Head Start 2012-2013

Phyllis Hollinshead – Principal/Director

GOVERNING BOARD

POLICY COUNCIL

HEAD START DIRECTOR

SUPERINTENDENT

MANAGEMENT

SYSTEMS

Program Planning

Ongoing

Monitoring

Human Resources

Communication

Record Keeping

FISCAL

INTEGRITY

ELIGIBILITY

RECRUITMENT

SELECTION

ENROLLMENT

ATTENDANCE

FAMILY &

COMMUNITY

ENGAGEMENT

CHILD

DEVELOPMENT

&

EDUCATION

SCHOOL READINESS

CURRICULUM

DISABILITIES

MENTAL HEALTH

HEALTH &

DENTAL

NUTRITION

TRANSPORTATION

CHILD HEALTH

AND SAFETY PROGRAM

GOVERNANCE

HEAD START ACT

TEACHER

CO-TEACHER

STUDENT

Organizational Structure

Governing Body & Policy Council Policy Council School Board

Governance and Management Responsibilities * Head Start staff can use Appendix A as a quick reference for understanding the responsibilities of the governing body and management staff. This resource also explains the specific decision-making of each policy group and management staff.

* See Supportive Documentation (SD) #1

Written Plans - See SD #2

Program Information Report - See SD #3

Self Assessment - See SD #4

Community Assessment - See SD #5

Head Start Audit 2009-10

Comprehensive Needs Assessment/Strategic Plan

School Readiness in Programs Serving Preschool Children

ACF-PI-HS-11-04

U.S. Department of Health and Human Services

U. S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

ACF

ERSEA

Eligibility Recruitment Selection Enrollment Attendance

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

1.Log No. ACF-xx-xx-11-04 2.Issuance Date:11/08/2011

4. Key Words: Eligibility, Recruitment, Selection, Enrollment

3. Originating Office: Office of Head Start

ERSEA Eligibility, Recruitment, Selection, Enrollment, Attendance

Head Start Eligibility, Recruitment, Selection, Enrollment, Attendance Lisa Sutton Adriane Cruz

Licensed Social Worker Family Services

ERSEA Certified Assistant

The established process for the recruitment of families is determined by the Head Start team by the following:

Is the child age eligible?

Is the child categorically eligible?

Is the child income eligible?

YES

No

Yes

No

Recommend to another Pre-K program or place on the priority list

Yes

Enroll into the program

Categorical Eligibility applies only to a family receiving SSI or TANF benefits, classified as homeless, a child in foster care, or an expectant mother with no other means of child care 45CFR 1305.2(1)

Sec. 642 (c)(B) of the Head Start Act 45 CFR 1305.7©

QUALIFYING CATEGORIES: NUMBER OF POINTS FOR CATEGORIES

CHILD RECEIVING SSI 1000 CHILD RECEIVING TANF 1000

AGE ELIGIBLE CHILD OF EXPECTANT MOTHER WITH NO

OTHER MEANS OF CHILD CARE 1000

FOSTER CARE 1000 INCOME ELIGIBLE ( Please see the attached point system) 505

AGE 3 20 AGE 4 30

TRANSFER FROM OTHER HEAD START 30 DIAGNOSED DISABILITY MILD (SPEECH OR LANGUAGE) 20

DIAGNOSED DISABILITY MODERATE (EMOTIONAL

DISTURBANCE, AUTISM, DEVELOPMENTAL DALAYS, OTHER

HEATH IMPAIRMENTS)

40

DIAGNOSED DISABILITY SEVERE (MENTAL RETARDATION,

TRAUMATIC BRAIN INJURY, VISUAL AND HEARING

IMPAIRMENT, SERIOUS ORTHOPEDIC IMPAIRMENT, SERIOUS

OTHER HEATH IMPAIRMENT)

60

FAMILY VIOL, SUBSTANCE ABUSE, INCARCERATION, EVICTION,

CRISIS 40

EMOTIONAL ISSUES 30 COMMUNITY REFERRAL 10

SINGLE PARENT HOUSEHOLD 20 PARENT ENROLLED IN SCHOOL, WORK PROGRAM 30

MEDICAID, CHIPS, FOOD STAMPS AND WIC RECIPIENT 40

• Regular registration process for Head Start begins at Round Up in April for the upcoming school year and is ongoing until all vacancies are filled.

• Selection process for vacancies begins

with a phone call to perspective families beginning the enrollment process in to the Head Start Program.

PRIORITY LIST

CALLING SYSTEM

BLUE Called; no response

Red Called; do not wish to

stay on the priority list

or enrolled in another

program

Green Enrolled into the Head

Start

Family

Size (70 pts)

Income Eligible

100%

(80 pts)

Low income

75%

(90 pts)

Low Income

50%

(100 pts)

Low income

25%

1 11,170 - 8,377 8,377 - 5,584 5,584 - 2,793 2,793 - 0

2 15,130 - 11,347 11,347 - 7,564 7,564 - 3,783 3,783 - 0

3 19,090 - 14,317 14,317 - 9,544 9,544 - 4,773 4,773 - 0

4 23,050 - 17,287 17,287 - 11,524 11,524 - 5,763 5,763 - 0

5 27,010 - 20,257 20,257 - 13,504 13,504 - 6,753 6,753 - 0

6 30,970 - 23,227 23,227 - 15,484 15,484 – 7,743 7,743 - 0

7 34,930 - 26,157 26,157 – 17,434 17,434 – 8,733 8,733 - 0

8 38,890 – 29,167 29,167 – 19,444 19,444 - 9723 9,723 - 0

Family

Size

(45 pts)

Income Eligible

130%

(55 pts)

Low income

120%

(65 pts)

Low Income

110%

1 14,520 - 13,404 13,404 - 12,288 12,288 - 11,171

2 19, 670 - 18,157 18,156 - 16,644 16, 644 - 15131

3 24, 817 - 22,909 22,909 - 21,000 20, 999- 19,090

4 29,965 - 27,661 27,660 - 25,356 25,355 - 23,051

5 35,113 - 32,413 32,412 - 29,712 29,711 - 27,011

6 40,261 - 37,165 37,164 - 34,068 34,067 - 30,971

7 45,409 – 41,917 41,916 -38,424 38,423 – 34,931

8 50,557 - 46,669 46,668 – 42,780 42,779 – 38,891

Over income families are accepted into the Head Start Program only after the priority list has been exhausted and the program has meet the requirements regarding pregnant women and the

requirements regarding 10% disability.

Enrollment Day & Screening

2011-12 Head Start Enrollment

194

195

192

193

197

194

193

192

191

Aug/Sept Oct Nov Dec Jan Feb Mar Apr May/June

By Month

2011-12 Head Start Average Daily Attendance

96.94

94.40 94.82

93.82

92.80

93.85 93.71

94.83 94.73

Aug/Sept Oct Nov Dec Jan Feb Mar Apr May/June

By Month

Family and Community Engagement/ Social Services Performance Standards 1304

Collaboratively work with parents to identify and continually access services and resources

Help families develop and implement individualized Family Partnership Goals.

Assist in contacting community resources

Home Visits as needed

Family and Community Engagement/ Social Services Additional Duties

Foster Grandparents Campus Coordinator

Play Therapy Coordinator

Child Health and Safety Safe Physical Environments The program ensures physical environments are

safe for children, parents, and staff.

Child Health and Safety Safe Physical Environments

• Head Start facilities must meet applicable state and local licensing requirements; fire, health, and safety regulations.

• This also includes laws regarding environmental hazards.

• These regulations ensure that the physical environment supports the delivery of high quality services to children and families.

• Proper attention paid to the issues of safety and sanitation protects children’s health and keeps them free from injury.

Child Health and Safety Safe Physical Environments Grantee and delegate agencies operating center-based

programs must establish and implement policies and procedures to respond to emergencies. At a minimum, these must include: • Posted policies and plans of action for emergencies

that require rapid response of staff and immediate attention

• Emergency contact information for each child • Posted emergency evacuation routes and other safety

procedures for emergencies (e.g., fire or weather related) which are practiced regularly.

Building Emergency Response Team The campus Building Emergency Response Team

manual is located at the clerk/receptionist desk. This is published by the District for campuses to follow in all types of emergencies.

In addition, the following plans are specific to our school.

Emergency Quick Reference Chart

Situation Signal Teacher Does: Related Service

Personnel Does:

Principal or

Designee

Other

Fire Bell 1. Go out classroom back

door with your children.

2. Take class roll sheet

3. Move children at least 100

feet away from building

1. Go out nearest exit with

children

2. Do not take children

assigned to you back to

their classroom

3. Move children at least 100

feet away from building

1. Monitor to insure

everyone gets out

safely

2. Move at least 100 feet

from building.

Speech Therapists

will assist E101 and

W201

Disaster Announcement 1. Go to the nearest weather

safe room

2. Take class roll sheet and

flashlight

1. Go to the nearest weather

safe room

2. Do not take children

assigned to you back to

classroom.

Monitor to insure everyone

gets into a safe location.

All specialist will

assist principal or

designee

Child Find Announcement 1. If outside return to

classroom

2. If inside stay in classroom

3. Lock your back gate

4. Lock your back door

1. Notify office of children

assigned to you.

2. Stay in your area

Initiate campus wide search

for lost child

All specialist will

assist principal or

designee

Lockdown Announcement 1. If outside return to

classroom

2. If inside stay in classroom

3. Close all curtains cover

doors and windows with

your black shade.

4. Turn off lights and be quite.

1. Stay in your area

2. Find a safe place out of site

and remain quite.

3. Notify office of children

assigned to you.

Lock all entry door and

control entry and exits of

visitors.

All specialist will

assist principal or

designee

Evacuation of

Total Campus

Announcement Follow instructions from office Follow instructions from office Lead everyone to pre-

determined location

All specialist will

assist principal or

designee

*Disclaimer: This does not supersede any written procedures. This is meant as a quick reference guide. **Note: All staff will be instructed when it is safe to return to work stations and/or resume normal activities.

Child Find Office Procedures Team Member Member Duty

Office Hollinshead Pettigrew/ De Los Santos

Coordinates overall search efforts including police backup if needed

Internal Search Hollinshead Sutton Conduct internal search of building

Containment 1 Gulledge Martinez Monitor north & south side of building & report observations

Containment 2 Harden Cruz Monitor east & west side of building & report observations

Note: Any of the teams may recruit help as needed, i.e., custodians, parents, etc. Updated 10/04/12

Child Health and Safety Safe Physical Environments

Safety is everyone’s business! To ensure that facilities are safe, monthly safety inspections must be done and include at a minimum the following:

• General Indoor Areas • Toys and Equipment

• Hallways and Stairs • Kitchen and Food Preparation and Storage Areas

• Bathrooms • Active Play Areas Including Playgrounds

• Emergency Preparedness • Trip Hazards

• Maintenance • Supervision

• Other Hazards

Child Health and Safety

Transportation and Supervision

The Process Begins

Denton I.S.D. is dedicated to provide the best possible transportation for all our assigned Special Needs students.

How it begins: When a person puts in an application: A Federal background check is completed. The training department conducts an interview and if it is

decided to hire the person, That person is sent for a physical and drug screening.

If they pass this section then paperwork is submitted to Human Resources and the person goes for fingerprints.

After all this is completed the person returns to the training department to begin training. There is not a set amount of hours for the training, but there is a set amount of information that must be covered.

It Includes: Drivers are assigned 13 videos with work sheets and test. Monitors are assigned 9 videos and work sheets and test. Both are required to complete: The Student Transportation Procedures Manual [91 pg.] with

tests. Student Safety Workbook [21pg] with test. Special Needs Scenario Workbook/quiz [15 pg.] Bus Attendant Orientation workbook/quizzes [33 pg.] Training with a specific trainer on the installation and

operation of equipment on a school bus. Student Access Card Program. Student Safety Class with a Student Safety officer which

includes power point presentation, question and answer, and hands on paperwork. [3 1/2 hrs.]

..and it continues…

A Special Needs Class with the Special Needs Supervisor. Covers what to expect from students, laws and regulations, scenarios, methods of redirecting behaviors, methods to working with parents, loading and unloading procedures and evacuation procedures, Written question and answer quiz. [4hrs].

New drivers are assigned to a route and ride with a trainer during their training to become familiar with the route, the students and how to handle whatever situations that arise. Between the routes they have behind the wheel training and assistance with preparing for their written tests with the Texas Department of Transportation as well as covering all the afore listed material.

New monitors are assigned to ride on specific Special Needs routes to experience first hand what occurs on the routes and how to work with the students and equipment. This will consist of two to four various routes over a couple of weeks.

Assignments:

There are several variables to consider when making a route assignment:

The personality, skills and mind set of the new person needs to be a fit with the specific needs and personality of all the students on the route.

Compatibility with the other route team member with the ability to form a strong team working relationship with their partner.

The capability of working with parents and campus staff.

Releasing Students

Precautions are in place to ensure students are released to the correct person.

Parents receive a form to list all persons that have permission to receive their student. The formed is copied with a copy going into the route box and a copy into the students file.

The route teams are trained to have the parents call the Special Needs office when they want to add someone to the list and a new form is provided to add that person. Personal contacts with parents also ensures there is a current list.

Upon arrival at a stop location and an unknown person is present, they are asked to provide identification and their names are compared to the authorized Receiver’s list.

When their names are not on the list a call is made to the dispatch office and a call is made to the parent to verify the waiting person.

Without proper verification the student remains on the bus until there is parent notification.

In the worst case scenario, the student is returned to the Transportation Department to wait until they can be released to the parent.

Student Information Each Route is supplied with a route box that contains: A binder with information sheets on each student.

Including an Arial map of the mobile home parks, apartments and any unusual locations to ensure that the students location will be found correctly.

Route Sheets with student name and address. Student Roster. A seating chart. An evacuation plan. A seizure record. A Driver’s Notes for the route sheet. An Authorized Receivers form. A Change of Drop-Off and Pick-Up form. Area map. Other misc. information sheets

Bus Maintenance:

The on site shop maintains a scheduled maintenance and repair of all buses.

The bus team completes a Vehicle Condition Report before and after each route.

The pre-trip inspection report consists of 44 points of consideration, while the post trip has 52 points.

If there are any issues with the bus the report is turned into the maintenance department immediately for follow up.

Child Development and Education Sacha Harden, M.Ed., Education Specialist

•School Readiness

•Curriculum Overview

•Individualizing

•Quality Teaching and Learning

TEA Certifications:

Principal

Generalist EC-4

Special Ed PK-12

School Readiness Act of 2007 ACF-Pi-HS-11-04

The Initiative began in 2007 and was launched 11/8/2011

School Readiness is a top priority for programs to contribute to the readiness of all the children they serve. The Office of Head Start's definition of school readiness is that "children are ready for school, families are ready to support their children's learning, and schools are ready for children".

The framework (HS CDELF) is aligned with the Revised Texas Prekindergarten Guidelines

(See SD #6)

School Readiness Goals were developed across the following domains:

•Language & Literacy

•Cognition & Knowledge

•Physical Well-being and Motor Development

•Social & Emotional Development

•Approaches to Learning

School Readiness goals were aligned with Texas Prekindergarten Guidelines (See SD #7)

School Readiness Outcomes

2011-2012 Brief Report – See SD #8

Presently, we are recruiting parents to serve on the school readiness board for this school year. The school readiness education board will work together on obtaining parent input in updating goals 2012-2013.

Child Development and Education

Ongoing Monitoring begins at enrollment. All students are screened using DIAL-4. After analyzing data, teachers and parents collaborate and write goals for each child. The goal sheet is called the IDP Individualized Development Plan Teachers give each student a code that is reflected on the lesson plan to show when and where individualization occurs. Students are assessed daily. Data collected is placed in the student portfolio.

• IDP • Portfolio Assessment Tool • DISD Prekindergarten Report Card (every 6

weeks) • School Readiness Outcomes (quarterly)

See SD #9

Child Health and Safety

C. Tina Stevens, RN

Health Specialist

Child Health and Safety

Physical Prior to Enrollment

SNAP

Immunization Tracking

Vision and Hearing Screenings Completed

Within 45 Days of Enrollment

Medical Home/Dental Exams

100% of Head Start students from 2009-2012

will have had a medical home by year end.

Medical home is not a building but a model for delivering primary care that is accessible, continuous, comprehensive, family-centered, compassionate, and culturally effective to all children and youth, including children and youth with special health care needs.

Goal -medical and non-medical needs of the patient are met.

Medical Home/Dental Exams

A medical home may help the family/patient access, coordinate, and understand specialty care, educational services, out-of-home care, family support, and other public and private community services that are important for the overall health of the child and family.

100% of our Head Start Students will have a dental

exam before year end.

Child Health & Safety Physical Prior Enrollment – See SD #10

SNAP (School Nurse Assessment Program) is a nursing

based software program designed especially for School

Nurses that is utilized to maintain and monitor students

health issues, health history, and state required screenings.

It also utilizes NANDA diagnoses for IHPs (Individual Health

Plans) , maintains the student’s safety, and has multiple

additional attributes to aide the School Nurse in providing

her multiple professional services. Denton ISD upgrades

SNAP frequently to keep up-to-date with Texas State Laws

and the frequent changes in Health Care and the nursing

profession.

IMMUNIZATION Tracking is recorded and maintained by

the Denton ISD’s use of eSchool Database program. This

secure program has great tracking attributes that aide the

School Nurse in complying with Texas State Immunization

Requirements and guidelines in addition to other record

keeping services.

Faculty

Disabilities Services Dr. Johnnie Pettigrew

Educational Diagnostician

In-Kind Services

TEA Certifications:

Principal

Educational Diagnostician

Elementary Education 1st-8th Grade

Language Learning Disabilities

Kindergarten

Prekindergarten

Early Childhood Special Education

Disabilities Services

10% of students served must be

students with an identified disability

For Denton ISD Head Start that

equals 20 children.

Disabilities Services Currently we have 19 children

identified before enrollment

An additional 1 must be added by

December

Disabilities Services How? Through required screening

and follow-up rescreening of developmental areas

Parent referral

Student Early Intervention (campus Response To Intervention program +)

Disabilities Services A child with a disability is any child identified under

one of the 13 IDEA categories

• Autism • Auditory Impairment

• Deaf Blind

• Emotionally Disturbed

• Intellectually Disabled

• Multiply Disabled

• Non-Categorical Early Childhood

• Other Health Impaired

• Orthopedically Impaired

• Speech Impaired • Specific Learning Disability

• Traumatic Brain Injury

• Visually Impaired

Disabilities Services

• Currently we are serving 18 children identified as Speech Impaired and 1 child identified as Orthopedically Impaired

Additional Duties • Conduct ongoing program analysis and

generate reports • Conduct data analysis and prepare final

summative report • Conduct analysis of the Written Plan for

Disabilities on an annual basis to assure compliance with local operating guidelines, state regulations, and federal

law See SD #11

Head Start Nutrition Program In Collaboration with the National

School Lunch Program and the National School Breakfast Program

Traliece Bradford, MS, RD, LD

Nutrition Coordinator

Denton ISD

Meeting Nutritional Needs and Feeding Requirements Receive Federal and State Regulations and Guidance

from

United States Department of Agriculture (USDA)

Texas Department of Agriculture (TDA)

National School Lunch Program (NSLP) and National School Breakfast Program (NSBP)

Food Based Menu Planning Meal Pattern

Meat/Meat Alternate, Fruits, Vegetables, Grains, and Milk

Serve only option

Pre-Kindergarten Meal Pattern Chart (Modified) Food Component Food Items Ages 1-2 Ages 3-4

Meat/Meat Alt. Lean meat, poultry, or fish

1 oz. eq. 1 ½ oz. eq.

Low Fat, Low Na+ Cheese

1 oz. eq. 1 ½ oz. eq.

Large egg(s) ½ ¾

Cooked dry beans or peas

¼ cup 3/8 cup

Vegetables or Fruits

2 < servings (varied)

½ cup a day ½ cup a day

Grains Enriched or whole grain

5 servings/wk 8 servings/wk

Milk Fluid as a beverage ¾ cup or 6 fl. oz. ¾ cup or 6 fl. oz.

Reference: NSLP Handbook: Administrator’s Reference Manual, TDA-updated

August 2012

Meal Service Meal Preparation, Delivery, and Serving

Preparation and Portions

Hot/Cold Delivery Carts

Family-Style

Meal Scheduling

Standard

Adjustments

Accommodating Children with Special Dietary Needs and Disabilities

USDA Regulations require that school districts comply with Section 504 of the Rehabilitation Act of 1973. This act prohibits discrimination on the basis of disability.

Denton Public Schools shall operate the school meal program so that it will be considered readily accessible and usable by qualified disabled students.

PROCEDURE:

Food Service staff are required to make substitutions or modifications to the meal requirement for those participants with disabilities who are unable to consume the meals offered at no extra charge to the student.

Accommodating Children with Special Dietary Needs and Disabilities

PROCEDURE (continued):

A licensed physician’s medical statement is required and kept on file. The statement must be based on the regulatory criteria for “disabled person” and contain a finding that the disability restricts the participant’s diet.

If the disabled student requires only textural modification to the meal, the medical statement is recommended, but not required.

Furnishings must be acceptable and usable for disabled students . The school may choose to use aides to assist students. It is not the responsibility of the Child Nutrition Department to assist the child in eating his/her meal.

Accommodating Children with Special Dietary Needs and Disabilities

PROCEDURE:

Students who have severe allergies where ingestion of the food would result in life-threatening anaphylaxis will be accommodated through menu modification.

School nurse send student allergy lists to the Child Nutrition Coordinator.

The Child Nutrition Coordinator determines whether or not the allergy is life-threatening. This may require communication with a nurse, physician, or parent.

A special diet or a menu item modification is planned, if needed, by the Child Nutrition Coordinator and discussed with the cafeteria manager.

References NSLP Handbook: Administrator’s Reference Manual,

TDA-updated August 2012 at www.squaremeals.org

USDA Food and Nutrition Service. http://www.fns.usda.gov/cnd/

Denton ISD Child Nutrition Program. http://www.dentonisd.org/page/501

Mental Health Services Dr. Rebecca Julius

Mental Health Services Offered through collaboration of Mental Health

Specialist with Ann Windle LSSP and UNT Play Therapy Department

Services address the

Child

Parent

Teacher/Staff

Mental Health Services Child

Classroom observations and interventions based on concerns identified by parent and/or teachers

Referrals (through the teachers) for more intensive ongoing therapy through the UNT Play Therapy

PLAY THERAPY

An early mental health intervention for low-income children referred for behavioral problems.

Child Centered Play Therapy (CCPT) is provided to students who have been referred by the teacher for social-

emotional or behavioral concerns. CCPT is a developmentally appropriate, culturally sensitive

intervention. Strong research shows the benefits of its use in public schools.

Play therapists are all advanced doctoral interns at UNT

under the supervision of the director of the Center for Play Therapy at UNT

Play Therapy takes place twice per week for

approximately 10 weeks.

Mental Health Services Parent

Address parent concerns regarding classroom and home setting

Parent consultation and referral

Literature/written materials

Parent Training and Support Meetings

Some Topics From 2011-12 Some Topics For 2012-13

Family Stressors Understanding Your Child’s Behavior

Encouraging Children to Learn Behavior Strategies for Parents

Services for Special Needs Children

Parent/Family Collaboration

Mental Health Services Teachers

Teacher/Staff Trainings

Teacher Consultations

Classroom Observations and Interventions

Professional Materials/Research

Building Posters

Encouraging Communication and Collaboration with Parents

Family Engagement and Volunteer Coordinator

Julia LoSoya

Certified Diabetes Trainer

Family Engagement and Volunteer Coordinator Responsibilities

Conduct Survey to Identify Parent Interests for Parent Classes

Coordinate Parent Classes

Recruit and Track Volunteers and Their Hours

Facilitate Identification of Policy Council Members

Facilitate Parent Committee

Family Engagement

Parent Classes Offered

WHERE: Ann Windle Parent Room or Activity Center

TIME: Starts 8:30 am

WHEN: Throughout the School Year During the Week or on the Week-ends

Family Engagement

Back to School Fiesta:

Get a Head Start: Go to School

ESL ( English Second Language)

Twice a week Sept.- May / GED Assistance

Adult Literacy

Family Engagement Classes in conjunction with Texas A&M AgriLIFE

Extension Service - Step Up & Scale Down! (Zumba) - Helping With Children’s Behavior - Turkey Talk - Family Traditions - Three Easy Bites That Won’t Weigh You Down - Do Well, Be Well with Diabetes - How to Save Money when you don’t have a Dime to

Spare - Healthy Marriage - ZUMBA – Exercise Class for Parents

Family Engagement AWSYC - SCHOOL WIDE ACTIVITIES (Sept.- May)

- Grandparents Day

- Panda Dance

- Make It - Take It

- F.R.E.D. (Father’s Reading Every Day)

- Celebration with F.R.E.D.

- M&M’S (Mom’s & Math & Science)

- Rodeo Day

- Animal Fair Day/Field Day

Head Start Volunteer Hours

2861.76

2464.98

1869.62

2172.01 2058.4

2731.4

2298.4 2422.19 2378.6

Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May

2011-12 Volunteer Hours

Head Start Volunteers

$35,772.00

$30,812.25

$23,370.25

$27,150.13 $25,730.00

$34,142.50

$28,730.00 $30,277.38 $29,732.50

Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May

2011-12 Volunteer Hours Value @ $12.50 per hour

Resources Mary Helen Martin, Director of Elementary Education

Head Start Act

FY 2013 Office of Head Start Monitoring Protocol