tips specifically for dads.

FAMILIES AS ADVOCATES AND LEADERS

by providing advocacy workshops on-site such as those by Raising Special Kids and by providing leadership coaching to parents through our parent committee and policy council groups with topics such as setting SMART family goals.

During the 2013-2014 program year we offered a variety of opportunities and parent workshops in an effort to develop a comprehensive family engagement component to our program that would encourage positive outcomes for the families we serve.

95%Children who were up-to-date with preventive and primary health care

23%Children who received a dental exam during the year

68%Children who received a medical exam during the year

By the end of this year (Spring Checkpoint), we had met six of our eight school readiness goals! We focused many training and material resources on literacy this year and we saw tremendous growth in the number of children meeting/exceeding expectations in this area.

The goals that we did not meet this year were in the areas of Language and Physical development. As a result of this data, Conversational Skills and Fine Motor development will be a primary focus for us in the coming year. In particular, we will be focusing on strategies to:

• Assist home visitors in supporting the fine motor development of children in a home-based setting

• Assist children who are dual-language learners, as 74% of our FACES EHS children have a primary language that is not English.

SCHOOL READINESS AND TRANSITIONSOur staff supports families in identifying options for the children who will age-out of Early Head Start. Transition planning officially begins when a child turns 2.6 years old (30 months). By identifying options early, families have enough time to explore the options fully to ensure the best possible fit for both child and family.

Our Assessment Tool, Teaching Strategies GOLD, determines the skills and abilities that are expected for children at each age. We assess all children three times a year in six areas of development to determine if they are meeting age appropriate goals and developmental levels. We utilize this data to: set individual child goals, determine staff training needs, and allocate resources appropriately.

SCHOOL READINESS GOALS

APPROACHES TO LEARNING COGNITIVE LANGUAGE LITERACY PHYSICALSOCIAL

EMOTIONAL

90% of children will meet or exceed expectations for

their age in positive approaches to

learning through persistence

90% of children will meet or exceed expectations for

their age in positive approaches to

learning through attention and engagement

90% of children will meet or exceed expectations for

their age in cognitive development

through the ability to remember and

connect experiences

90% of children will meet or exceed expectations for

their age in language development

through the ability to use appropriate

conversational skills

90% of children will meet or exceed

expectations for their age in emergent

literacy skills through the ability to think

symbolically

95% of children will meet or exceed expectations for their age in fine

motor strength and coordination through the use of fingers and

hands

90% of children will meet or exceed

expectations for their age in social emotional

development through the ability to manage

feelings

SPRING 2014 CHECKPOINT

93% 97% 99% 73% 97% 91% 93%

VISIT CRISISNURSERYPHX.ORG OR CALL 602.273.7363 FOR MORE INFO

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