Head Start Outcomes Report 2022

Thank You for Your Support

C hildren grow and change so quickly in the first few years of their lives. For the past few years, the pace of change at LCCAA Head Start has felt almost as rapid.

We woke to totally new surroundings as COVID-19 forced us to redefine all our processes. We adapted to online learning and new forms of communication. Our teachers and staff mastered new skills like Zoom and even video editing. In short, we grew right alongside our students and families.

The changes continue. We’ve moved our administrative offices into the Central Plaza building at 1949 Broadway Ave., less than a mile from our agency headquarters; and we will welcome as many as 60 children before the snow flies. Our Health and Nutrition staff is preparing to move into a new state-of-the-art kitchen on Eighth Street. By next January, 16 infants and toddlers will be served at our new Early Head Start facility on Oberlin Avenue in south Elyria.

But, it’s not just an adage to say that the more things change, the more they remain the same. LCCAA Head Start remains committed to serving every family we can in every way that we can. We follow several sets of standards, hundreds of pages of scientific research and our hearts as we guide families with wisdom and compassion. Our goal: create momentum in their lives and help them navigate the changes they face.

We are thrilled to present the data of the past year. Our families did what our families always do. They amazed us every day. No matter what obstacles are thrown in their way, Head Start families conquer them. They prove everyday that Head Start Works. We can’t thank you enough for supporting them – and us – on this journey.

Shauna Matelski, Ed.D. Head Start Director

Stefanie Drew Assistant Head Start Director

New Facilities in 2022

Head Start has a new home in the Central Plaza building at 1949 Broadway Ave. We welcomed visitors in June to tour the beautiful space which includes three new classrooms for up to 60 children operated in partnership with Lorain City Schools.

The site also features an indoor play space in the former bank branch and an outdoor play space at the front of the building. It is also the new home for staff in the home-based program.

Cutting the ribbon to open the Central Plaza space on June 30 were, left to right, Head Start Director Shauna Matelski, Ed.D., LCCAA Board Member Elizabeth Meadows, LCCAA President and CEO Jackie Boehnlein, Lorain Mayor Jack Bradley, Lorain County Commissioner David Moore, developer Jon Veard and LCCAA Board President Gerald Pippens.

LCCAA will soon relocate its central kitchen to the former Campana’s Pizza building on 8th Street in downtown Lorain. After 12 years of a warm relationship with the Lorain Metropolitan Housing Authority community at its Kennedy Plaza facility, food service staff are excited about the possibilities for the new facility.

The state-of-the-art kitchen will meet the program’s needs for at least the next ten years with dedicated parking, office space for staff and room to expand Head Start’s Nutrition Service.

LCCAA Head Start has also received an expansion grant that will add 16 slots to its Early Head Start program. Early Head Start will have a dedicated facility at 107 Oberlin Avenue in south Elyria. The new facility will have two classrooms and approximately six staff members. Classrooms are expected to open in January 2023.

Visitors loved the new space and staff is settling in and getting ready to welcome children this fall.

Who is Eligible ?

LCCAA Head Start includes 891 slots which in 2021-2022 served 672 students. Early Head Start includes 58 slots which served 70 young children and/or pregnant women.

Head Start and Early Head Start are federally funded programs focused on comprehensive child development. LCCAA is Lorain County’s only Head Start provider. We offer center-based, schoolbased and home-based options. Head Start serves children ages 3 to 5 and prepares them for kindergarten. Early Head Start serves pregnant women and children from birth to age 3.

LCCAA’s 2022 Community Needs Assessment showed us that more than a quarter of all children under five in Lorain County live at or below the poverty level. This represents approximately 4,750 children who likely qualify for Head Start or Early Head Start. Current funding allows 891 slots in Head Start and 58 in our Early Head Start program. At full enrollment, we are currently able to serve approximately 20 percent of the eligible children in Lorain County.

Families receiving SNAP are now automatically eligible for Head Start nationwide.

to our Community Needs Assessment, approximately 12% of Lorain County households receive SNAP benefits.

Both programs use 100% of the Federal Poverty Level (FPL) for priority placement. In addition, the programs can serve 35% of families whose income is between 101 and 130%.

Ten percent of families can exceed 130% of the FPL.

New in 2022, families receiving food stamps or the Supplemental Nutritional Assistance Program (SNAP) are automatically eligible. Families in the following situations are also automatically eligible:

 Receiving TANF (Temporary Assistance to Needy Families)

Receiving SSI (Supplemental Security Income)

Homeless, Foster Care or Kinship Care

Approximately 6.2%, or more than 4,200 children, in Lorain County are being raised by their grandparents.

Serving More Children

During the height of the pandemic, Head Start programs nationwide reduced their enrollment to protect our families. As the country continues to recover, full enrollment becomes our goal again.

The best recruitment tool for our program is our existing and past families. If you know someone interested in a Head Start, send them our way!

What is Step Up to Quality?

Ohio created its five-star rating system to recognize and promote early learning and development programs that meet quality standards over and above the minimum health and safety licensing requirements.

All of LCCAA’s directly operated centers have earned the highest rating from Step Up to Quality: five stars. LCCAA has been fortunate to have partners who work hard to exceed minimum standards. Most of our partner centers are also rated at five stars and none has fewer than three.

Higher ratings are given to programs employing teachers with more specialized training as well as enhanced parent, family and community engagement, among other criteria.

High Standards

LCCAA Head Start follows exacting standards from both federal and state agencies as well as our agency’s own core values and strategic goals.

Head Start graduates are curious, creative and ready for kindergarten. They can confidently leave their parents and caregivers, care for their own basic needs and are ready to learn to read and write.

They are also beginning to reason and solve problems as they learn to imitate their teachers in becoming enthusiastic lifelong learners.

Head Start Framework

(many of the same domains are part of the Ohio’s Early Learning and Development Standards)

Approaches to Learning Approaches to Learning Creative Arts Expression Cognition and General Knowledge English Language Development Logic and Reasoning Mathematics Knowledge and Skills Science Knowledge and Skills Social Studies Knowledge and Skills Language and Literacy Language Development Literacy Knowledge and Skills Physical Development and Health Gross and Fine Motor Skills Social and Emotional Development Mental and Behavioral Health

How We Do It

Head Start Early Learning Outcomes Framework: a comprehensively researched set of standards regarding what young children should know and be able to do.

Ohio’s Early Learning and Development Standards: child development standards reflecting the rapid development of young children.

Teacher Credentials: more than 50 percent of LCCAA employed teachers have a bachelor’s or master’s degree in Early Childhood Education or a related field.

Screenings and Assessments: all students are evaluated within 45 days of enrollment so their unique needs can be met. Quarterly assessments monitor growth and progress.

Environment: classrooms are well-equipped with abundant supplies. Both classroom environments and teacher interaction with students are regularly evaluated.

School Readiness

The federal Office of Head Start (OHS) defines school readiness as children possessing the skills, knowledge and attitudes necessary for success in school and for later learning in life. School readiness means children are ready for school, families are ready to support learning and schools are ready for children to transition to their new learning environment.

As a Head Start grantee, LCCAA Head Start is required to have school readiness goals and we are responsible for measuring outcomes to ensure children’s development and learning progress throughout the school year. Child outcome data is gathered in November, February and May. Individual growth reports are shared with families during conferences and home visits.

Each age group - infants, toddlers and preschoolers - has multiple goals to reach under each of the domains in the national framework (at left). For more detailed information on these, please see the School Readiness Goals document on our website.

‹ Children will show curiosity by asking questions and show initiative by searching for answers.

‹ Children will maintain interest and demonstrate persistence in completing challenging tasks.

‹ Children will use creativity and imagination to manipulate materials and assume roles in dramatic play situations.

‹ Children will demonstrate an awareness that numbers have value and represent quantity.

‹ Children will explore spatial relationships and describe shapes in their environment.

‹ Children will use tools and observational skills to explore a variety of materials and objects in their environment.

‹ Children will use language to express their wants and needs, engage in conversation and follow directions.

‹ Children will recognize that print has meaning.

‹ Children will use writing to convey a message.

‹ Children will demonstrate awareness that spoken language is composed of smaller segments of sounds.

‹ Children will identify letters of the alphabet and produce correct sounds associated with them.

‹ Children will demonstrate fine motor, balance and coordination skills.

‹ As part of daily routines, children will develop knowledge and skills on self-care and health habits with increasing independence.

‹ Children will manage feelings, emotions, actions and behaviors with the support of familiar adults.

‹ Children will form relationships with peers and familiar adults to foster positive relationships.

Supporting Development

LCCAA is deeply committed to early intervention. Head Start works with local school districts through screenings and referrals on a wide range of disabilities.

While developing children sometimes acquire skills and abilities at different rates, therapies or other services may help.

Speech therapy is one of the most common referrals and most concerns are mild and correctable. Referrals are also made for:

delays

health

impairment

disabilities

impairment

fine or gross motor delays

Head Start families with concerns should talk to their child’s teacher or their family service assistant. Our highly trained staff can help ease your mind and provide assistance if needed.

Widely Held Expectations

Widely Held Expectations are tasks and skills children of a certain age are expected to know and be able to perform. They apply to all children in an age group regardless of their household income.

Head Start students make tremendous progress over the course of the school year. Many preschoolers enter Head Start with little to no learning background. Fall assessments show relatively high numbers of children testing “below” widely held expectations. By the end of the year, the number of children exceeding expectations has skyrocketed and very few remain below average.

LCCAA’s data, shown below and on pages 10 and 11, consistently illustrates dramatic improvement from fall to spring. This data lets teachers and administrators know where children are relative to most children of the same age.

How to Read the Data

ExceedingMeeting

Fall data reflects assessments upon enrollment prior to receiving instruction or services.

Social Emotional Development

Social Emotional objectives focus on how children are learning to control their behavior and emotions as well as how they are getting along with other children.

At this age, children make friends easily, manage feelings, recognize clues to other people’s feelings and can balance their needs against other children’s needs.

Spring data is from June 2022 for all students ages 3 to 5.

Physical Development

Physical skills include things that adults take for granted such as walking, running and healthy eating. They also include gross motor skills such as throwing a ball and fine motor skills like holding a crayon to color a picture. Head Start also provides special interventions for students with disabilities.

Literacy

preparing to become readers are learning to identify letters and their sounds. They recognize rhymes and hold books right side up. They understand some basic print concepts such as books are read from left to right. They can retell a familiar story and they are learning to write their names.

Cognitive Development Language Development

children enjoy learning because they are curious. As their attention spans lengthen, they

They remember experiences and can connect them

They learn to

Speaking and understanding words are skills that rapidly expand in the preschool years. Children learn to follow directions, hold a two-way conversation, and use complete sentences — all with an ever-growing vocabulary. They regularly use conventional grammar and other social rules of language.

shapes, patterns and beginning measurements are all foundational math skills. As children progress in their academic career, this expands into scientific inquiry as well as geography and other concepts of social studies.

Learning Environment

Classroom environments are evaluated using CLASS (Classroom Assessment Scoring System) which offers teachers feedback on how they interact with students.

“Our teachers are very intentional about how their classrooms become learning environments,” said Head Start Director Shauna Matelski, Ed.D.

CLASS uses a seven-point scale to assess three domains of teacher-child interactions that support children’s learning and development.

Emotional Support assesses the degree to which teachers establish and promote a positive climate in their classroom through their everyday interactions.

Fall Spring

Classroom Organization assesses classroom routines and procedures related to the organization and management of children’s behavior, time and attention in the classroom.

Instructional Support assesses the ways in which teachers implement the curriculum to effectively promote cognitive and language development. This domain measures how teachers support and extend children’s thinking, problem solving, conversational skills, and vocabulary.

Emotional Support Classroom Organization Instructional Support

A total of 19 classrooms was observed and increases occurred in all three domains. Emotional Support increased from 6.56 to 6.57. Classroom Organization increased from 5.85 to 5.99 and Instructional Support increased from 3.31 to 3.41.

All of the Education and Disabilities Team members are reliable CLASS assessors. This year, Pamela Caruso (Firelands Site Administrator) became a reliable CLASS trainer so we can build internal capacity.

Meeting and Exceeding All Program Standards

LCCAA’s last federal review was conducted in November 2018. In the Focus Area 2, on-site review, the Office of Head Start is looking for grantees to demonstrate their ability to track and assess their program’s progress and performance, use data to drive results and make adjustments and corrections as needed.

The results of the review were stated in a letter from the Administration for Children and Families: “Based on the information gathered during this review, we have found your program meets the requirements of all applicable Head Start Program Performance Standards, laws, regulations and policy requirements.”

Family Engagement

Head Start is designed as a two generational approach. We support parents with information about important developmental milestones, guidance on family selfsufficiency goals and more.

Head Start works to empower parents by connecting them with other needed services. They also provide support by building relationships and making sure each unique need is met.

Family Service Assistants will now have classroom duties to ensure seamless transitions for children and help the program meet ratios required under Head Start performance standards and childcare licensing.

O ur work with families is based on mutual respect and trust, developing with every interaction between staff and families.

Using intentional tools and strategies to support families, LCCAA’s Head Start and Early Head Start family service staff focus on the following objectives to strengthen families and parenting in our community:

‹ Family well-being.

‹ Positive parent-child relationships.

‹ Families as lifelong educators.

‹ Families as learners.

‹ Family engagement in transitions.

‹ Family connections to peers & community.

‹ Families as advocates and leaders.

Involved Parents

“Policy Council is not scary.”

Stephanee Koscho served as Vice President of the Council last year and as the first representative from Firelands Head Start. Head Start requires convening of a Parent Policy Council for each program throughout the country. Parents are encouraged to participate to help make decisions about the program.

“It gives them an opportunity to help us make decisions that are going to be right for the program and for their child,” said Head Start Director Shauna Matelski, Ed.D. “So Head Start has always placed an emphasis on the Parent Policy Council.”

Parents are elected by their centers to serve on the council and the president of the council holds a full, voting seat on the LCCAA Board of Directors. Officers for 2021-2022 (pictured at left, top to bottom) included President Margaret Hartman, Koscho, Secretary Daphine Jackson and Assistant Secretary Melanie Wiseman.

Hartman’s daughter attended Hopkins Locke and she joined policy council to play a greater role in her daughter’s education. She also has a 7-year-old and a 1-year-old. Jackson’s daughter also attended Hopkins Locke and she chose Head Start because she knew it would prepare her daughter for kindergarten. Wiseman represented LaGrange Head Start where her son was a student. She volunteered because she remembers her mother working hard to support her activities growing up.

Koscho shared her thoughts during a Firelands parent meeting toward the end of the school year.

“I really enjoy it. I get to learn about the other classrooms and telling all the great things happening in Firelands,” she said. “It made me feel more a part of my son’s classroom.”

Koscho added that Policy Council was not only a great learning experience, it was an easy and fulfilling process.

2021-2022

Policy Council

Margaret Hartman, President

Stephanee Koscho, Vice President

Daphine Jackson, Secretary

Melanie Wiseman, Asst. Secretary

Mercedes Anderson

Melissa Carroll Gregory Elkind

Monica Padua

Jessica Foster

Genesis Rodriguez Hector Rosa Rebecca Schisler Kerry Segure Caitlin Withers

Successful Outcomes

LCCAA’s home-based Head Start program helped Oberlin native Rebekah Fields-Johnson take ownership of her children’s education and has made her a better mother.

Rebekah, her husband Mario, and their four children have all been touched by Head Start and her baby girl due in September will be also, she said. Her entire family has been empowered.

“I love home-based. It’s so flexible for our schedule,” she said. “Being able to have them in their own environment is easier since there are so many of us. It’s a family thing; we’re all involved.”

The Johnson family became part of Head Start when oldest son Xavier enrolled in home-based at age 3, six years ago. Daughters Xenieya, 7, and Xylahna, 5, are both graduates as well. Son Xemar just turned 3 and started receiving visits from Sabrina “Miss Ellen” Osborne. Daughter Xoie is expected Sept. 20 and already on Miss Ellen’s list. “Every child is different,” Rebekah said. “So as we’ve been on this journey, she’s been able to get to know my kids.”

Xavier began Head Start with strong emotions. Miss Ellen introduced Conscious Discipline to help both mother and son. Rebekah now uses the program as a “staple for our household.” She’s grateful for the curriculums which have helped her “take the reins” as a parent.

“I have seen her go through so much through the years,” Miss Ellen said. “She is very strong. I’ve watched her grow as a woman and as a parent.” Rebekah appreciates the program’s whole family approach. Working with Miss Ellen has encouraged her to continue her education and improve skills such as time management. She worked as a STNA until COVID-19 closed her children’s schools. Now, while home-schooling daughter Xenieya as she recovers from surgery, Rebekah is taking classes at Lorain County Community College.

“I set goals with Miss Ellen for what I wanted to do as a parent and as an individual,” she said. “It goes beyond the kids. It really works on the whole

family.”

Miss Ellen’s weekly, 90-minute visits include songs, activities, stories and more. While the visits have been conducted recently over Zoom or outside at a distance, the Fields children have been fully engaged and grown tremendously.

“It’s always child led,” Rebekah said. “My kids love to sing and dance, so she keeps them active and motivated. They look forward to her coming.”

When the older children are home, they’re included as well. Activities vary from practicing writing skills to taking nature walks in the Johnson’s neighborhood. Miss Ellen brings materials or drops them off if the visit is virtual.

“Center-based isn’t for everyone. This approach gives you so much flexibility and involvement – with the help of someone who is educated,” Rebekah said. “It nurtures our whole family and we cherish it.”

‘It nurtures our whole family and we cherish it.’ - Rebekah Fields

Health and Nutrition

LCCAA Head Start addresses health and nutrition every day. Head Start serves breakfast, lunch and snacks to hundreds of kids daily while managing dozens of food allergies.

Quality, balanced meals are often made from scratch and meet strict USDA standards.The central kitchen provides more than 78,000 meals annually. The kitchen is scheduled to relocate to a new facility later this year.

Nutrition staff offer new food experiences with “try days” so students taste items as various as plantains and asparagus. Special events include parents and recipe sharing too. Nutrition staff also coordinate LCCAA Head Start’s participation in wider-reaching events such as the Great Lakes Apple Crunch annually in October. They also have coordinated thousands of take-home meals and other projects to help families during the pandemic.

Out of the Box

LCCAA Head Start Nutrition Staff thought outside the box this year creating a three-part cooking class for families.

The “Build a Balanced Plate: Out-of-the-Box Recipe Series” involved Registered Dietician Marge Robison and Luis Aguilar, who was production lead for the Head Start kitchen last year.

The series shared recipes for fresh salsa, a Mexican frittata and cilantro lime quinoa to create a balanced plate featuring all major food groups. Robison and Aguilar demonstrated the recipes during Zoom sessions. Families had a chance to ask questions as well as share their own tips.

Robison emphasized the nutritional aspects of each food group as well as ways to vary the recipes to make them more appealing to children. Her advice was to “present, present, present”: keep presenting vegetables to children and encouraging them to try them. She also noted that modeling good eating habits is important.

“If you eat vegetables, your child is more likely to eat them,” she said.

Aguilar shared knife techniques and other tips for preparing ingredients. For each recipe, registered families received a kit with all the ingredients as well as tools like knives, cutting boards and additional recipes.

The series was a hit with families and staff plans to repeat it in the new school year.

Health and Nutrition

Annually, Head Start also conducts screenings of vision, hearing, lead exposure, dental health and more. All these work together to make sure children are ready to continue learning in kindergarten. Navigating the world of health care became both more important and more intimidating in light of the COVID-19 pandemic. Efforts to support families have increased and state-of-the-art equipment now includes needleless hemoglobin testing.

School Health Coordinator

School Health Coordinator Melissa Jarvis will support families and staff in understanding how health and nutrition impact their youngsters.

Head Start students get physicals and parents are encouraged to keep up to date with wellness checks. They are also offered a variety of screenings at their centers including vision, dental and lead contamination. Jarvis will help with updating forms and systems to make these processes easier for parents and staff.

“Coming from a medical background Melissa will ask deeper questions and provide better information to staff while also helping parents learn how to advocate for their children’s health,” said Health and Nutrition Specialist Rebecca Rodriguez.

Jarvis is working on processes as well as training for staff on managing chronic illnesses and new screening equipment.

Pregnancy Support Services

LCCAA Head Start will offer Pregnancy Support Services to the community this year with a newly hired Community Health Worker.

In partnership with Lorain County Public Health, Melissa Carroll will focus on supporting African American mothers and reducing the startling rate of infant mortality. In Lorain County, 13 out of every 1,000 Black or African American infants die in their first year of life. The rate for white infants is 4.5.

Carroll’s role is to improve those outcomes by supporting women during and after their pregnancies. The Pregnancy Support Services will be available to everyone in the county with no income qualifications for participants. Women can reach out to Carroll at any stage of their pregnancy.

Professional Development

The knowledge of Head Start staff is crucial to supporting the health, learning and development of children as well as their family’s strengths, needs, and parenting skills. No professional can do this without building their awareness, skills, and competencies through professional development.

Head Start Performance Standards lay out the training and qualification requirements for all levels of staff. In many cases, LCCAA Head Start staff exceed these requirements.

For example, staff are required to complete at least 15 hours of training per year. In 2021-2022, the average number of hours completed by LCCAA staff was 29.

‹ LCCAA Head Start key management staff exceed requirements to hold position-related degrees.

‹ Home Visitors must have at least the national Child Development Associate (CDA) credential and competencies to plan and implement home-based learning experiences.

‹ Assistant Teachers must hold at least the CDA credential; if not, they must earn it within two years of hire or be enrolled in an early childhood associate’s degree program.

‹ Early Head Start Teachers must hold, at minimum, the national CDA credential and have training or coursework specific to infant/toddler development.

‹ Head Teachers must have at least an associate’s degree in child development or early childhood education. Among all the head teachers, at least 50% must hold a bachelor’s degree. At LCCAA, 60% of our head teachers hold a bachelor’s degree or higher.

‹ Family Service staff must have, within 18 months of hire, a credential or certification in social work, human services, family services, counseling or related field. Many have the Family Development Specialist (FDS) certification which renews annually.

‹ Each area of health services and procedures must be performed by a licensed or certified health professional.

Training Apprentices

To promote Early Childhood Education as a profession, LCCAA Head Start now offers an apprenticeship program.

Participants will complete coursework and receive specialized training, feedback and mentor support while gaining extensive classroom experience.

All apprentice work will meet the requirements to earn a preschool or an infant/toddler Child Development Associate (CDA) credential.

The CDA credential is the most widely recognized credential in Early Childhood Education and as such is a key stepping stone on the path of career advancement.

The CDA credential is based on a core set of competency standards, which guide early care professionals as they work toward becoming qualified teachers of young children.

Anyone with no hands-on early childhood classroom experience who would like to begin a career in the field may apply. LCCAA Head Start is actively working to partner with area high schools to offer apprenticeship opportunities to juniors and seniors planning careers in Early Childhood Education.

The apprenticeship manager will help determine which CDA program is right for each apprentice and LCCAA will pay for coursework and provide support at every step of the process.

CDA Requirements

Apprentices will receive mentor support for their CDA coursework, gain valuable experience with children, and enjoy a fulfilling and rewarding work environment.

Successful apprentices will be qualified to work in LCCAA Head Start classrooms in positions that require a CDA.

If hired, they will be eligible for tuition assistance to work toward college degrees and promotions within LCCAA Head Start.

The length of time to complete the apprenticeship program will vary by participant.

Fiscal Accountability

Like all Head Start programs nationwide, LCCAA’s program is funded by grants from the department of Health and Human Services and was originally part of the War on Poverty. LCCAA is the only Head Start provider in Lorain County and has been providing services since 1966.

Funding Sources

Source 2021-2022 2020-2021

Head Start Grant $7,884,131 $7,498,813 Non-Federal Match $1,971,033 $1,874,704

Early Head Start Grant $532,768 $508,193 Non-Federal Match $133,192 $127,048 COLA $101,531 $409,893

State USDA $357,082 $381,246

Early Childhood Expansion Grant $667,056

Non-Federal Match $166,764

CARES COVID Supplemental $280,202

American Rescue Plan $1,113,966 OCCRA $78,570

State Early Childhood $544,000 $520,000

Total Federal and State Funding $12,357,557 $12,792,635

In-Kind

LCCAA Head Start leverages grant dollars with in-kind contributions from our partners and our volunteers. Our in-kind contributions exceed requirements.

Materials $13,049.21 Volunteer Hours $332,027.39 Other $1,967,797.07 Total $2,312,866.67

Proposed Budget

Head Start Operations Head Start T&TA*

EHS Operations Early Head Start

T&TA

Total

Personnel $3,959,848 $497,422 $4,457,270

Fringe (staff benefits) $1,797,326 $216,901 $2,014,227 Travel (training) $27,203 $4,000 $31,203 Supplies (classroom & program materials) $157,101 $30,813 $187,914

Contractual Program Services $894,188 $44,954 $939,142

Other Program Expenses $1,087,636 $56,000 $97,618 $16,420 $1,257,674

Total Direct Charges $7,896,099 $83,203 $887,708 $20,420 $8,887,430

Totals $7,896,099 $83,203 $887,708 $20,420 $8,887,430

Non Federal (20%) $2,221,858

COLA $251,254 $11,360,542

*T&TA= Training and Technical Assistance

2021-2022 Expenditures

Regular Budgets Federal Head Start Head Start T&TA Early Head Start Early Head Start T&TA

Personnel $3,874,436 $236,284

Fringe Benefits $1,668,292 $166,204 Travel & Training $4,356 $83,203 $294 $11,420

Supplies (classroom & program materials $280,136 $15,015

Contractual Program Services $909,379 $34,641

Other Program Supports $1,064,329 $68,910

Total Expenditures $7,800,928 $83,203 $521,348 $11,420

Additional Funding Early Head Start Expansion

CARES COVID Supplemental

American Rescue Plan OCCRA 2020-22 State Early Childhood State USDA

Administration/Operation $16,949 $65,175 $264,893 Building/Maint. $151,351 $11,560 Classroom Supplies $24,396 $82,955 $8,922

Contractual Services $247,000 $26,596 Construction $27,800 $46,958 $4,662 Equipment/Furniture $25,463 $234,125 -- $5,335 --

Food Purchases $1,278

Insurances $407 $2,017 Kitchen Supplies $7,170 $22,778 $2,954 Medical/Mental/Dental $4,899 $4,287

Meals Reimbursed $476,290

Office Supplies $19,997 $2,945

Other Program Supports $173,635

Parent Activities $9,084 $41,620 $2,881

Program Support $69,269 $170,490 $74,681 $8,921

Recruitment $20,496 $3,739 $5,482

Space Costs $108,993 $34,114 Supplies $1,996 $28,278 $5,444

Technology $71,402 $99,534 $4,680 Training/Tech Asst. $945 $445 Travel $108 $215

Utilities $5,616 $7,322

Vehicle $25,000 $598

Total Expenditures $247,000 $280,202 $1,134,665 $74,681 $543,990 $476,290

LCCAA’s fiscal audit for 2020-21 has been finalized. There were no deficiencies relating to the audit of financial statements, no instances of noncompliance material to the financial statements, and no deficiencies relating to the audit of the major federal and state award programs.

Locations Around the County

LCCAA Head Start meets children and families where they are by taking care to locate its centers and collaborative partners where needs are the greatest. LCCAA also considers pockets of poverty in areas that are harder to reach due to lack of public transit – just one reason for offering a home-based option.

LCCAA’s latest Community Needs Assessment verifies that our Head Start Centers are located where the population of young children lives and where they are likely to be in low-income families. Additionally, the assessment shows recent births are concentrated in the same areas and that more than half of the women who gave birth in the past year had incomes below 200% of the Federal Poverty Level.

LCCAA’s Central Plaza location will particularly serve families who need year round services. The agency has closed its center at Cascade and will soon have a new Early Head Start center in south Elyria. LCCAA also has relationships with all 21 school districts in Lorain County. These and other collaborations extend the reach of Head Start.

Directly Operated

LCCAA Head Start @ Central Plaza, 1949 Broadway Ave., Lorain 44052

LCCAA Head Start @ Elyria, 631 Griswold Road, Elyria 44035

LCCAA Head Start @ Firelands 10779 Vermilion Road, Oberlin 44074

LCCAA Head Start @ Hopkins-Locke, 1050 Reid Avenue, Lorain 44052

LCCAA Head Start @ Wellington 305 Union Street, Wellington 44090

LCCAA Head Start @ LaGrange 12079 LaGrange Road, LaGrange 44050

Coming Soon: LCCAA Early Head Start 107 Oberlin Road, Elyria 44035

Partners

Horizon Educational Centers 2500 Colorado Avenue, Lorain 44055 4911 Grove Avenue, Lorain 44055 10347 Dewhurst Road, Elyria 44035 109 Louden Court, Elyria 44035

Little Lighthouse Learning Center 1715 Meister Road, Lorain 44053

Lorain City Schools Eight locations in Lorain

By the Numbers

Head Start Head Start Early Head Start Early Head Start

Family Services Families % Families %

Two-parent families 201 32% 7 13%

Single-parent families 421 68% 48 87%

Families receiving TANF 51 8% 2 4%

Families receiving SSI 59 9% 7 13%

Families receiving SNAP (food stamps) 339 55% 39 71%

Income below 100% FPL 553 89% 49 89%

Income above 101% FPL 69 11% 6 11%

Families experiencing homelessness 29 5% 10 18%

Homeless families who found housing 7 1% 4 7%

Father involvement 310 50% 30 55%

Emergency/crisis intervention such as meeting immediate needs for food, clothing or shelter

438 70% 45 82%

Housing assistance such as subsidies, utilities, repairs, etc. 55 9% 19 35%

Mental health services 71 11% 21 38%

English as a second language training 34 5% 7 13%

Adult education such as GED programs and college selection or job training 60 10% 12 22%

Substance abuse prevention or treatment 19 3% 12 22%

Nutrition Education 444 71% 45 82%

Research Based Parenting Curriculum 370 59% 45 82%

Health education 474 76% 51 93%

Assistance to families of incarcerated individuals 12 2% 1 <1%

Parenting education/postpartum care 420 68% 15 27% Relationship/marriage education 32 5% 15 27%

Asset building services 114 18% 21 38%

Children with an ongoing source of continuous and accessible health care 596 96% 60 86%

Children with continuous, accessible dental care provided by a dentist 607 98% 50 71%

Children who have a chronic medical condition or are receiving dental treatment 72 12% 1 <1%

Children who received a physical exam 551 89% 58 83% Children who received a dental exam 448 72% 29 41%