Head Start/ Early Head Start
ANNUAL REPORT 2020/2021
HS/EHS Annual Report 2020/21 Table of Contents Delta Health Alliance (DHA) » » » » »
Mission Statement 2
DHA Mission About DHA Our Principals DHA Board Members DHA Executive staff
DHA Head Start/ Early Head Start
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» Locations » DHA HS/EHS Team » Policy Council Early Learning Environment
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» Virtual Learning » In-Person Learning SY 2020/21 Enrollment
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The Year By the Numbers
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» Sunflower County Childcare Partnership EHS-CCP » Sunflower County HS/EHS » Leflore County & Warren County HS/EHS School Readiness Goals
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» EHS » HS Family & Community Engagement
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Kindergarten Readiness Activities
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Delta Health Alliance (DHA) is an innovative partnership that binds together communities of the Mississippi Delta to improve the quality of life. Comprised of more than 40 programs focused on every stage of growth, DHA offers the tools, guidance and resources to meet the needs and challenges of those who call the Delta and surrounding area their home. DHA provides the ingredients to ensure that all residents have the best health and educational opportunities in a region historically distressed by a lack of these essential components. Whether a soon-to-be mom, a toddler preparing for kindergarten, a high schooler looking toward college or a senior wanting to stay active;
DHA is a neighbor ready to provide a helping hand.
About Delta Health Alliance (DHA)
DHA Board Members
Delta Health Alliance has been a leader in
Bill Kennedy, Chairman
• supporting and operating community-based clinics that serve as medical homes for patients;
Willie Bailey
• implementing new technologies such as electronic health records, health information, exchange networks, and telehealth diagnosis and treatment centers;
Woods Eastland
• managing innovative education programs in community settings; and • creating robust home visiting programs that address prenatal and early childhood education challenges.
Our Principles Two principles guide our work in the Delta: using data to make decisions and building community partners to manage our programs. • We seek to understand the fundamental causes of poor health and lack of educational opportunities in our region through comprehensive analysis of relevant data and statistics. • We fund programs that are built on the latest medical, public health, and education research. • We regularly assess the performance of these programs based on objective measures that are produced and recorded as part of these initiatives – and we make changes based on those outcomes.
Dr. La Shon Brooks Donald Green Walton Gresham Lisa Percy Willie Simmons Dr. Myrtis Tabb
DHA Executive Staff Dr. Karen Matthews Chief Executive Officer & President Marlin Womack VP, Finance and Administration Leigh-Anne Gant VP, Early Education Brooks Ann Gaston VP, Operation Allison Poindexter VP, School-Based Education Hilary Meier VP, Health Sheldon Morris Senior Advisor for Leader Development and Personnel
• We do our work through community organizations, recognizing that long-lasting change occurs only when it is nurtured and supported by the members of these communities.
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Our vision is for all children ages birth to five in Sunflower, Leflore, and Warren counties to experience high quality early education opportunities that will increase their preparedness for kindergarten and beyond.
Locations Sunflower County Early Head Start Childcare Partnership (EHS-CCP) Bebe’ Kids r ente LearningoC nd St
413 Sec MS 38751 Indianola, 753 (662) 635-5
Imaginarium Learning Center 160 East Broadway Drew, MS 38737 (662) 745-0349
Buck-A-Roo Childcare Center 805 Hoover Street Indianola, MS 38751 (662) 207-2352
Drew HS/EHS 120 S. Church St. Drew, MS 38737 (662) 482-5018
LaDonna Little Angels Learning Center 181 W Park Ave Drew, MS 38737 (662) 745-8402
Little Angels Daycare 1012 Roy Street Moorhead, MS 38761 (662) 246-5328
Sunflower County Head Start/ Early Head Start
Pooh Bear Childcare 302 Mimosa Drive, Indianola, MS (662) 887-4078
Ruleville H S
/EH
S 710 Byron St. Ruleville, M S 38771 (662) 756-4 005
r HS/EHS SunfloweClaiborne St. 225 East 78 r, MS 387 Sunflowe -7121 (662) 569
Indianola HS/EHS 702 Roosevelt St. Indianola, MS (662) 452-5041
Moorhead HS/EHS 1307 East Delta Ave. Moorhead, MS 38761 (662) 762-5005
DHA HS/EHS Team
Policy Council
Becky Dean, Director of Disabilities
Community Reps
Eileen Beazley, Director of Family and Community Engagement
Maggie Barnes - President, Indianola, MS (662) 887-7271 / maggielbarnes@bellsouth.net
Marcia Erving, Director of Outreach
Dr. Deborah Moore, Cleveland, MS (662) 721-5641 / dmoore@deltahealthalliance.org
Marilyn Grice, Director of Transportation Monica May, Director of Education Natonja Robinson, Fiscal Office Manager Roshunda Sample, Director of Compliance Verneitha Causey, Nutrition Manager
Betty L Petty, Indianola, MS (601) 278-2149 / bettylpetty@yahoo.com Sunflower County EHS-CCP Frank Brown, Drew, MS (662) 303-8765 Daisy Davis, Drew, MS (662) 402-3772 / Daisy.patt@gmail.com Alicia Martinez Matthews, Drew, MS (601) 988-2513 / aliciamartinez@yahoo.com
Leflore County & Warren County Head Start/ Early Head Start
Sunflower County HS/EHS Crystal Denton, Drew, MS (662) 545-7406 / msdenton26@gmail.com Ebony Roach, Drew, MS (662) 902-0312 / evonsha87@icloud.com
Greenwood HS/EHS
100 E. Martin Luther King Drive Greenwood, MS 38930 (662) 455-0159
Cedars HS/EHS
S
H Vicksburg HS/Eive
200 R.L. Chase Dr 183 Vicksburg, MS 39 32 (601) 738-51
235 Cedars Scho ol Circle Vicksburg, MS 39 180 (601) 738-5538
Larry Walker, Moorhead, MS (662) 303-5617 Javaundashaye Carter, Sunflower, MS (662) 303-6229 / cartertrice7@gmail.comcar Marquita Smith, Sunflower, MS 662-580-6763 / marquita903@gmail.com Leflore County HS/EHS Tamika Banks, Greenwood, MS (662) 385-3683 Bankstamika99@gmail.com Yolanda Harris, Greenwood, MS (662) 299-3061 / Pierre97juawan95@gmail.com
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Early Learning Environment DHA is committed to providing and supporting a strong foundation of learning for children birth to five years old. The first four years of a child’s life are the most critical for developing their longterm academic, social, emotional, physical, and motor skills. The 2020-21 school year challenged everyone, including the families we serve. During this challenging time, we did all we could to support growth and learning for our children and families. Given the unique circumstances each of our families found themselves in during the COVID-19 pandemic, we have focused on ensuring our families and children have access to educational experiences both inside the classroom and virtually. EARLY LEARNING PRACTICES -
DHA is dedicated to implementing research-based, high-quality, and developmentally appropriate practices informed by national and state early education stan-
dards and guidelines in all our early learning environments. The education staff works diligently to keep each child safe and prevent the spread of illness through high-quality health and sanitation practices. All classroom materials in our learning centers are cleaned and sanitized after children access them. We limit the number of children participating in face-to-face learning, and maintain appropriate distance between tables, allowing only two (2) chairs to a table. DHA follows the Childcare Crisis Assistance In Isolation Response Plan (CCAIR) to limit 10 people (eight (8) children and two (2) adults) to a learning space. A/B SCHEDULE - DHA imple-
mented an A/B schedule to serve children, families, and our communities most effectively. This provided children with consistent, ongoing, high-quality teacher-child interactions on a weekly basis. Our A/B schedule allowed children to come for in-person
VIRTUAL LEARNING Due to COVID-19, DHA provided both in-person and at-home learning opportunities, depending on the needs of our individual families. At-home learning materials ensured children were supported and able to continue learning away from the classroom. The content of at-home learning activities emphasized language and conversation prompts that helped children and families connect.
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classroom experiences every other week, five days a week for up to 8 hours a day. VIRTUAL LEARNING - During the
week children were NOT onsite in classrooms, we provided virtual learning opportunities for families. Our online DHA Learning Hub offered a variety of educational and developmental experiences and allowed children to interact with teachers through dedicated “Zoom in the Room” activities. Virtual learning opportunities were paired with handson learning materials that promoted school and kindergarten readiness skills. DHA’s commitment to creating effective, diverse learning environments allowed us to meet the needs of our children and families during the unprecedented 2020-21 school year.
SY 2020/21 Enrollment
Average Enrollment By Month
611
648 636
488
278 198
190
233
254
13% 12% 15% 18% 16% 22% 31% 39% 41% 40% 23% AUG
SEP
OCT
2020
NOV
DEC
JAN
FEB
MAR
APR
2021
JUN
JUL
% OF CAPACITY
TOTAL # PER MONTH
359
349
During the 20-21 program year all centers were enrolling half their capacity due to CDC Guidelines.
IN-PERSON LEARNING DHA Head Start and Early Head Start classrooms implement research-based curriculums appropriate for each child’s developmental level. We create achievable goals for children that enable the development of the knowledge, skills, and emotional intelligence expected at their age, and provide additional opportunities to prepare kids for kindergarten and beyond. Our evidence-based curriculum aligns with the Head Start Early Learning Outcomes Framework, Head Start Performance Standards, and state early learning guidelines.
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The Year By The Numbers
Sunflower County Childcare Partnership EHS-CCP Sites
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Slots
200
Annual funding $3,784,984
Other $106,304
Contractual/Consulting $544,488
Salaries/Wages $1,454,860
Supplies
TOTAL EXPENDITURE $3,441,031
$394,443 Travel $34,904
Indirect Expenses $407,578 Fringes $498,454
Children served
147
(Jun 2020 to Jul 2021)
Enrollees by primary type of eligibility
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Percent of children who received exams
Income below 100% of federal poverty line
112
Public Assistance such as TANF, SSI
9
Status as a foster child or as homeless
6
Over income
9
Medical
Dental
96%
100%
Leflore County & Warren County HS/EHS
Sunflower County HS/EHS Sites
5
Slots
556
Sites
3
Annual funding $5,307,220
Slots
819
6-Months funding $4,951,030
Other
Salaries/Wages
$417,370 Contractual/Consulting
$388,024 Fringes
$33,060
$86,429
Other
Supplies $553,101
$896,861
Salaries/Wages
Equipment
Indirect Expenses
$2,650,308
$123,856
$435,137
Travel $32,173
Contractual/ Consulting
TOTAL EXPENDITURES $5,223,740
Indirect Expenses $586,439
$41,200
Travel $4,146 Equipment $174,535
Fringes
Supplies
$827,428
$1,488,330
Children served Children served314
Children served Children served* 228
(Jun 2020 to Jul 2021)
(Only virtual, Jan to Jul 2021)
Enrollees by primary type of eligibility Income below 100% of federal poverty line Public Assistance such as TANF, SSI
Enrollees by primary type of eligibility 235 30
Income below 100% of federal poverty line
163
Public Assistance such as TANF, SSI
33
Status as a foster child or as homeless
7
Status as a foster child or as homeless
1
Over income
17
Over income
9
Medical
Dental
96%
98%
Percent of children who received exams
Percent of children who received exams
TOTAL EXPENDITURES $3,414,660
Medical
Dental
94%
96% 9
DOMAINS
GOALS
OUTCOMES
Social & Emotional Development
Infants and toddlers will: • Develop and engage in positive relationships and interactions with adults • Begin to develop personal relationships with peers • Begin to develop and demonstrate control over some of their feelings and behaviors (self- regulation) • Begin to learn and internalize rules, routines, and directions • Begin to demonstrate a positive sense of self, competence, and an identity that is rooted in their family and culture
• Children demonstrate appropriate and improved social behavior, emotion regulation, and emotional well-being • Positive Parent-Child Relationships • Families as Lifelong Educators • Families as Learners • Family Engagement in Transitions
Approaches to Learning for Infants & Toddlers
Early Head Start
Infants and toddlers will: • Demonstrate interest, curiosity, and eagerness in exploring the world around them • Demonstrate persistence in learning and discovery • Infants and toddlers imitate the sounds, facial expression and gestures of another person • Learn and use words to describe what they are thinking and doing • Students with disabilities will be supported at their individual level of development, according to their IEP &/or assessment derived needs.
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• Children demonstrate appropriate or improved positive approaches toward learning, including improved attention skills • Positive Parent-Child Relationships • Families as Lifelong Educators • Families as Learners • Family Engagement in Transitions
School Readiness Goals GOALS
• Children demonstrate appropriate or improved communication, language, and emergent literacy skills • Positive Parent-Child Relationships • Families as Lifelong Educators • Families as Learners • Family Engagement in Transitions
Physical Development
To foster early foundations of reading and writing, Infants and Toddlers will: • Demonstrate receptive and expressive language skills and communication strategies in their home language/s • Can distinguish the sounds and rhythm of language • Begin to learn and demonstrate how print works • Engage with stories and books • Understand and begin to use oral language for conversation and communication
OUTCOMES
Infants and Toddlers will: • Develop control of large muscles for movement, navigation and balance • Develop control of small muscles for manipulation and exploration • Learn and being to demonstrate healthy and safe habits • Will be current with recommended medical and dental services, promoting optimal health.
Cognitive & General Knowledge
Language & Literacy
DOMAINS
Infants and Toddlers will: • Lean and begin to use math concepts during daily routines and experiences • Use all of their senses to investigate their environment to discover what objects and people do, how things work, and how they can make things happen • Begin to develop and demonstrate the ability to remember and connect new and known experiences and information
• Children demonstrate improved physical health and development • Positive Parent-Child Relationships • Families as Lifelong Educators • Families as Learners
• Children demonstrate improved general cognitive skills • Positive Parent-Child Relationships • Families as Lifelong Educators • Families as Learners • Family Engagement in Transitions
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Head Start
Children will learn to: • Expresses emotions in ways that are appropriate to the situation. • Demonstrates awareness of classroom rules when asked and is able to follow these rules most of the time. • Appropriately handles materials during activities.
Children will: • Demonstrate the use of creative and imaginative expression such as music, movement, art and drama • Demonstrate an interest and engagement in large and small group experiences as well as cooperative play with peers • Manage their actions, words, and behavior with increasing independence.
Children will: • Demonstrate positive relationships and interactions with adults and peers • Recognize and regulate emotions, attention, impulse and behavior • Initiate longer and more reciprocal interactions with trusted adults, such as asking questions or talking about ideas.
Children will: • Demonstrate the ability to use language • Demonstrate familiarity with writing implements, conventions and emerging skills to communicate through written representations, symbols and letters
Literacy
Approaches to Learning
OUTCOMES
Social & Emotional
GOALS
Language & Communication
DOMAINS
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Children will learn to: • Interacts readily with trusted adults. • Engages in prosocial behaviors with adults, such as using respectful language or greetings.
Children will learn to: • Uses verbal and non-verbal signals appropriately to acknowledge the comments or questions of others. • Shows ongoing connection to a conversation, group discussion, or presentation. • Shows an ability to recall multiple step directions. • Shows understanding of a variety of sentence types, such as multi-clause, cause-effect, sequential order, or if-then.
Children will: • Demonstrate an interest in books and their characteristics, and the ability to understand and get meaning from stories and information from books and other texts • Demonstrate knowledge of concepts about print and early decoding (identifying letter- sound relationships)
Children will learn to: • Children demonstrate appropriate or improved communication, language, and emergent literacy skills
School Readiness Goals GOALS
OUTCOMES
Children will: • Demonstrate the use of numbers to describe relationships and solve problems
Children will learn to: • Counts verbally or signs to at least 20 by ones. • Instantly recognizes, without counting, small • quantities of up to five objects and says or signs the number. • Accurately counts as many as five objects in a scattered configuration. • Understands that each successive number name refers to a quantity that is one larger. • Identifies and uses numbers related to order or position from first to tenth. • Associates a number of objects with a written numeral 0–5. • Recognizes and, with support, writes some numbers up to 10.
Scientific Reasoning
Children will learn to: • Identifies the five senses (smell, touch, sight, sound, taste) and uses them to make observations. • Uses scientific practice words or signs, such as observe, describe, compare, contrast, question, predict, experiment, reflect, cooperate, or measure. • Categorizes by sorting observable phenomena into • groups based on attributes such as appearance, weight, function, ability, texture, odor, and sound.
Children will: • Demonstrate the ability to observer and collect information and use it to ask questions, predict, explain and draw conclusions
Perceptual, Motor & Physical Development
Mathematics Development
DOMAINS
Children will: • Demonstrate the understanding of one’s relationship to the family and community, roles in the family and community and respect for diversity • Understand and practice healthy and safe habits • Demonstrate age appropriate control of large muscles for movement, navigation and balance • Demonstrate age appropriate control of small muscles for such purposes as using utensils, self- care, building and exploring
Children will learn to: • Demonstrates balance in large-muscle movement, such as walking on a log without falling or balancing on one leg. • Demonstrates strength and stamina that allow for participation in a range of physical activities, such as running around playing tag. • Demonstrates awareness of own body and other people’s space during interactions. • Changes directions when moving with little difficulty.
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Family
t n e m e g a g n E y t i n u m m o C & STORY TIME OUTSIDE THE CENTERS
During the month of April, all sites invited at home learning families to “outside story times” held by DHA staff at our fourteen locations.
READ ACROSS AMERICA
Twenty-two guest readers from various DHA programs helped celebrate National Read Across America Day by reading their favorite book virtually throughout the day.
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READY FAMILIES DHA believes that early childhood education is grounded in positive relationships. The foundation for school readiness begins early in life. School readiness means that children are ready for school; they possess the skills, knowledge and attitudes necessary for success in school and later in life. School readiness also means that families are ready to support their children’s learning. The DHA Head Start/ Early Head Start program emphasizes building relationships with families that support family well-being, strong relationships between parents and their children, and ongoing learning and development for both parents and children. A variety of activities were offered for families to participate virtually and in-person on a regular basis.
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Family
t n e m e g a g n E y t i n u m m o C & DHA LUNCHABLES DHA offered brief cooking courses to show parents how to prepare quick, nutritious meals and snacks for their children/families. Parents were shown how to make quick healthy lunches and smoothies for their families. During the presentation families learned about healthy nutritional habits and received WIC information and recipe cards to take home and try.
S.T.E.P. Early Childhood S.T.E.P gives parents information about child development, practical discipline and communication strategies, and ways to build self-esteem. The curriculum offers parents the opportunity to practice parenting skills to promote children’s learning and development. S.T.E.P. meetings offer practical advice on dealing with everyday occurrences with children. Parents have an opportunity to learn from each other in a safe environment and build relationships with other families. During surges in local COVID-19 cases, S.T.E.P. meetings were held virtually. Seven parents were recognized for attending all S.T.E.P. meetings.
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Users
Videos viewed
218
2,827
READY ROSIE Ready Rosie was used with families to help support and provide resources for supporting children in their care. Families had the opportunity to sign up and watch brief videos that would help them become their child’s first teacher. A weekly playlist was pushed out to each family to help their children stay on track with learning while at home.
Learning Outcomes Child Outcomes
13% Social Emotional
Top 4 Family Outcomes
35% Language & Literacy
22% Math & Reasoning
30%
Positive Parent-Child Relationships
31%
Families as Learners
30%
Families as Lifelong Educators
30%
Family Well-Being
7%
Health & Well-Being
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s e i t i v i t c A s s e n i d a e R n e t r a inderg
K
TARGETED SUMMER CAMPS Summer Camps were offered to all Head Start students. Additional classrooms were opened over the summer for Head Start students in Sunflower County who did not have the opportunity to attend in-person services during the regular program year. For those families in Leflore and Warren counties, at-home learning continued through the summer.
TEACHER TRAINING PRE-SERVICE - To help support our staff, we provided two weeks of pre-service training to all teachers and coaches. The topics covered health and safety, transportation, nutritional information, and curriculum. ONGOING TRAININGS/COACHING - DHA
believes that all Head Start/ Early Head Start staff are lifelong learners. Education trainings were held quarterly for all DHA Head Start/ Early Head Start staff.
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ELEVATE TO KINDERGARTEN DHA recognizes that transition activities are integral and necessary to help children and families move smoothly from Head Start into the local school system. DHA created events to celebrate the accomplishments of each child and family at the end of the year. All children enjoyed their moment in the spotlight and had their families join them in a moment of recognition.
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www.dhaheadstart.org
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