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Head Start
Head Start Annual Report (January 2008-January 2009) Niles Community Schools—Delegate Agency to Tri-County Head Start Funding: 68 children (center-based) Mission: Working in partnership with families, Northside Child Development Center will provide a positive beginning to public education.
Vision: Working collaboratively with parents and community members we will implement a model early childhood center that positively impacts children and their families, through the use of research-based, developmentally appropriate curriculum and strategies.
Our philosophy and beliefs: Parents are their children's first and most important teachers, and need to be encouraged to become involved in all aspects of the program. All children can learn. A research based, multi-sensory, integrated curriculum, following “Early Childhood Standards of Quality for Prekindergarten” is critical to success. Highly educated/ qualified teachers are critical in the educational success of preschool children. A positive, caring classroom environment, responsive to individual children's needs, in all areas of development, is essential for success. Positive relationships with children, parents, and the community are key
components in the program's overall success.
2007 Federal Review Our federal review was conducted in November 2007. There were no areas of non-compliance
Education—Child Outcomes 2007-2008 (Percentage indicates the percentage of children who demonstrate mastery of goals in that domain 100% of the time.)
Domain of learning Baseline End of Year Growth Physical development 10% 69% +59% Creative arts 53% 84% +31% Approaches to Learning 44% 81% +37% Social & Emotional 9% 63% +54% Mathematics 16% 72% +56% Language development 17% 53% +36% Literacy 3% 68% +65% Science 74% 100% +26%
Mental Health Services 2007-2008: Our mental health professional was on site an average of four days per week throughout the program year. The mental health professional conducted a minimum of two formal mental health observations in each classroom throughout the year, with follow-up as necessary. She provided training for staff and parents, taught preventative lessons based on classroom need, consulted with parents, consulted with staff, observed individual children, and worked with individual children as needed.
Number of children observed individually by mental health professional...............................................................14
Number of students who participated in individual therapy with the mental health professional..........................4
Number of parents who participated in individual consultations with the mental health professional during the year.......18
Number of home visits conducted by the mental health professional....1
Number of parents for whom mental health professional provided individualized training/ training materials..............................3
Number of children referred for mental health services outside of Head Start..............................................................................0
Number of children receiving outside mental health services...............0
Children with Disabilities: During the 2007-2008 program year, thirteen students (19% of funded enrollment) qualified for and received special services weekly. Of those thirteen students, two were over-income. An additional four students were suspected of having a disability, but did not qualify.
Northside has speech pathologists, an occupational therapist, a physical therapist, and a special education consultant on site weekly to provide direct services as needed. Northside offers special education classroom programs in the building, and Early On (Part C) provides services to parents and children weekly on site as well.
Transitioning: To assist children (and their parents) with the transition into the Head Start classroom, we:
Conducted two preschool registrations in the spring of 2008. Parents received a checklist of all information needed in preparation for Head Start. Classroom staff, family staff, the health department, and management staff were available to provide information, answer questions, and assist with the transition;
Held a parent-student orientation the day before busing began. Parents and students met with the director, met with the classroom staff, engaged with other children/ parents in the classroom, toured the building, and met the child's driver and monitor;
Provided a “Boo Hoo Breakfast” for the parents on the first day of busing in the Parent Room. Parents had the opportunity to meet staff and other parents, receive tips on how to make the transition easier, and received a “boo hoo” survival kit;
Teachers and instructional assistants made a home visit to 100% of the homes before the first day of school. This alleviated fears, allowed the child to meet classroom staff on their home “turf”, and provided the opportunity for the beginning of developing relationships and trust; and
Provide a “parent room” that is open to parents Monday through Friday, 8:00 A.M.-4:30 P.M. The Head Start Deputy Director, Family Services Worker, and Health/ Family Services Worker are available to assist families with individual needs, and to provide resources in a personal and professional manner; and
To assist with helping children (and their parents) with the transition to Kindergarten, we:
Preschool and kindergarten students and parents had the opportunity to engage in fun, interactive, activities together;
assistant principals, and kindergarten teachers attend, so that parents have the opportunity to meet staff and ask questions. The parents receive a detailed packet informing them of all needed paperwork;
attended school with their parents; and
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