school board briefing/proposed action report

Informational (no action required by Board) Action Report (Board will be required to take action)

DATE: May 1, 2016

FROM: Dr. Larry Nyland, Superintendent

LEAD STAFF: Michael Tolley, Associate Superintendent for Teaching & Learning

[email protected]; Gene Gousie, Head Start Program Manager,

[email protected]; Cashel Toner, Director of Early

Learning,[email protected]

I. TITLE

Motion to accept the Head Start grant, serving 400 pre-

school children and families in the amount of $4,195,939

For Introduction: June 15, 2016

For Action: July 6, 2016

II. WHY BOARD ACTION IS NECESSARY

School Board action is necessary because this grant will be in the amount of $4,195,939 and

Board Policy No. 6114, Gifts, Grants, Donations & Fundraising Proceeds, requires that

acceptance of all grants over $250,000 be approved by the Board. Additionally, Federal Head

Start performance standards and regulations require that the Board of Directors approve grant

submittals. The grant submittal is due August 1, 2016.

III. FISCAL IMPACT/REVENUE SOURCE

The revenue source for this motion is Federal grant funding of $4,195,939. With inclusion of the

Non-Federal-Share, the total Head Start budget is $5,244,924.

Expenditure: N/A One-time Annual Other Source

IV. POLICY IMPLICATION

Policy No. 6114, Gifts, Grants, Donations & Fundraising Proceeds, requires that acceptance of

all grants over $250,000 are to be approved by the School Board.

V. RECOMMENDED MOTION

I move that the School Board: (1) approve the Head Start funding application and accept the

grant funding for Fiscal Year 2017 in the amount of $4,195,939; (2) authorize the Board

President to execute the required Assurances; and (3) authorize the Superintendent to take any

additional steps as are necessary to implement this action.

VI. BOARD COMMITTEE RECOMMENDATION

The Board’s Audit & Finance Committee was presented with the budget and motion for the

Head Start grant Fiscal Year 2017 on May 12, 2016 and June 9, 2016. On June 9, the Committee

moved this item forward to the full Board with a recommendation for approval.

School Board Briefing/Proposed Action Report

mailto:[email protected]



VII. BACKGROUND INFORMATION

Head Start is a comprehensive child development program that serves children and their families.

It is child-focused and has the overall goal of increasing the school readiness and social

competence of young children in low-income families. Seattle Public Schools has provided

Head Start services since 1965.

Because of the complexities and the timeline of the federal grant submittal system and the

coordination of the school district calendar, the final application materials will not be prepared

until later this summer. However, the Board is provided with last year’s actual application,

certifications and assurances (Fiscal Year 2016) in order to inform its decision.

Also included as an attachment is the Head Start budget that will be incorporated into the new

application. It shows grant funding for $4,195,939, plus non-federal match requirement,

including transportation, volunteer hours, District funded professional development and district

program support, to bring the total budget to $5,244,924.

The third attachment is a list that includes the key updated components of the grant, as well

as items that vary from year-to-year, and is updated on an annual basis.

This grant submittal is a yearly, non-competitive grant and will be in year four of a five-year

cycle. Fiscal Year is November 1, 2016 to October 31, 2017.

VIII. STATEMENT OF ISSUE

Federal Head Start performance standards and regulations require that the Board of Directors

approve grant submittals.

IX. ALTERNATIVES

Do not approve the grant submittal or accept the Head Start grant funds. This is not

recommended as it would leave the District unable to provide 400 low income children and

families with school readiness and program services.

X. RESEARCH AND DATA SOURCES / BENCHMARKS

FACES findings-(Family and Child Experiences Survey)-Research on Head Start

outcomes 2006, the Head Start Debates

Into Adulthood: A Study of the Effects of Head Start, by Sherri Oden, Lawrence

Schweinhart, and David Weikart with Sue Marcus and Yu Xie (2000)

Longer Term Effects of Head Start (National Bureau of Economic Research) Working

Paper No. 8054), authors Eliana Garces, Duncan Thomas, and Janet Currie

The Advisory Committee on Head Start Research and Evaluation, August 2012

XI. TIMELINE FOR IMPLEMENTATION / COMMUNITY ENGAGEMENT

http://www.nber.org/papers/w8054

The Head Start grant application, with attachments, was presented to the Parent Policy Council

on May 11, 2016.

XII. ATTACHMENTS

Last year’s (FY 2016) Head Start application, certifications and assurances. (For

review)

Head Start budget for this year’s application (FY 2017) (For review)

List of exhibits included in the grant submittal. (For review)

Seattle Public Schools

Grant Application Outline

FY 2016 (3rd year of 5 year grant)

School Year 2015-2016

Section I. Program Design and Approach to Service Delivery Page

Subsection A. Goals 1 - 23 (Requirements for Continuation Application Narrative) Subsection B. Service Delivery 23-27 (Requirements for Continuation Application) Subsection C. Approach to School Readiness 27-33 (Requirements for Continuation Application) Subsection D. Parent, Family and Community Engagement (PFCE) 33-34 (Requirements for Continuation Application) Subsection E. Governance, Organizational and Management Structure and 34-36

Ongoing Oversight (Requirements for Continuation Application)

Section II. Budget and Budget Justification Budget Narrative 37-47 Section III. Appendices - Required Supporting Documents

A. Results of Self-Assessment and Report B. Training and Technical Assistance Plan C. Other Supporting Documents

a. Organizational Chart b. Eligibility and Selection Criteria c. Service Boundaries MOU d. Enrollment Projection and Sites

Seattle Public Schools Head Start

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Seattle Public Schools Head Start Grant Application (Year three of five)

Section 1. Program Design and Approach to Service Delivery

SUB-SECTION A-GOALS

Continuation Application Narrative

1. There are no additions or deletions to the program’s long term goals. They continue to

be the same as stated below.

2. Included below are the updates and progress made this year toward meeting our short

term objectives and the expected outcomes. The following tables are taken from results

of the data collection plan and our Self-Assessment. The RED print is the conclusion

after doing a data carousel and data analysis. The BLUE print is the change that needs

to be made for the upcoming school year and to continue working towards the

objective.

Goal 1: Implement teaching and learning practices that have a strong research base to

continually achieve quality outcomes for children

Objective 1: The Program will increase children’s skills in the five essential domain areas

of the Head Start Early Learning Framework.

Objective 1.1 Develop individualized learning goals for each child using the data in Teaching Strategies Gold

Curriculum tracking form: Number of teachers individualizing learning goals-curriculum monitoring

Four times a year November, January, March & May

Curriculum and Assessment Coordinator

Data and Monitoring monthly meetings: November, January, March & May


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Conclusions from data analysis: 21/22 classroom individualized learning goals for children in November, and 19/22 individualized learning goals in January. Decrease in number of learning goals impacted by the hiring process of lead staff. Curriculum and Assessment Coordinator will work with the Area Supervisor to ensure that plans will be in place for classrooms that have substitute staff and increasing lesson plan strategies. Change: Continue collecting data in year three of the grant. Increase the number of strategies to ensure that individualization is at 100%. Include this in school year 2015-16 school years Data Plan.

Objective 1.2 Monitor and analyze Teaching Strategies Gold outcomes data and ensure that it is linked to children’s goals.

Curriculum tracking form: Number of teachers individualizing learning goals for children & linking to lesson plan activities-curriculum monitoring

Four times a year November, January, March & May


Data and Monitoring monthly meetings: November, January, March & May

Conclusions from data analysis: Consistency was shown in individual goals linking them to lesson plan activities in November and January. Both months had 14/22 classrooms linked goals to plans; There was a decrease in number of linking goals to activities impacted by supervisor monitoring and follow up with lead teachers. Curriculum and Assessment Coordinator will work with Area Supervisors to help teachers improve linking the goals to lesson plan activities Change: Continue collecting data in year three of the grant. Curriculum and Assessment Coordinator will need to monitor lesson plans and details. Increase the strategies to work with the Area Supervisors in supervision regarding linking the goals to the lesson plan activities. Professional development follow- up with the Early Learning Coach

Objective 1.3 Implement Teaching Strategies gold Widely Held Expectations report to measure and report to families children’s progress

TSG assessment completion report: Number of teachers completing assessments on children

Ed tracking form: Number of home visits and parent teacher conferences to report children’s progress

Three times a year Dec, March and June


Data and Monitoring monthly meetings Dec, March and June

Conclusions from data analysis: Data will come in June from Teaching Strategies Gold Home visits: Data indicates an increase in number of home visits and parent teacher conferences in


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2013-2014 year, when compared to 2012-2013 school year. Number of home visits in 2013-(total number -342), 2014-(total number-394). Number of parent conferences in 2013-(total number -327), 2014-(total number- 377). Change: Continue to monitor this data in year three of the grant.

Objective 1.4 Provide Professional Development for teaching staff, using the Classroom Assessment Scoring system (CLASS) and Teaching Strategies Gold data.

ELC tracking form: List of classroom staff that receive professional development

Monthly

Early Learning Coach

Data and Monitoring monthly meetings:

Conclusions from data analysis: 100% of teaching staff are participating in Professional Development activities Change: Continue to monitor this data in year three of the grant

Objective 1.5 Develop with and assist family Educator II’s to implement professional development plans based on data.

ELC tracking form: Number of professional development plans co developed by ELC & FE-11s

Monthly


Data and Monitoring monthly meeting

Conclusions from data analysis: 100 % of the teaching staff had professional development plans completed based on Teaching Strategies Gold and CLASS data, Changes: Continue to monitor this data in year three of the grant. And continue with the strategies such as data and monitoring meetings. Develop the Professional Development plans with the new data from CLASS in spring 2015.

Objective 2: The program will ensure that the classroom environment reflects the cultures of enrolled families and children

Objective 2.1 Implement the Classroom Environment Rating Scale

ECERS ECERS data from City-of SPS Head Start classrooms

ECERS -1x per year-Spring


Data and Monitoring monthly meeting -ECERS data-Spring

Conclusions from data analysis: No data analyzed Changes: Implement the ECERS rating scale in year three, four and five of the grant. Include this objective in the Data Plan for school year 2015-16 Perhaps change to another strategy to measure objective 2 if needed because of availability of


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assessors.

Objective 2.2 Increase the Cultural Sensitivity of the environment to reflect the culture of the enrolled families and children

Classroom environment checklist monitoring Number of classrooms meeting: Materials available reflect cultures of children Written languages of non-English speaking families are evident

ELC tracking form: Number of classroom staff receiving PD coaching on cultural sensitivity

Monitoring -1x a year October Monthly

Curriculum and Assessment Coordinator Early Learning Coach

Data and Monitoring monthly meeting November Data and Monitoring monthly meeting

Conclusions from data analysis No data analyzed Changes: Include the monitoring data from the monitoring plan in the Data Plan for school year 2015-16 and 2016-17 Collect the data and summarize each year.

Objective 2.3 Increase the involvement of parents in daily classroom activities

Program Volunteer sheets:

Number of parents volunteering monthly in each classroom

Number of parents reading in each classroom each month

1x per month

Leadership staff

1x a month

Conclusions from data analysis: There is an overall increase in 2014 of parent volunteers


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program wide. There is a decrease at four sites: Dunlap, MLK Northgate and Roxhill. Two sites have consistent numbers of volunteers over the year- Broadview Thomson and Highland Park A higher number of parent volunteers are in the classrooms at the beginning and the end of the school year overall. Changes: Continue to include this data in the Data Plan for school year 2015-16. Include new strategies for increasing volunteers at the four sites mentioned above.

Objective 2.4 Increase the amount of materials and utilize materials that represent the cultures of the family and child.

Child Plus Enrollment Report

List languages spoken in classroom

ECERS assessment score:

Data from previous year comparison to current year

1x year-October 1 x year-Spring


Data and Monitoring meeting

Languages-October

ECERS-spring

Conclusions from data analysis The program increased the number of books were ordered based on Child Plus enrollment data, reflecting home languages of children in classrooms. Changes: continue to collect data regarding materials in the classroom. Implement the ECERS for the next two years of the grant and include the data from ECERS in the Data Plan for school year 2-15-16

Objective 2.5 Teachers will utilize visual text and printed labeling of children’s languages.

Classroom environment checklist monitoring-number of classrooms:

Written languages of non-English speaking families

Word wall or variation used to display key vocabulary words

1 x a year-October


Data and monitoring monthly meeting-November

Conclusions from data analysis


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No data analyzed Changes: Implement the ECERS or an observation tool. Compare the observations in the classroom to the Child Plus information regarding children’s languages. Include this in the Data Plan for next school year 2015-16

Objective 3: The program will implement culturally responsive practices

Objective 3.1 Identify and implement six new strategies for improving instruction

EL Coach tracking form:

Number of classroom staff receiving PD coaching on using ELL strategies

monthly


Data and monitoring meeting

1x month

Conclusions from data analysis No data analyzed Changes: Develop a plan or new strategies for to measure objective three and include in the Data Plan for school year 2015-16

Objective 3.2 Provide professional Development and coaching for teachers in these new strategies.

EL Coach tracking form:

Number of classroom staff receiving PD coaching on using ELL strategies

Monthly


Data and monitoring meeting

1x month

Conclusions from data analysis No data analyzed Changes: Track the strategies mentioned to measure Goal 3, Include this in the Data Plan for school year 2015-16

Objective 3.3 Implement ongoing monitoring and generate reports to ensure strategies are being implemented in the classroom.

Curriculum monitoring forms:

Specific activities are planned for increasing

4x a year November, January, March & May


Data and Monitoring meetings November, January, March & May


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language skills for children learning English

Conclusions from data analysis: 19/22 classrooms are implementing ELL strategies, reflected in lesson plan activities. Curriculum and Assessment Coordinator will assure that 100% of classrooms are implementing ELL strategies in the next school year. Changes: Review and revise the Curriculum Monitoring tools in the program Monitoring plan. Continue to collect data for school year 2015-16 and include in data plan. Curriculum and Assessment Coordinator and/or Early Learning Coach will monitor the use of ELL strategies by observation or in the monitoring plan.

Goal 2: Ensure health and nutrition needs for all children are identified and met for

optimum learning and school readiness.

Objective 1: Ensure children’s health, including oral, nutritional, and mental health

needs are addressed during family goal setting, school conferences and home visits.

Objective 1.1: Implement the use of Child Plus reports to identify which children are in need of health follow-up.

Child Plus report #3015 for Medical and Dental Exams (before for 90 days). Child Plus report # 3035 for Medical and Dental Exams (after 90 days). Child Plus report #3015 for Medical and Dental Exams Child Plus report #3015 for Hearing and Vision after 90 days.

Monthly. Monthly. Monthly. Monthly.

HC Providing. HC Providing. HC Providing. HC Providing.

Monthly before 90 days. Monthly after 90 days. Monthly. Monthly.

Conclusions from data analysis: Hearing and vision screening process is working well. Most children are receiving medical and dental exams, but there is still room for growth to improve documentation of health follow-up in regards to


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maintaining current exams throughout the academic year, as well as documenting specific health related follow-up that includes dental treatment and hearing and vision referrals. Change: Continue collecting data in year three of the grant. Increase health follow-up by training and feedback to the Family Service Providers.

Objective 1.2: Increase the communication and education with the family on the importance of well-child check-ups, dental exams and immunizations.

IHP Tracking Form. PCM Agendas. Classroom newsletters. Child Plus report #3015 for Hearing, Vision, Medical, & Dental Exams.

Monthly. Four times per year. Monthly. Monthly.

HC Collecting. PIC Collecting. HC Reviewing. CAC Collecting. HC Reviewing. HC Collecting.

Annually (February). Annually. Annually (February). Monthly for Medical and Dental. Hearing and Vision November-June.

Conclusions from data analysis The data clearly revealed significant room for growth as far as increasing communication with families regarding education on well child check-ups, dental exams, and immunizations. One staff commented during the Self-Assessment Data Day that “We could do a better job mentioning health in our newsletter.” Change: Continue collecting data in year three of the grant. The Health Coordinator and Family Services Provider will develop strategies to increase communication with the Head Start families

Objective 1.3: Develop plans to obtain well child checks and to be included in the Family Partnership Agreement process.

Child Plus report #3015 for Medical and Dental Exams. Child Plus Family Services COM Notes.

Ongoing continuous. Ongoing continuous.

HC Collecting. FSS Reviewing. HC Collecting. FSS Reviewing.

Monthly. Annually in February.

Conclusions from data analysis Health goals reflected in FPA’s were low, with most sites not mentioning them more than once or twice. This is a prime, underutilized resource for working with families on health-related outcomes for their


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children. Change: Continue collecting data in year three of the grant. The Health Coordinator and Family Services Provider will develop strategies to increase the efficiency and use of the Family Partnership Agreement to meet Health family and program goals.

Objective 1.4: Develop plans for dental treatment for children needing follow-up treatment and include in the Family Partnership Agreement process.

Child Plus Reports # 3015 & #3035 for Dental Exams. Child Plus Family Services COM Notes.


HC Collecting. HC Collecting.


Conclusions from data analysis The dental treatment numbers were not analyzed during Data Day during the 2015 school year. Change: Track and collect data for the dental treatment. Include this data analysis in the program data plan for school year 2015-16

Objective 1.5: Ensure vision and hearing follow up is included in the Family Partnership Agreement.

Child Plus Report #3015 for Hearing and Vision. Child Plus Family Services COM Notes.


HC Collecting. HC Reviewing.


Conclusions from data analysis The hearing and vision follow up numbers were not analyzed during 2015 Data Day. Change: Track and collect data for hearing and vision. Include this data analysis in the program data plan for school year 2015-16

Objective 1.6: Plan and implement oral health screening events for the entire family.

Child Plus Reports #3015 & #3035 for Dental Exams. Child Plus Family Services COM Notes


HC Collecting. HC Reviewing.


Conclusions from data analysis No data analyzed. HC met with NeighborCare Health to discuss possibility of providing oral health screenings for entire family during summer of 2014. NeighborCare Health felt that this was not an avenue they were willing to explore currently. Change: This objective will be eliminated from the objectives of this goal.

Objective 1.7: Provide Family Health Literacy for families, educating on the importance of preventative health care at all sites.


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Classroom Newsletters for HSAC invitation to parents and health literacy information. Child Plus Family Services COM Notes

Monthly. Ongoing continuous.

CAC Collecting, HC Reviewing. HC Reviewing.

Annually in February. Annually in February.

Conclusions from data analysis Health topics were rarely mentioned in classroom newsletters with the exception of one site, which did so regularly. Suggestions included having coordinators write a quarterly newsletter to be distributed to families, classroom newsletters mentioning health topics more frequently, and gaining clarity about who is able to contribute content to monthly classroom newsletters. Change: Develop strategies with the Curriculum and Assessment Coordinator to ensure health topics are included in family communication. Continue to collect the data and include in the program data plan for school year 2015-16

Objective 2: Develop a systematic approach to improve health and safety practices in the classroom and family home.

Objective 2.1: Develop a program philosophy for all aspects of health.

Parent Survey on Health & Safety Literacy/Awareness Topics.

Annually. HC Collecting. Annually in February.

Conclusions from data analysis (Survey being created by HC and PIC during month of April 2015) Analysis to be developed in June of 2015

Objective 2.2: Revise the policies and procedures for health.

Review P&P Manual Health and Safety Policies and Procedures.

Monthly. HC Reviewing. Annually in summer.

Conclusions from data analysis Health Policies and Procedure are being revised during spring and summer 2015.

Objective 2.3: Improve the classroom safety and health environment by implementing the ECERS and using the data to make changes and improvements.

SPS HS ECERS Data.

Annually in spring. CAC. Annually in summer.

Conclusions from data analysis No data analyzed Change: The Health Coordinator and the Curriculum and Assessment Coordinator will implement the ECERS Assessment and include the data in the program data plan for school year 2015-16


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Objective 2.4: Revise the monitoring tools for classroom health and safety.

Review Health & Safety Monitoring Checklists.

Annually. HC Reviewing. Annually in summer.

Conclusions from data analysis No data analyzed Change: The health and safety checklists will be updated in the summer and included again in the program monitoring plan

Objective 2.5: Plan and implement home health and safety training for families.

Parent Surveys.

Annually. Distribute surveys in March.

HC Collecting. Annually in summer.

Conclusions from data analysis No data analyzed Change: Use the survey results to develop the Parent Training Plan. Continue to implement a survey in year three of the grant.

Objective 3: Formalize efforts to prevent child obesity by promoting health lifestyles and physical activity through a variety of activities.

Objective 3.1: Increase the analysis of each child’s height and weight and follow-up with plans, including family and staff.

Child Plus Report #3410 Growth Charts. Parent Surveys.

Twice per year. Annually.

HC Collecting. Nutritionist reviewing. HC Collecting.

Annually in February. Annually in summer.

Conclusions from the data analysis Health Coordinator and Parent Involvement Coordinator are soliciting parent feedback on interest related to health, nutrition, and physical activity. HC reviewing ability to attend I am Moving, I am Learning Curriculum training sessions and possibility to implement direct staff PD opportunities into the Program PD Calendar in order to ensure a system-wide approach to this topic. Change: Continue in the decision making process of curriculum for I am Moving I am Learning. Include the Curriculum and Assessment Coordinator

Objective 3.2: Develop an awareness (professional development) of the activities teachers can utilize in the classroom and in the outdoor activity time.

Research available PD opportunities on connection between physical activity and learning in young

Annually. CAC, ELC, HC Collecting & Reviewing.

Annually in summer.


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children.

Conclusions from the data analysis No data analyzed Change: Include the research topic in the data plan for school year 2015-16

Goal 3: Ensure Parent, Family and Community Engagement utilizing the Head Start

Parent, Family and Community Engagement (PFCE) Framework to promote school

readiness.

Objective 1: Identify and measure outcomes for assessing family success for three of

the PFCE framework outcomes.

Objective 1.1: Improve Family Well-Being (PFCE outcome) in the area of budgeting and financial management.

Family Partnership Agreement Goals: File Hard Copy

FSP Outcome Report: # of families with budgeting and financial management goals

Three times per year: November, February. April

Family Service Providers: Collect data Family Services Supervisor (FSS): Provide data analysis report

December, March, May

Conclusions from data analysis: Data from the Family Partnership Agreements in not the most accurate way to determine if parents need training in budgeting and financial management. More efficient use of the existing Family Resource Profile form through more training. Or develop a specific needs assessment to determine budgeting, financial and other PFCE outcome needs. Change: Develop strategies to use the data from the Family Resource Profile and include in the program Data plan for school year 2015-16

Objective 1.2: Encourage and increase the number of families to be lifelong learners (PFCE outcome) by observing in the classroom.

Parent Observation Sign In Form (To be developed)

Three times per year: November, February, April

Family Service Providers: Collect data FSS: Provide data analysis report



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Conclusions from data analysis No data analyzed Changes: Develop the Parent observation sign-in form. Include the data from this form in the program Data Plan for school year 20015-16. Continue to collect this data for year three and four of the grant.

Objective 1.3: Increase the number of family partnership agreements that have a school readiness goal and activity that can be worked on at home.

Family Partnership Agreement Goals: File Hard Copy

FSP Outcome Report: # of families with school readiness goals

Three times per year: November. February, April

Family Service Providers: Collect data Family Services Supervisor: Provide data analysis report


Conclusions from data analysis: 80 % of families presently have school readiness goals. 95% to 100% of families should have school readiness goals that are being worked on at home. FSP and teachers must develop a school readiness goal for each family Change: The Family Services Supervisor along with the Curriculum and Assessment Coordinator will develop strategies and expectation for FSP’s and teachers to help families set school readiness goals. Continue to collect this data for year three and four of the grant.

Objective 1.4: Improve the program Transition process (PFCE) by partnering with elementary school staff and community pre-school programs.

Communication dates with School Principal

Early Learning Collaboration Meeting Agenda Flyer: K-teachers, FSP, FEII, Community Pre-schools

List of District Enrollment Nights/Dates

Two time per year: January, April

Curriculum and Assessment Coordinator: Collect data information Family Service Supervisor: Provide analysis report

February, May

Conclusions from data analysis No data analyzed Changes: Develop the Partnership Plan and decide what data will be collected to show improvement. Include the collection of the data in the program data plan for school 2015-16 and 2016-17.

Objective 1.5: Increase the number of families registered for Kindergarten.


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FSP Tracking Form: Children with completed K-registration packets

District Enrollment Data: List of children who have completed K-registration process

Twice per year: January, April

FSP: Collect and Document FSS: Provide Data Analysis

February, May

Conclusions from data analysis: With only partial information from 2014-2015, it is difficult to determine if the number of registered families increased from the 2013-2014 kindergarten registration numbers. 95% of the families registered and stayed in SPS district. Change: Compare data from two completed years. 95% of the families registered and stayed in SPS district. Evaluate the barriers for the 5% of the families who did not register for kindergarten and develop strategies to get all SPS families to register. Continue to collect the data in year three and four of the grant. Include this strategy in the program Data Plan in the next two years.

Objective 1.6: Develop social support groups for parents to link healthy development and transition to kindergarten for children

Survey summary findings listing topics of interest to parents

List of social support activities

Family Partnership Agreement Goals Report: Based on CP

Documentation # of parents participating in social support activities.

Twice per year after development and implementation of parent survey: November, April

FSPs: Disseminates survey and collect data Parent Involvement Coordinator: Provides data analysis

December and May

Conclusions from data analysis No data analyzed Change: The Family Services Supervisor and the Parent Involvement Coordinator will develop a plan and implement the plan to organize social support groups in the Program Collect the participation data on parent attendance in year three and four of the grant and include this in the program data plan for school year 2015-16 and 2016-17

Objective 2: Expand and formalize community partnerships in the program and ensure that partners represent the cultures of the families and children.


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Objective 2.1: Increase the parent membership on the Health Advisory Committee.

HSAC attendance sign-in sheets

Four times per year: October, January, March, May

Health Coordinator: Collects data PIC: Data analysis

November, February, April, June

Conclusions from data analysis: Provide information that explains the purpose of HSAC to all staff. All site team members should work together to identify and recruit parents to HSAC meetings. Determine how to make the HSAC more applicable to diverse cultural groups. Should consider if the current meeting time works for parents. Change: Continue to recruit and improve the participation of parents on Health Advisory Committee. Continue to track and collect data on parent attendance and include the in the program Data Plan for 2015-16

Objective 2.2: The program will assess the current community partners active in the program and with families.

List of current community partners and those with Memorandum of Understanding (MOU)

One time per year: November

FSS: Collects data and provides data analysis

December

Conclusions from data analysis: Community partners do not represent the culture of the families SPS Head Start serves. Change: Program will identify family needs and find specific organizations that provide culturally relevant services. Identify family needs from the Family Resource Profile and build stronger community partnerships by making in-person visits to the community organizations. Family Services Supervisor will develop plan to increase the number the community partners to reflect the cultures of the HS families. Include this in the program data plan for school year 2015-16

Objective 2.3: Assess needs and relevance for additional community partners.

Summary of program needs and community partners to meet identified program needs

Revised community partners and

One time per year: December

FSS: Collects data and provides updated community partners and resource list.

January


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resource list

Conclusions from data analysis: The family engagement goals identified in the Family Partnership Agreement chart appears low based on 40 families per site. Change: Program will increase resources around the areas of family support: Jobs, computer education, mental health/counseling services, ELL classes, affordable housing, budgeting and financial planning classes. The Family Services supervisor will conduct training and provide guidance in the quality of the Family Partnership Agreement. Continue to collect this data in year two and three of the grant.

Objective 2.4: Formalize the community partnerships in the program.

List of community partners written Memorandum of Understanding

Two times per year: November and April

FSS: Collect data and provides updated community partners list

December and May

Conclusions from data analysis: The program is collecting information from the staff on the current needs of families and possible community partners. Change: The Family Services Provider will develop a plan to increase and formalize community partners.

Goal 4: Ensure the program and fiscal management systems are current and effective for compliance and continuous improvement. Program systems include: Communication, governance, planning, human resources, professional development, self-assessment, ERSEA, on-going monitoring, data collection and reporting, transportation, facilities and materials. Objective 1: Establish and implement system of communication and work flow among Parent Involvement Coordinator, Family Service Providers, and Family Educators.

Objective 1.1: Increase the number of family participation in the parent center meetings and trainings.

Volunteer sheets collect signatures of center meeting attendees. Meeting sign-in sheets collect signatures of

Each meeting. Each meeting.

Classroom staff sends Volunteer sheets to central office for entry into Child Plus. Classroom staff sends sign-in sheets to

Volunteer In-Kind reports are generated monthly. Parent sign-in sheets will be tabulated by the


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parents who attend the meeting. Agendas for center meetings showing activities Results of debriefing after each meeting

Each meeting. After each meeting

central office for tracking by PIC. PIC Classroom staff provide results of debrief to PIC

PIC after each meeting. After each meeting Twice per year – after December meeting and after last meeting

Conclusions from data analysis Family attendance at Parent Center Meetings and trainings is highest at the beginning and end of the year. Increasing Parent attendance at second and third Parent Center Meeting will strengthen family participation to impact early learning outcomes Site geographic location may have an impact on parent and family participation as shown by Emerson and West Seattle with lower attendance data. Overall, the family participation at Parent Center Meetings has increased Change: Parent Involvement Coordinator will continue to collect data for attendance at Parent Center Meetings in year two and three of the grant. Include this in the program data plan for year 2015-16 and 2016-17. The PIC will develop strategies to increase the parent attendance and the second and third Parent Center Meetings.

Objective 1.2: Increase the number of families who volunteer in the classroom.

Applications and list of volunteers for each classroom. Volunteer sheets; Child Plus reports

On-going, as volunteers submit applications. Volunteer sheets are submitted monthly to the central office for entry into Child Plus.

PIC Classroom staff sends volunteer sheets to central office for entry into Child Plus. PIC runs report.

Monthly Monthly

Conclusions from data analysis An overall increase in volunteer applications in 2013/2014 compared to 2012/2013 indicates positive recruitment strategy changes Higher number of volunteer applications in September- December indicates increased recruitment strategies End of the year data shows decreased volunteering in classrooms interest by parents and families Overall lower volunteer application numbers shows need for new recruitment and retention strategies. Change: Continue to track volunteer applications and increase

Objective 1.3: Increase the number of families who participate in the Pre-K lending library program.

Number of parents participating in the program and number of hours spent reading.

Monthly Pre-K reading sheets are entered into CP, and reports are generated on a

Monthly


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monthly basis. CC receives monthly reports

Conclusions from data analysis The number of parents participating in the Pre-K Lending Library program increased in September, October and November of 2014, over fall of 2013. The number participating in December decreased in 2014. Some sites still have no parents participating. Change: Continue collecting data in in year three and four of the grant. Continue with the strategy of encouraging teachers and FSP’s to motivate families to participate. Include the data in the program Data Plan for 2015-16 and 2016-17

Objective 2: Establish and implement a system of data collection to support the program planning process and the outcome measurement of program goals.

Objective 2.1: Each leadership team member will use data collection to measure program goals and objectives.

Each LT member collects data related to their areas of responsibility. Program monitoring plan

Varies depending on monitoring plan. Updated annually

Each LT member. PM

PM will review data plan and determine if data sources proposed by Coordinators are appropriate by November 15, 2014. Updated with appropriate data sources listed by November 30, 2014.

Conclusions from data analysis 100% of the Leadership Team used data stated in the data plan to analyze and measure the program goals and objectives. Data has not been collected for all of the goals and objectives. Changes: Objectives that were not analyzed this year will be in the data plan for next school year.

Objective 2.2: Content area coordinators will participate in professional development on topics related to data collection, analysis, and presentation of data.

Proof of attendance at Data Institute

Upon attendance PM Annually by June 30.

Conclusions from data analysis No data analyzed Change: Include this data in year three of the grant. All Leadership Team staff will have a


19

Professional Development Plan.

Objective 3: Revise and implement the program monitoring plan to reflect increased focus on teaching, classroom environments and safety.

Objective 3.1: Increase the frequency of monitoring reports from the classroom.

Classroom monitoring reports

Monthly Area Supervisors provide the classroom monitoring reports to the CC.

CC will tabulate and analyze on a monthly basis.

Conclusions from data analysis The monitoring plan was amended to reflect a more frequent focus on teaching and instruction. Monitoring data meetings are being held monthly as follow-up and linking the Area supervisors and the Early Learning Coach Also the monitoring reports from the Curriculum Coordinator are being analyzed with follow-up during the monitoring data meetings. Change: Revise as needed the curriculum and assessment tools that are in the Monitoring Plan. Include the data from these revisions in the Data Plan for school year 2015-16 and 2016-15

Objective 3.2: Specify the timeline for follow-up and action items.

Classroom monitoring data

Monthly Area Supervisors provide the classroom monitoring reports to the CC, and the CC identifies follow-up action items.

CC identifies follow-up action items and required timelines on a monthly basis.

Conclusions from data analysis No data analyzed Change: The monitoring data is being analyzed and followed up upon in the Data and Assessment Meetings. Curriculum and Assessment Supervisor will develop a protocol to include minutes or evidence of the outcome of the meetings.

Objective 3.3: Use monthly data for a quarterly monthly monitoring report.

Classroom monitoring reports and follow-up action items

Monthly CC provides to PM and Area Supervisors

Quarterly

Conclusions from data analysis No data on this objective Change: The program manager will update the monitoring plan to include quarterly reports

Objective 4: Ensure that all vacant positions are filled with qualified staff in a timely manner.

Objective 4.1: Advertise all positions within one week of becoming vacant.

Vacancies Advertising media

Vacancies – as they occur

HR, Operations Coordinator

Within one week of notice of vacancy


20

Advertising media-weekly after position is posted

Conclusions from data analysis All vacancies were advertised on the SPS web site within one week of notice of vacancy.

Objective 4.2: Place advertisements in other organization outside of the school district.

Advertisement locations

At time of vacancy Operations Coordinator

At time of each vacancy

Conclusions from data analysis Hiring reports are prepared on a monthly basis. Twelve vacancies occurred since August 2014. Nine were filled, three remain vacant. Change; Fill all vacancies that currently exist by July 2015

Objective 4.3: Develop reports on the status of hiring.

Vacancies, dates, status of position

Weekly Operations Coordinator

Weekly

Conclusion from data analysis Weekly reports are submitted to the Program Manager from the Operations Coordinator Change: Continue with the status of hiring reports.

Objective 5: Establish a program professional development plan that will utilize data to link professional development to child, family and community outcomes.

Objective 5.1: All professional development activities will be developed based on data collected and staff need.

Child outcomes CLASS Classroom monitoring reports TSG PIR data on family demographics Self- Assessment reports Info gathered in coaching Staff surveys One-on-one meetings

Quarterly Annually Annually Monthly Annually Annually

CC Operations Coordinator PM ELC ELC Area Supervisors provide to ELC

Quarterly Annually in August Annually in April Quarterly Annually Annually in April

Conclusions from data analysis No data analyzed Change: The entire Leadership Team will be included in the development of the Professional


21

Development Plan using the above mentioned activities and data.

Objective 5.2: All staff will participate in a minimum of three professional development activities.

Staff participation in PD provided by program Staff participation in PD not provided by program

After each PD event After each PD event

ELC, FSS ELC, FSS

Annually in June Annually in June

Conclusions from data analysis 100% of staff participated in Professional Development Activities offered by the program or the District. Change: Continue to collect this data on Professional development activities; The ELC and FSS will develop the Program PD plan together.

Objective 5.3: The program will monitor monthly activities and record staff professional development in Child Plus.

Staff attendance at PD events

After each event ELC and FSS collect and provide to central office staff for data entry into Child Plus

Monthly report of activities; tabulated annually in April

Conclusions from data analysis No data analyzed Change: Secretary will enter the information from the ELC and the FSS into Child Plus

Objective 5.4: The program will assess the impact of professional development activities on child, family and community outcomes.

Child outcomes Family outcomes Community outcomes Descriptions of PD events Staff attendance at PD events Attendee evaluations of PD events

Quarterly Annually Annually At time of event Annually in April At time of event

CC FSS FSS ELC ELC ELC

Annually in June Annually in June Annually in June After each event After each event After each event

Conclusions from data analysis Data will be analyzed in June when the third and final Teaching Strategies Gold checklist is due. 100% of staff surveyed about the February math training indicated they believe the PD


22

provided will have a positive impact on child outcome goals. There was no data collected for Family outcomes, community outcomes. Change: Continue with the PD for teachers and the analysis of their feedback. The FSS will plan and implement a data collection plan for measuring family and community outcomes. This will be included in the program Data Plan for 2015-16 and for 2016-17

3. The SPS Head Start program has made substantial progress toward the impacts on

children, families and the community. Our goals continue to be aligned directly with the

SPS Strategic Plan. Our Early Learning Department continues to grow and partner with

the City of Seattle- Seattle Preschool Program that recently endorsed by a signed

Memorandum of Understanding between the School Board and the City of Seattle

Council. These successes the District has had truly impact the success Head Start has

with its school readiness goals for children, as now the Head Start successes link and

continue on through the third grade.

Another successful impact Head Start has had is with the organization and alignment of

professional development. We have adopted the same model that the SPS Curriculum

and Instruction Department and Early Learning Department uses in the delivery of

training to teachers and also how the newly Head Start Early Learning Coach is utilized

in the program. The one on one professional development and modeling in the

classroom, using child outcome and CLASS scores with the teachers, has been an

enormous success.

We continue to work on increasing the number of children meeting the Kindergarten

standard in math. For a second year the program will emphasize professional

development in math.


23

This year, for the first time we have increased the number of children with well child

checks, so they are entering Kindergarten ready and healthy with immunizations up to

date.

As we enter into the third year of the five year goals and objectives we are well poised

to continue making a positive impact on the school readiness of our children.

4. The School Readiness Goals were updated based on the child outcome data, the input

from the Program Design and Evaluation Committee of the Policy Council. Parents and

Governing Body (Audit and Finance committee approval of the grant) were included in

the evaluation of data, parent center meetings.

Please see the complete narrative of Child Readiness Goals in Subsection C.

SUB-SECTION B: SERVICE DELIVERY

Continuation Application Narrative:

1. Needs of Children and Families

The needs of children and families data remain the same. The Community Assessment

from last year was a very complete assessment.

Our Head Start self-assessment data shows that the needs for children that are English

Language Learners could be improved in the area of teaching strategies within

professional development. The PD plan will be adjusted.

2. Service Area

The service area remains the same, no changes.

3. Completed in HSES


24

4. Completed in HSES. The Olympic Hills site was a Federal interest modular,

accommodating 51 enrollment slots. After working with the Regional office X a letter

was issued permitting the demolition of the modular.

Two of The Head Start classrooms are being moved to Cedar Park Elementary. The

classroom with have part day A and part day B sessions with a total of 40 children.

The Broadview Thomson classroom is being re-modeled into two classrooms to

accommodate the third classroom from Olympic Hills. The total enrollment slots for

Broadview Thomson will be 51. There will be 17 in each of the sessions.

5. The SPS recruitment plan was updated this school year 14-15 and approved by the

Policy Council. The annual community assessment was analyzed to determine and

ensure that the area in which more concerted and planned outreach is needed is

actually being used. No changes were made in the geographic area in which we recruit.

The Head Start selection criteria was updated and also approved by the Policy Council.

The Program decided to enroll families between 100 and 130% of the Federal Poverty

Guidelines after those families that are below 100% of the guidelines are enrolled.

In the area of disabilities the recruitment plan was changed to ensure outreach with all

agencies providing services to children with disabilities. Two assigned staff is doing in-

person visits to all agencies to increase and better the communication and relationship

with the community providers.

During the in-person interview to determine eligibility staff will ask all families if they

have any concerns about their child’s development or if they have an Individual


25

Education Plan. Families will be asked specific questions about disabilities allowing the

program to identify as soon as possible any potential developmental concerns.

The selection criteria point system was also changed to give a higher point total for

children with disabilities, whether income eligible or over-income.

6. There are no changes in transportation.

7. There are no changes in Educational Services

8. Health data continued to be used during the annual Self-Assessment (SA) process,

including a survey for parents/guardians to solicit their input regarding health services

training/education topics. Information gathered from the annual SA continues to guide

our work in regards to professional development for staff and will filter down to educate

families’ understanding of the role of preventative health care in provision of optimal

school readiness development for their children.

9. The program implemented the changes in the eligibility performance standard and is

required to interview families. This gives Family Service Providers another and earlier

chance to develop relationships with the families.

10. Not applicable

11. The Early Learning Transition Coordinator will designate a “Transition TS Gold Data

exchanging data day” in September, 2015. Kindergarten teachers and Head Start

teachers, along with FSP’s, will meet at their buildings in order to pass transition data

for children going to Kindergarten at that school. This will allow face-to-face contact in

hopes of: sharing Head Start child TSG data for kindergarten teachers to build on

incoming children’s strengths, align practices by sharing and collaborating on PreK-3-


26

professional development training strategies, and establish opportunities between Head

Start and Kindergarten/school to partner on transition activities during the school year.

Four Head Start school sites have summer school for 6 weeks, serving a total of 80

children. The focus is math and language/literacy retention skills over the summer.

Teachers are using TS Gold assessment to track children’s progress, which will be passed

onto Kindergarten teachers in the fall. In the future, our Program will use any

significant amount of un-spent dollars during the grant year on summer school

experiences.

12. Seattle Public Schools partners with the City of Seattle ECEAP program and the new

Seattle Preschool Program through the Seattle Early Education Collaboration. (SEEC)

This collaboration agrees on a Memorandum of Understanding each year. The

understanding describes collaborative efforts in professional development, boundaries

for recruitment, transportation, transition to Kindergarten, collection of child outcome

data and several other health activities.

Head Start coordinated with the SPS Preschool Special Education department in

coordination and delivery of services to preschool children under Part B-IDEA. By mid-

year in January, the program did not meet 10% of children enrolled with disabilities.

There were various reasons for not meeting 10% (families moved out of district, families

changed evaluation dates, and district is going through comprehensive improvement

plan, which affected the program in not reaching 10%).

The Program applied for a waiver for 2014-2015 and was granted a waiver for 2014-2015 year.

The Disabilities Coordinator and Family Services Coordinator are working with district staff and


27

community agencies in recruiting families for upcoming school year as well as transition of

children from birth to three programs to district-IEP, and will monitor to ensure 10% disabilities

enrollment by mid-January next school year 15-16.

SUBSECTION C: APPROACH TO SCHOOL READINESS


1. Updates to School Readiness-

In June, 2015, the Program Design and Evaluation Committee (a subcommittee group of Policy

Council) met to complete aggregate data analysis of child outcomes data and gave input into

upcoming school year’s School Readiness Child Goals. The committee looked at data in the

following categories: by age group, children with special need on IEPs and English Language

Learners.

As part of the ongoing monitoring system, Early Learning (EL) Coach and Curriculum

Coordinator reviewed TSG classroom data across the program at each data point in fall, winter,

and spring. The TSG classroom profile reports showed domain areas that individual or groups

of children that were not meeting widely held age expectations. Based on classroom profiles,

the Early Learning coach created action plans with teachers for school readiness improvement.

After each checkpoint (fall, winter, spring), the teachers revisited their classroom TSG

classroom profile data and adjusted their teaching action plans for improvement.

At math professional development trainings, teachers were asked to bring their TSG child

outcomes data and to examine math skill indicators to see how children were progressing in


28

their classrooms. Based on their data, each teacher wrote up lesson plan activities to

implement in their classroom, using math strategies that they acquired at training.

CLASS observation data reflected need for individualized work with classroom teams. The Early

Learning Coach met with each classroom team and shared their CLASS score and identified

online resources from NCQTL to help each team improve their CLASS score that impacts

children’s school readiness goals.

After receiving RULER training (strategies to recognize, understand, label, express and regulate

children’s emotions), teachers included social emotional teaching strategies in their planned

classroom activities. The Early Learning Coach conducted classroom observations to observe

strategies, and then met teachers to provide feedback to help improve teaching children social

and emotional school readiness skills.

2. Progress of Children

The School Readiness Child outcomes aggregate data was examined by the Program Design

Evaluation Committee in June, 2015. The data showed that children in the program made

significant gains in all the Five Essential Domain areas and met and exceeded the 85% widely

held age expectation in most areas (see outcomes results below). The Aggregate data was

examined for groups of children by age, by English Language Learners and children with

disabilities (IEP students).

The Program Design Evaluation Committee gave input into next year’s school readiness child

outcomes goals. Math and literacy are areas that will be areas of focus for improvement for


29

the program. Another area of focus is creating a culturally responsive environment that

reflects cultures of enrolled families. The Early Childhood Environment Rating Scale (ECERS) tool

will be used next school year to measure cultural responsive in classrooms. Another focus will

be providing professional development techniques for use with English Language Learner

students and improving instruction.

Gains from fall to spring: Language-32% , Literacy-37%, Gross motor-25%, Fine motor-21%, social-

emotional-30% , cognitive-39% , math- 44%

Number of 4 year olds assessed:

fall = 267

winter = 274

spring = 283

Language LiteracyGrossMotor

FineMotor

Social -Emotional

Cognitive Math

Fall 53% 54% 69% 71% 62% 55% 37%

Winter 71% 84% 85% 85% 86% 80% 66%

Spring 85% 91% 94% 92% 92% 94% 81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rce

nta

ge o

f ch

ildre

n

Developmental Domains 4 Year Olds meeting widely held age expectations

Fall

Winter

Spring


30

Gains from fall to spring: Language-29% , Literacy-35%, Gross motor-22%, Fine motor-73%, social-

emotional-18% , cognitive-35% , math- 39%

Number of 3 year olds assessed:

fall=132,

winter = 135,

spring= 138

3. Program Improvements Implemented

Data and monitoring meetings were set up with Early Learning Coach, Curriculum Coordinator,

Area Supervisors and Program Manager to analyze monthly curriculum monitoring reports and

Language LiteracyGrossMotor

FineMotor

Social -Emotional

Cognitive Math

Fall 62% 52% 74% 83% 81% 60% 50%

Winter 75% 79% 88% 94% 92% 82% 74%

Spring 91% 87% 96% 100% 99% 95% 89%

0%

20%

40%

60%

80%

100%

120%

Pe

rce

nta

ge o

f C

hild

ren

Developmental Domains

3 Year Olds meeting widely held age expectations

Fall

Winter

Spring


31

to ensure program compliance. Based on monitoring data, classrooms were identified that

needed assistance from EL Coach, Curriculum Coordinator and Area Supervisors. In particular,

the EL coach worked with teachers on identifying and implementing strategies to increase

children’s school readiness goals, as part of their professional development plan. The individual

plans were collected and EL Coach worked with teachers continuously to help them make

progress towards their goals.

Prior to conducting the CLASS observations, the Early Learning Coach and Curriculum

Coordinator met with teachers in classrooms and looked at NCQTL videos and discussed CLASS

strategies. Each classroom team received CLASS strategies to use in their daily implementation

of lesson plan activities. Emphasis was placed on correlating math, RULER (social emotional),

and Balanced Literacy trainings to CLASS strategies.

Classroom staff included math and literacy activities at parent meetings, and emphasized

school readiness with families. All classrooms were expected to include school readiness

activities (math, literacy, health, social skills) in classroom newsletters shared with families.

Based on input from Program Design Evaluation Committee, parents and staff, the following are

next 15-16 school year’s School Readiness Child Goals:

Language and Literacy Development

H. Start Early Learning Framework SPS Head Start Child Goals

Literacy Knowledge & Skills

Notices and discriminates rhymes

Children will be able to recognize rhymes in familiar

words, games, songs, poems, and stories\


32

Language Development

Engages in conversation

Tells about another time or place

Comprehends language

Children will demonstrate understanding of language by

engaging in conversations with peers and adults

Children will use oral language to express emotions and

thoughts, and use language to ask questions and

demonstrate ability to build on asking more complex

questions

Physical Development & Health


Physical Development & Health

Takes care of own needs appropriately

Gross motor manipulative

Uses fingers and hands

Children will demonstrate health and safety habits-tooth brushing and hand washing

Children will increase use of large motor muscles for balance and movement-running, jumping, hopping and climbing

Children will demonstrate control of small muscles for such purposes as using writing,, utensils, self-care, and manipulation

Social and Emotional Development


Social & Emotional Development

Forming relationships with adults

Makes Friends

Solving social problems

Children will engage in positive adult -child relationships and interactions

Children will establish a social relationship with other children and will engage in play

Children will demonstrate an ability to solve problems: sharing, taking turns, cooperating, using verbal skills

Cognition and General Knowledge


Logic & Reasoning

Children will demonstrate ability to identify attributes of


33

Understands spatial relationships

objects such as size, weight, and length, and position (bigger, taller, heavier, on top, underneath)

Mathematics Knowledge & Skills

Counts

Quantifies

Understands shape

Children will develop an understanding of number

concepts and demonstrates skills in counting,

comparing, measuring, sorting, and quantifying

Children will demonstrate ability to recognize shapes and

recognize and recall shapes in the environment based

on their attributes

Approaches to Learning


Approaches to Learning

Shows curiosity and motivation

Persistence

Children will demonstrate, initiate, and curiosity as they encounter new tasks Children will utilize problem solving skills and show persistence in completing tasks and projects

SUBSECTION D: PARENT, FAMILY, AND COMMUNITY ENGAGEMENT

Continuation Application Narrative:

1. There were no additions, deletions or revisions to the program long and short team

goals as it relates to family outcomes. The program continues to collect data and to

implement the identified objectives.

2. The Program has identified new data sources and is collecting data information from the

Family Partnership Agreements (FPA) to support the implementation and evaluation of

the Parent Family Community Engagement (PFCE) outcomes regarding school readiness.

Data from the 14-15 school year showed that 80% of the FPA’s had school readiness

goals for families. Our objective is to continue to increase the percentages in year 4 and


34

5 of the grant with better communication to the parents/guardians and ongoing

relationship building.

3. School readiness child outcome data from Teaching Strategies Gold (TSG) was examined

by parents at the Program Design and Evaluation Committee and at individual home

visits and school conferences. The overall data showed significant gains in all the five

essential domain areas.

4. Progress toward PFCE outcomes is communicated to parents at parent center meetings,

home visits, conferences, monthly contacts and the program self-assessment and data

day.

SUBSECTION E: GOVERNANCE, ORGANIZATIONAL AND MANAGEMENT STRUCTURES, AND

ONGOING OVERSIGHT


1. No changes have been made to the roles and responsibilities of the School Board or the

Policy council

2. Organizational Charts

See the attachment of the organizational charts in the Appendices

3. Staff Qualifications:

Seattle Public Schools Head Start job descriptions are designed to ensure that all staff

meets the qualifications specified in Head Start performance standards for their

positions in the program. The Head Start Program Manager has a master of science in

instructional leadership, a baccalaureate degree in family and consumer science, and a


35

Washington state teaching certificate. She has experience as an Early Head Start

manager, childcare and preschool manager, and K-12 school director. She has been

Head Start Program Manager at Seattle Public Schools for 15 years. The Curriculum and

Assessment Coordinator has a master of science in early childhood education, a

Washington state teaching certificate, and a certificate in human services management.

She has previous experience in Migrant Head Start and in childcare. She also has nine

years’ experience coordinating screening and referral of children with suspected

disabilities. She has been with Seattle Public Schools Head Start for 17 years. The

Supervisor of Enrollment, Community and Family Services has a master’s degree in

social work and a certificate in human services management, and experience in building

partnerships with community providers and developing referral systems. He has been

with Head Start for 25 years. The Parent Involvement Coordinator has a master’s

degree in instructional systems design/cultural anthropology, and a bachelor’s degree in

social sciences, and has ten years of experience in Head Start.

The Health Coordinator has a master’s degree in Social Work in Clinical and Contextual Practice,

and a bachelor’s degree in Human Development and Family Sciences with a focus in Child,

Youth and Family Services, with experience in coordinating health and social services for low-

income families. She has been with Seattle Public Schools Head Start for nine years. The Head

Start Nurse has a master’s degree in nursing, is nationally and state certified as a pediatric

nurse practitioner, has experience providing case management as well as direct care, has been

a school nurse for 14 years, and has been with Head Start for the past five years. Mental Health

Services are provided by a licensed mental health counselor with experience in training


36

teachers, home visitors, nurses and therapists on how to help parents and caregivers meet

young children’s social and emotional needs. Nutrition services are supported by school district

staff that is registered dietitians, and Head Start contracts with a consultant who is a registered

dietitian to evaluate and make recommendations for children with special dietary needs.

All Seattle Public Schools Head Start teachers have at a minimum an associate’s degree in early

childhood education. Sixty-eight percent of lead teachers have baccalaureate degrees. Eighty

percent of assistant teachers have associate’s degrees in early childhood education; the rest are

enrolled in programs leading to an associate’s degree. Family Service Providers have degrees in

sociology, human services and education. Fifty percent have baccalaureate degrees. The rest

have either an associate’s degree or a family support certificate.

The Operations Coordinator has a Master of Business Administration and a certificate in human

services management, with experience in creating and monitoring budgets, implementing

workflow improvements, developing policies and procedures, organizational design, and

training staff, and has been with Seattle Public Schools Head Start for 15 years. Financial

services are provided by the Seattle Public Schools Grants Accounting Supervisor. He has a

master’s degree in banking and finance, is a certified financial analyst, and has 15 years of

experience in accounting.

4. A copy of the self-assessment for 2015 is included in the Appendices.

5. The Training and Technical Assistance Plan is included in the Appendices.


37

SECTION II BUDGET AND BUDGET JUSTIFICATION NARRATIVE

Requirements for all applications

BUDGET NARRATIVE (Responds to instructions 1, 2, 3, 6 and 8 in the budget justification

narrative)

The budget for 2015-2016 was developed by the Management Team with input from the staff

Program Leadership Team. The budget was developed using actual expenditure patterns

observed during the 2014-15 school year, as well as anticipated expenditures for the upcoming

year to support program goals and objectives. The Policy Council approved the proposed

budget at its June 10, 2015 meeting, and the School Board approved it at its June 17, 2015

meeting.

Personnel $2,558,282

The Program Secretary, Office Assistants, Program Nurse, and all direct service staff are

represented by the Seattle Education Association (SEA). Their salaries and benefits are

determined in negotiation with the SEA.

The Program Manager, Operations Coordinator, Senior Cost Technician, Area Supervisors,

Family Services Supervisor, Curriculum and Assessment Coordinator, Early Learning Coach,

Parent Involvement Coordinator, and Health Coordinator are non-represented positions and

are classified as Seattle Public Schools management staff and professional support.


38

As a large school district, with almost 10,000 employees, we perform wage comparability

internally among school district staff with similar job descriptions and responsibilities. As our

staff is union represented, this normally occurs prior to contract negotiations every three years.

It was last done in May 2013. In addition, we participated in the Washington State Association

of Head Start and ECEAP/Oregon Head Start Association Compensation & Benefits Study of

2015. Based on the data in this study, our salary levels are generally in the higher end of the

spectrum. This is to be expected for a unionized school district in an urban environment with a

high cost of living.

Salary ranges are set forth in the Seattle Public Schools salary administration plan, and provide

for annual step increases where appropriate, according to the collective bargaining agreement

between Seattle Public Schools and SEA. Annual adjustments to salary ranges are impacted by

budget levels authorized by the Washington State Legislature. Although the legislature has not

yet settled on the level of cost-of living adjustments for teachers, we have projected a 2.2%

salary increase for represented staff in 2015-16.

Benefits $1,126,363

The Seattle Public Schools fringe benefit package includes FICA (7.65%), Retirement (11.5%

classified, and 13.13% certificated), Unemployment, Industrial Insurance and other Internal

Liabilities (2.48%), and Health, Vision and Dental Insurance at a cost of $10,049 per FTE.

Travel $500

This category includes funds for hotel and per diem for attendance at the annual director’s

meeting, and for staff to accompany parents attending the Washington State Association

conference.


39

Supplies $21,761

This component includes all supplies needed to support central office and classroom

operations, including curriculum supplies, office supplies, software, health supplies, and

disabilities supplies.

Contractual $44,500

The contractual category includes costs for the following services:

Training and Technical Assistance ($12,000)

Provides funding for training consultants for staff, in accordance with the program’s Training

and Technical Assistance plan.

Program Operations ($32,500)

Provides interpreter services for families who are English language learners in multiple

languages for center meetings, home visits, parent trainings, and in the classroom.

Other $302,250

Program Operations

TELEPHONE ($2,900)

Includes cost of cellular telephone service for Area Supervisors, Curriculum and Assessment

Supervisor, Family Services Supervisor, and Program Manager.

BUILDING MAINTENANCE/REPAIR ($1,000)

Includes funds to cover unanticipated minor building repairs, repairs of outdoor play

equipment, and additional fencing and gates.


40

LOCAL TRAVEL ($100,500)

Includes cost of bus monitors not classified as regular district FTE employees.

NUTRITION SERVICES ($57,000)

This line item covers the difference between the price the program pays for food for the

children, and the reimbursement we receive from the USDA Child and Adult Care Food Program

(CACFP).

We will serve 430 children year in our half-day programs. Our breakfast, lunches and snacks are

provided by Seattle Public Schools Nutrition Services department. Prices for child meals are

$2.00 for breakfast, $3.25 for lunch (2 lunch services per day), and $.95 for snack. CACFP

reimbursement rates are set by OSPI on an annual basis, and typically cover approximately 80%

of child meal expenses.

Our “Nutrition Services Charges for Child/Adult Meals” category also includes expenses for food

consumed by any foster grandparents in the classroom at the time meals are served to

children.

CHILD SERVICES CONSULTANTS ($25,000)

Provides for a child mental health consultant who conducts observations and makes

recommendations regarding children in the classroom, and a nutritionist to work with the


41

Health Coordinator and district Child Nutrition Services department to ensure performance

standards around nutrition are met.

SUBSTITUTES ($20,000)

Covers the cost of substitute teachers for times when classroom staff are out sick or attending

trainings, and for substitute support staff during long term absences, as well as when positions

are vacant.

PARENT SERVICES ($22,000)

Includes funds to cover parent registration and attendance at conferences, taxis and mileage

reimbursement for meeting attendance, childcare and food for center meetings, policy council

meetings, and parent trainings.

PUBLICATIONS, ADVERTISING, PRINTING ($10,850)

Provides for printing of stationary supplies, informational materials, application and other

program forms, and for photocopying. Covers costs of advertising vacant positions on line and

in local newspapers.

Training and Staff Development ($7,000)

Training and Technical Assistance


42

Includes costs of conference registrations, college credits and books for staff, in accordance

with individual staff professional development plans, and the program’s Training and Technical

Assistance Plan.

Other ($56,000)

Includes expenses that do not fall into any other category, such as staff overtime pay, staff local

mileage reimbursement, and miscellaneous contingency funds to cover unanticipated cost

increases for budgeted items. Staff extra-time includes instances where children are not picked

up on time, when we pay school district staff to provide written translations of documents for

parents, and when we pay special education department bus monitors to serve on Head Start

routes. They are five-hour per day employees, so we pay the “extra-time” up to eight hours at

straight-time. The majority of the staff extra-time line item is for these bus monitors.

PA 4120 Funds

We have budgeted $43,073 in PA 4120 funds for staff development, training and technical

assistance. Included in this amount are training consultant contracts, state and local

collaboration trainings, and reimbursement for costs of tuition, books and fees for staff

pursuing college degrees, in accordance with the program’s staff professional development

plans, as well as salary expenses of the early learning professional development coach.

Indirect Costs $142,283


43

The negotiated indirect rate for 2015-16 is 3.51%. The indirect expenses, which are borne by

the Seattle School District, include costs for accounting services, human resources, payroll,

information technology, procurement, insurance, and other related administrative activities.

Financial Management System (Instruction number 5)

The Seattle Public Schools Head Start program is supported by the Seattle School District’s

financial management system. The system includes budgeting, accounting, procurement,

payroll, draw- down of funds, financial reporting, fixed asset inventory tracking, contracting,

and auditing. The system is designed to protect fiscal integrity by incorporating strong internal

controls, and utilizes sound accounting practices in accordance with Generally Accepted

Accounting Principles. The system is audited on an annual basis by the State Auditor’s Office.

The entire financial system is automated, and provides for several levels of review and approval

of all operational and salary/benefit expenses. Financial tracking activities are conducted by

Head Start staff. Reports are generated on a monthly basis from the district’s financial system,

and Head Start staff review and reconcile them to create a monthly budget tracking report,

which is provided to the Policy Council and the School Board. Expenses are monitored by both

Head Start and district accounting staff to ensure they are reasonable and allowable, and to

ensure budgeted levels are not exceeded. The district conducts an inventory of fixed assets

every two years for all federally funded programs, including Head Start.


44

Non-Federal Resources Used to Meet Match Requirement $1,048,985

These resources include Seattle Public Schools in-kind support in the form of transportation

(carrier, fuel and staff), district-provided extra-time pay for staff professional development,

substitute reimbursement pay, salaries for special education evaluation and therapies, district

staff and management support, and parent, community member and policy council volunteer

hours, as described below.

Transportation

Includes actual cost to the school district of transporting Head Start children to and from Head

Start sites, in accordance with the contract negotiated with First Student, fuel at a rate of 7.5

miles per gallon, and the cost of staff that performs routing, staff the call center, conduct

training, monitoring and supervision.

Carrier: $325,292

Fuel: 38,395

Staff: 134,358

Total Transportation: $498,045

Volunteer Hours

Classroom volunteers are valued at the starting salary rate for an assistant teacher, plus an

allowance for benefits. Policy Council volunteers are valued at the rate of a program manager,

plus an allowance for benefits. Health Service Advisory Committee members are valued at the

rate identified by each health professional on the committee. Volunteers who conduct parent


45

training sessions (e.g., Oral Health, Nutrition, Budgeting, and Parenting Skills) are valued by the

presenter, based on their area of expertise.

Classroom: ($21.66/hr. x 13,000 hrs.) $281,580

Policy Council: ($65.80/hr. x 500 hrs.) 32,900

HSAC 3,000

Trainers for Parent Training Sessions 6,000

Total Volunteers: $323,480

District Funded Prof. Development

The school district, in accordance with the Collective Bargaining Agreement, sets aside baseline

funds for use by staff for professional development activities specified by the Head Start

Program Manager. Staff can earn up to 64 hours per year of extra-time at their regular salary

rate.

Staff Salaries: $ 35,000

District Substitute Reimbursement

The school district, in accordance with the Collective Bargaining Agreement, sets aside baseline

funds to compensate classroom staff for additional work required when a substitute is

requested but the district is unable to fulfill the request.


46

Substitute Reimbursement: $ 27,277

Special Education Services

The School District special education department provides child assessments, develops IEP’s,

meets with parents, and provides services to Head Start children with disabilities.

Special Education staff salaries: $ 40,000

City of Seattle Child Assessments

The City of Seattle coordinates the Seattle Early Education Community, and provides licenses

for Teaching Strategies Gold, administrative support, child assessments and reporting.

City of Seattle: $40,000

District Program Support

School district staff provides nutrition, custodial and health services at ten building sites where

Head Start classrooms are located. Management of these departments provides planning,

training, supervision, and monitoring of these services.

District Staff Salaries: $ 85,183

TOTAL NON-FEDERAL RESOURCES: $1,048,985


47

Instructions number 4, 9, 11, 12, 13, and 14 are not applicable to this grant.

Instruction number 7 is included in GABI.

Number 10 is included among the documents uploaded in HSES.

SPS Head Start

Projected Budget

Fiscal Year 2016-2017

Description of Salary & Benefit Expenses

2XXX,3XXX Salaries 2,542,403

2011,4XXX Staff Benefits 1,089,014

2041, 2043, 3041, 3042 Substitutes 20,000

2062, 3062 Staff Extra Time 50,000

7350, 7352 Hourly/Child Care 8,000

XXXX Hourly/Bus Monitors 100,500

Total Salary & Benefits 3,809,917

Operational Expenses

0510 District Printing 5,000

0590 Nutrition Services Charges for Child/Adult Meals 72,000

0710 Equipment Repairs and Alterations 1,000

5100 Supplies 11,742

5120 Periodicals and Subscriptions 850

5200 Postage 700

5605 Software 9,000

5900 Other Supplies 1,000

5930 Food 7,000

7011 Registrations/Memberships/Text 7,000

7021 Taxi 1,000

7031 Telephone Services 2,900

7040 Copier Services 4,500

7050 Misc. Expenses 1,000

7120 Contractual Services 93,000

7142 Advertisement 500

7150 Child Care Reimbursement 1,000

8110 Local Travel 6,000

8120 Extended Travel 1,000

Total Operational Expenses 226,192

Total Salaries + Operational Expenses 4,036,109

Head Start Grant Amount 4,195,939

Indirect @3.96 of Grant Amount 159,830

Direct 4,036,109

Amount Available 4,036,109

Non Federal Share (In-Kind) @ 25% of Federal Grant 1,048,985

USDA Reimbursement 240,000

Total Budget (Grant + In-Kind) 5,244,924

Budgeted Amount

6/9/2016

4/22/16 1

Head Start Budget Line Item Descriptions and Calculations for 2016-17

SALARY AND BENEFIT ITEMS

2XXX, 3XXX Salaries and benefits:

Includes Program Manager, Coordinators, Early Learning Coach, Cost Technician, part-

time Nurse, Office Specialists, Program Secretary, Area Supervisors, Family Educator I

and II, and Family Service Providers.

Calculated based on salary and benefit information provided by Budget Office, assuming

scheduled step increases for represented and non-represented staff, changes to benefit

costs and scheduled cost of living adjustments.

Substitutes:

2041, 2043, 3041, 3042

Includes cost for substitutes for teacher illness, vacant positions and meeting attendance.

Calculated based on historical usage, and assuming full staffing.

2062, 3062 Staff Extra Time:

Covers FTE bus monitors provided by the district transportation department. Pays extra

time costs for school district ELL and International Program Department employees who

provide translation services beyond their regular work hours, such as written translation

of program materials. Covers additional staff hours spent in occasional situations when

children are not picked up on time.

7350, 7363 Child Care Services and Bus Monitors (Hourly):

Pays for school district employed hourly child care providers for center meetings, Policy

Council meetings, parent trainings, etc., in accordance with Head Start Performance

Standards that require minimizing barriers to parent involvement, and in accordance with

program spending guidelines. Also pays for school district employed hourly bus

monitors.

Calculated based on historical usage, plus increase in mandatory benefit percentage.

NON-SALARY ITEMS

Operational Expenses

0510 Printing – In District:

Pays for printing of stationary supplies, program manuals, training materials, application

forms and recruitment materials.

4/22/16 2

0590 Nutrition Services Charges for Child/Adult Meals

Pays for the difference between the cost of children’s food and the amount reimbursed by

the USDA. Also covers food for meetings held at JSCEE, where food is provided by

district Nutrition Services department in accordance with union agreements.

Calculated based on historical data on nutrition services charges and state

reimbursement limits, plus meeting food calculated @$300 per meeting for 10 Policy

Council meetings.

0710 Equipment Repairs and Alterations: Pays for district services related to unanticipated repairs and work orders the facilities

department does not cover.

5100 Office/General Instructional Supplies:

Office supplies (paper, pens, staples, printer ink, etc.), curriculum-related materials,

expendable supplies for classrooms – paint, crayons, etc., paper supplies for food service,

supplies for parent trainings and events.

Calculated based on historical expenses, and in accordance with spending guidelines

that include purchasing only consumables and replacement of broken items for

classrooms, and reduced usage of office supplies.

5120 Periodicals and Subscriptions:

Pays for professional journals and subscriptions.

Calculated based on historical usage, and in accordance with spending guidelines.

5200 Postage:

Pays for overnight and certified mail when required to send time-sensitive documents,

and bulk-mailed recruitment materials.

5605 Software:

Pays for software purchases and upgrades.

Covers annual fee for Child Plus program administration software.

5900 Other Supplies:

Covers special education related supplies, such as adaptive equipment, changing tables,

pull-ups, as recommended by the Head Start Performance Standards, the mental health

consultant and as outlined in our disabilities plan.

Calculated based on historical expenses.

4/22/16 3

5930 Food:

Covers food for parent center meetings, committee meetings, parent trainings, and HSAC

meetings. All meetings include parents, and invited guests from outside of SPS.

Center meetings – 5 meetings for 10 sites $5,500

Parent Trainings – 3 trainings per year $1,100

Miscellaneous meetings (e.g., HSAC) $400

7011 Registrations/Memberships/Textual Materials:

Conference registration fees for staff and Policy Council parents; membership in National

Head Start Association and Washington State Head Start Association; training programs

for staff to implement the Program Training & Technical Assistance Plan, in-service

training, and individual staff development plans that may include college tuitions for

completion of degrees in accordance with the Head Start Act and SPS job requirements.

7021 Taxi:

Covers cost for taxis for parents to attend Policy Council meetings and participate in

program activities, such as the annual program self-assessment.

7031 Telephone Charges:

Covers cell phones for Area Supervisors, Coordinators and Program Manager, as needed.

7050 Miscellaneous Expenses

Covers unanticipated or unusual expenses that don’t fall into another category, and

provides a contingency for unanticipated cost increases for budget items.

7120 Contractual Services:

Covers the cost of services contracted to individuals or organizations outside of the

school district, such as staff development trainers, interpreter services, mental health

consultant and nutrition consultant required by Head Start Performance Standards.

Estimated costs include: Parent Policy Council Training @ $3,500; Family Engagement

Consultation@ $20,000; Child Development Specialist @ $21,000; nutrition services

consultant @$4,000; interpreter services @$32,500; staff trainings @$12,000;

7142 Advertising: Pays for classified ads in newspapers and other media when we find it necessary to

advertise vacant positions, and notifications to families of enrollment opportunities.

7150 Child Care Services:

Reimbursement for parent-arranged child care for Policy Council meetings.

Calculated based on historical usage.

8110 Local Travel:

4/22/16 4

Mileage reimbursement paid to staff for home visits to children’s homes, recruitment of

families from the community; meeting attendance, supervision, travel to local

conferences and trainings.

Mileage expense calculated based on historical usage, and paid based on federal

reimbursement rate.

Indirect Rate:

The amount that goes to the school district to cover the cost of accounting, human

resources, payroll, information technology, and other administrative activities. The

percentage is negotiated at the state level for all public contracts.

Calculated based the 2015-2016 negotiated indirect rate of 3.96%

In-Kind Match:

Our grant requires that the program provide 20% of our costs from non-federal sources.

Our in-kind is in the form of transportation of our children, parent and other volunteer

hours, special education staff salaries and benefits, district-provided extra pay for staff

professional development, other district staff support, such as custodial and nutrition

services, and contributions of goods and services from members of the community.

USDA Reimbursement

The USDA reimburses Head Start for a portion of the cost of meals served to children

enrolled in the program.

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED

CERTIFICATIONS AND ASSURANCES

Office of Head Start Updated July 29, 2014

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCE

Table of Contents

SF424B, Assurances ....................................................................................................................... 1

Certification Regarding Lobbying .................................................................................................. 3

Certification Regarding Level II of the Executive Schedule ........................................................... 3

Certification of Filing and Payment of Federal Taxes ..................................................................... 4


SF424B Assurances – Non-Construction Programs

1. Has the legal authority to apply for Federal assistance and the institutional, managerial and financial

capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper

planning, management and completion of the project described in this application.

2. Will give the awarding agency, the Comptroller General of the United States and, if appropriate, the

State, through any authorized representative, access to and the right to examine all records, books,

papers, or documents related to the award; and will establish a proper accounting system in accordance

with generally accepted accounting standards or agency directives.

3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes

or presents the appearance of personal or organizational conflict of interest, or personal gain.

4. Will initiate and complete the work within the applicable time frame after receipt of approval of the

awarding agency.

5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. §§4728-4763) relating to

prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations

specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R.

900, Subpart F).

6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to:

(a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race,

color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C.

§§1681-1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the

Rehabilitation Act of 1973, as amended (29 U.S.C. §794), which prohibits discrimination on the basis of

handicaps; (d) the Age Discrimination Act of 1975, as amended (42 U.S.C. §§6101-6107), which prohibits

discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as

amended, relating to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol

Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended,

relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§523 and 527 of the

Public Health Service Act of 1912 (42 U.S.C. §§290 dd-3 and 290 ee 3), as amended, relating to

confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42

U.S.C. §§3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financing of

housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for

Federal assistance is being made; and, (j) the requirements of any other nondiscrimination statute(s)

which may apply to the application.

7. Will comply, or has already complied, with the requirements of Titles II and III of the Uniform Relocation

Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and

equitable treatment of persons displaced or whose property is acquired as a result of Federal or

federally-assisted programs. These requirements apply to all interests in real property acquired for

project purposes regardless of Federal participation in purchases.

8. Will comply, as applicable, with provisions of the Hatch Act (5 U.S.C. §§1501-1508 and 7324-7328) which

limit the political activities of employees whose principal employment activities are funded in whole or

in part with Federal funds.

1


9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. §§276a to 276a-7), the

Copeland Act (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Work Hours and Safety Standards

Act (40 U.S.C. §§327-333), regarding labor standards for federally-assisted construction subagreements.

10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood

Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to

participate in the program and to purchase flood insurance if the total cost of insurable construction and

acquisition is $10,000 or more.

11. Will comply with environmental standards which may be prescribed pursuant to the following: (a)

institution of environmental quality control measures under the National Environmental Policy Act of

1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO

11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in

accordance with EO 11988; (e) assurance of project consistency with the approved State management

program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.); (f)

conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the

Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of

drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523); and, (h) protection

of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205).

12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. §§1271 et seq.) related to protecting

components or potential components of the national wild and scenic rivers system.

13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic

Preservation Act of 1966, as amended (16 U.S.C. §470), EO 11593 (identification and protection of

historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. §§469a-1 et

seq.).

14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research,

development, and related activities supported by this award of assistance.

15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131

et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research,

teaching, or other activities supported by this award of assistance.

16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. §§4801 et seq.) which

prohibits the use of lead-based paint in construction or rehabilitation of residence structures.

17. Will cause to be performed the required financial and compliance audits in accordance with the Single

Audit Act Amendments of 1996 and OMB Circular No. A-133, "Audits of States, Local Governments, and

Non-Profit Organizations."

18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations, and

policies governing this program.

2


Certification Regarding Lobbying

Certification for Contracts, Grants, Loans, and Cooperative Agreements

1. No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.

2. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form- LLL, ''Disclosure Form to Report Lobbying,'' in accordance with its instructions.

3. The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

Statement for Loan Guarantees and Loan Insurance

If any funds have been paid or will be paid to any person for influencing or attempting to influence an

officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an

employee of a Member of Congress in connection with this commitment providing for the United

States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL,

''Disclosure Form to Report Lobbying,'' in accordance with its instructions. Submission of this statement

is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.

Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less

than $10,000 and not more than $100,000 for each such failure.

Regarding Compliance with Compensation Cap (Level II of the Executive Schedule)

Federal funds will not be used to pay any part of the compensation of an individual employed by a Head Start and/or Early Head Start agency if that individual's compensation exceeds the rate payable for Level II of the Executive Schedule.

3


Certification of Filing and Payment of Federal Taxes

As required by the Departments of Labor, Health and Human Services, and Education and Related

Agencies Appropriation Act, 2008 (Public Law 110-161, Division G, Title V, section 523), as a

prospective financial assistance recipient entering into a grant or cooperative agreement of more than

$5,000,000, I, as the duly authorized representative of the applicant, do hereby certify to the best of

my knowledge and belief, that:

1. The applicant has filed all Federal tax returns required during the three years preceding thiscertification

2. The applicant has not been convicted of a criminal offense pursuant to the Internal RevenueCode of 1986 (U.S. Code - Title 26, Internal Revenue Code)

3. The applicant has not, more than 90 days prior to this certification, been notified of any unpaidFederal tax assessment for which the liability remains unsatisfied, unless the assessment is thesubject of an installment agreement or offer in compromise that has been approved by theInternal Revenue Service and is not in default, or the assessment is the subject of a non-frivolous administrative or judicial proceeding.

Submission Statement

4

21. *By signing this application, I certify (1) to the statements contained in the list of certifications** and (2) that the statementsherein are true, complete and accurate to the best of my knowledge. I also provide the required assurances** and agree tocomply with any resulting terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or claims maysubject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218, Section 1001)

** The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency

specific instructions.

Authorized Representative:

** I AGREE

Prefix: * First Name:

Middle Name:

* Last Name:

Suffix:

* Title:

* Telephone Number:

* Email:

Fax Number:

* Signature of Authorized Representative: * Date Signed:

* Submitted by: Date Submitted:

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