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Head Start Policy Council

City of San Antonio

AGENDA

1227 Brady Blvd.6:15 PMTuesday, January 24, 2017

A MEETING OF THE CITY OF SAN ANTONIO HEAD START POLICY COUNCIL WILL

BE HELD IN THE HEAD START OFFICE, 1227 BRADY BLVD., SAN ANTONIO, TEXAS

78207 ON TUESDAY, JANUARY 24, 2017 AT 6:15 P.M., TO CONSIDER THE

FOLLOWING MATTERS:

Call to Order

Meeting Minutes

Approval of December 13, 2016 Meeting Minutes1.

Community Comments

Correspondence

DANYA—Office of Head Start

a. Early Head Start-Child Care Partnership Monitoring Review for

week of January 23, 2017

2.

Administration for Children and Families—Office of Head Start

a. ACF-PI-HS-16-05: Background Checks–Extension of

Compliance Date and Questions

b. CCDF-ACF-IM-2016-04: Supporting Parents in Job Training

and Education Programs with Child Care Assistance

3.

Information and Possible Action Items

Personnel for Approval4.

Posted On: 1/20/2017 12:03:06PM City of San Antonio

January 24, 2017Head Start Policy Council AGENDA

ERSEA Policy Updates for Approval5.

Shared Governance Training6.

Monthly Program Report7.

Fiscal Report8.

Governing Body

Announcements and Items for Consideration

Adjournment

EXECUTIVE SESSION

At any time during the Head Start Policy Council meeting, the Policy Council may meet in

Executive Session under Chapter 551 of the Texas Government Code, including consultation

with an attorney

ACCESSIBILITY STATEMENT

This meeting site is accessible to persons with disabilities. Parking is available. Auxiliary aids

and services, including Deaf interpreters, must be requested forty-eight [48] hours prior to the

meeting. For assistance, call (210) 206-5500

DECLARACIÓN DE ACCESIBILIDAD

Este lugar de la reunión es accesible a personas incapacitadas. Se hará disponible el

estacionamiento. Ayudas auxiliares y servicios y interpretes para los sordos se deben pedir con

cuarenta y ocho [48] horas de anticipación al la reunión. Para asistencia llamar a

(210) 206-5500

CITY OF SAN ANTONIO HEAD START MISSION STATEMENT

Preparing children and engaging families for school readiness and life-long success

Posted On: 1/20/2017 12:03:06PM City of San Antonio

MEETING MINUTES

HEAD START POLICY COUNCIL MEETING MINUTES

DECEMBER 13, 2016, 6:15 P.M. – 8:15 P.M.

HEAD START OFFICE, 1227 BRADY BLVD., SAN ANTONIO, TX 78207

Primary Council

Members

Present:

Edgewood Independent School District- Ms. Dora Maldonado, Ms. Cindy Bernabe

San Antonio Independent School District- Mr. Albert Martinez, Ms. Shantel

Readdy, Ms. Valerie Gonzalez

Early Head Start-Child Care Partnership East- Ms. Rosalinda Hernandez

Early Head Start-Child Care Partnership West- Ms. Jennifer Gonzales

Community Representative-Ms. Rebecca Flores, Ms. Dina Serrano

Primary Council

Members Absent: None

Alternate

Members

Present:

Edgewood Independent School District- Ms. Priscilla Arce, Ms. Michelle Paredes,

San Antonio Independent School District- Mr. Abel Garcia, Ms. Electra Brown

Early Head Start-Child Care Partnership East- Ms. Lauren Murff

Early Head Start-Child Care Partnership West- Ms. Athena Alderete

Alternate

Members Absent: San Antonio Independent School District-Ms. Marisha Griffin, Ms. Roslyn Sherman

I. WELCOME AND INTRODUCTIONS

Head Start Administrator, Ms. Mikel Brightman, welcomed and introduced Mr. Alfredo Huerta,

Regional Program Specialist.

II. CALL TO ORDER

Ms. Dora Maldonado called the meeting to order at 6:15pm.

III. OATH OF OFFICE

Ms. Dora Maldonado led the Oath of Office as all members present read it aloud. Ms. Stella Trejo,

program Administrative Assistant, notarized all signed documents.

IV. ELECTION OF OFFICERS

Ms. Dora Maldonado presented the Election of Officers for the 2016-2017 HSPC. She provided

information on the roles of the Chairperson, Vice Chairperson, and Secretary on the Head Start Policy

Council. She stated members can nominate anyone on the council, including themselves, for any of the

aforementioned positions and time would be provided for each member to provide a brief discourse in

support of their candidacy. Ms. Maldonado then requested nominations for each position.

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Mr. Albert Martinez, Ms. Dina Serrano, and Ms. Dora Maldonado each nominated themselves for the

position of Chairperson. An open vote took place after a brief presentation from the nominees. Ms. Dora

Maldonado was selected for the position of Chairperson with five of nine votes, the majority needed for

selection.

Motion: Ms. Jennifer Gonzales moved to approve Ms. Dora Maldonado for the position of Chairperson

on the Head Start Policy Council.

Seconded (2nd

): Mr. Albert Martinez

Vote: All in favor (unanimous)

Mr. Albert Martinez, Ms. Jennifer Gonzales, and Ms. Dina Serrano each nominated themselves for the

position of Vice Chairperson. An open vote took place after a brief presentation from the nominees. Mr.

Albert Martinez was selected for the position of Vice Chairperson with five of nine votes, the majority

needed for selection.

Motion: Ms. Jennifer Gonzales moved to approve Mr. Albert Martinez for the position of Vice

Chairperson on the Head Start Policy Council.

Seconded (2nd

): Ms. Rebecca Flores


Ms. Jennifer Gonzales and Ms. Rosalinda Hernandez each nominated themselves for the position of

Secretary. An open vote took place after a brief presentation from the nominees. Ms. Jennifer Gonzales

was selected for the position of Secretary with six of nine votes, the majority needed for selection.

Motion: Mr. Albert Martinez moved to approve Ms. Jennifer Gonzales for the position of Secretary on

the Head Start Policy Council.

Seconded (2nd

): Ms. Cindy Bernabe


V. COMMUNITY COMMENTS

None to Report

VI. CORRESPONDENCE

Chair, Ms. Dora Maldonado, asked Ms. Mikel Brightman, Head Start Administrator, to present

Correspondence items. Ms. Brightman welcomed members and then reviewed the Department of

Human Services, Head Start Program’s mission and vision statements. Ms. Brightman presented the

Information Memorandum released by the Administration for Children and Families regarding the

Expulsion and Suspension Policy Statement. She highlighted new requirements in the Head Start

Program Performance Standards related to expulsion and suspension.

VII. INFORMATION AND POSSIBLE ACTION ITEMS (a-g)

a.) November 15, 2016 Meeting Minutes for Approval

Motion: Mr. Albert Martinez moved to approve the November 15, 2016 meeting minutes.

Seconded (2nd

): Ms. Jennifer Gonzales

Vote: All in favor (unanimous) – The motion carried.

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b.) Approval of Policy Council Meeting Days and Times

Chair, Ms. Dora Maldonado, asked Ms. Mikel Brightman to discuss Policy Council meeting days and

times. Ms. Brightman stated the previous year’s Policy Council met on the fourth Tuesday of the

month at 6:15pm to stay in line with governing body meetings. Policy Council members engaged in

discussion and came to a consensus to continue to meet on the fourth Tuesday of each month at

6:15pm. Ms. Maldonado requested a motion to approve the Policy Council Meeting Day and Time.

Motion: Mr. Albert Martinez moved to approve the fourth Tuesday of each month at 6:15pm as the

meeting day and time for regularly scheduled Policy Council meetings.

Seconded (2nd

): Ms. Shantel Readdy


c.) Election of Committee Members

Chair, Ms. Dora Maldonado, presented the Election of Committee Members. She first described

committee size requirements and then presented on the functions for two standing committees and two

special committees. Finally, Ms. Maldonado requested volunteers for each committee and approval

from the Policy Council.

Ms. Lauren Murff, Ms. Priscilla Arce, Ms. Michelle Paredes, Ms. Electra Brown, and Ms. Shantel

Readdy volunteered for the Assessment and Planning standing committee.

Motion: Ms. Rebecca Flores moved to approve Ms. Lauren Murff, Ms. Priscilla Arce, Ms. Michelle

Paredes, Ms. Electra Brown, and Ms. Shantel Readdy as members of the Assessment and Planning

Committee.

Seconded (2nd



Mr. Albert Martinez, Ms. Jennifer Gonzales, Ms. Dina Serrano, Ms. Michelle Paredes, and Ms.

Rosalinda Hernandez volunteered for the Personnel standing committee.

Motion: Ms. Shantel Readdy moved to approve Mr. Albert Martinez, Ms. Jennifer Gonzales, Ms.

Dina Serrano, Ms. Michelle Paredes, and Ms. Rosalinda Hernandez as members of the Personnel

Committee.

Seconded (2nd



Ms. Dina Serrano, Mr. Albert Martinez, Ms. Electra Brown, Ms. Priscilla Arce, and Ms. Dora

Maldonado volunteered for the Jule Sugarman special committee.

Motion: Mr. Albert Martinez moved to approve Ms. Dina Serrano, Mr. Albert Martinez, Ms. Electra

Brown, Ms. Priscilla Arce, and Ms. Dora Maldonado for the Jule Sugarman Committee.

Seconded (2nd



Ms. Rebecca Flores, Mr. Albert Martinez, Ms. Lauren Murff, Ms. Shantel Readdy, and Ms. Rosalinda

Hernandez volunteered for the Bylaws special committee.

Motion: Mr. Albert Martinez moved to approve Ms. Rebecca Flores, Mr. Albert Martinez, Ms.

Lauren Murff, Ms. Shantel Readdy, and Ms. Rosalinda Hernandez for the Bylaws Committee.

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Seconded (2nd



d.) ERSEA Policies and Procedures for Approval

Ms. Mikel Brightman stated the ERSEA Policies and Procedures for Approval were pending and

would be presented during the next regularly scheduled Policy Council meeting.

e.) Monthly Program Report

Chair, Ms. Dora Maldonado, asked Ms. Mikel Brightman to present the Monthly Program Report for

November 2016. Program information such as training and monitoring reports, education, health, and

Family and Community Services information for both Head Start and Early Head Start-Child Care

Partnership were included in this report.

f.) Fiscal Training

Chair, Ms. Dora Maldonado, asked Ms. Mikel Brightman to present the Fiscal Training. Ms.

Brightman described the Head Start and Early Head Start-Child Care Partnership (EHS-CCP) grants

to include figures and responsibilities of the grantee. Ms. Brightman also noted program funded

enrollment and the different kinds of services provided for children and families within both Head

Start and EHS-CCP. Ms. Monica Yanez, Fiscal Analyst, then trained newly elected members on how

to read financial reports provided to the Head Start Policy Council at regularly scheduled monthly

meetings.

g.) Fiscal Report

Chair, Ms. Dora Maldonado, asked Ms. Monica Yanez to present the Fiscal Report. Ms. Yanez

presented the Head Start and EHS-CCP fiscal reports for the month of November, 2016.

VIII. GOVERNING BODY

Chair, Ms. Dora Maldonado, asked Ms. Mikel Brightman to present items for the Governing Body. Ms.

Brightman stated the Neighborhoods and Livability Committee (NLC) would meet on December 15,

2016. She stated the Head Start and EHS-CCP School Readiness Goals, the EHS-CCP Carry Forward

Funds for Approval, and the program and fiscal briefing for September and October 2016 would be

presented during the meeting. Finally, Ms. Brightman invited Policy Council members to attend

governing body meetings as able.

IX. ANNOUNCEMENTS AND ITEMS FOR CONSIDERATION

Chair, Ms. Dora Maldonado, asked Ms. Mikel Brightman to present the Announcements and Items for

Consideration. Ms. Brightman first recognized Ms. Hilda Salas, SAISD Senior Director for Early

Childhood Education, on her impending retirement. Ms. Brightman noted Ms. Salas’s extensive work in

the field of Early Childhood Education and thanked her for her dedication to the children and families

served within the City of San Antonio, Department of Human Services Head Start Program. Finally,

Ms. Brightman informed Policy Council members of the notice of federal monitoring review for the

Early Head Start-Child Care Partnership program to take place on January 24 and 25, 2017. Ms. Dora

Maldonado then presented a Ready Rosie Video in both English and Spanish to continue to promote

every day educational activities between children and families.

5

X. ADJOURNMENT

Motion: Mr. Albert Martinez moved to adjourn the meeting.

Seconded (2nd

): Ms. Shantel Readdy


Chair, Ms. Dora Maldonado, adjourned the meeting at 7:51pm.

________________________________ _________________

Chair Date

CORRESPONDENCE

6! ootto I NrE RNAr o llf h,"1,."$

December 2, 2016

Ms. Mikel BrightmanCity of San AntonioGrant Number: 06HP0019106 S St. Mary's Street, Suite 700San Antonio, TX 78205

Dear Ms. Brightman:

The office of Head start (oHs) will conduct an Early Head start - child care partnership (EHs-ccp)monitoring review of City of San Antonio / 06Hp0019 during the week of t/23/20L7.

This review will consist of an onsite reviewer who will conduct interviews and observations over a periodof 2 days. Please note that prior to the week of your onsite review, a fiscal interview will be conductedvia teleohone.

Your assigned Review Leader, Ms. Maria Kuhn-Brotton, who will oversee the review process, will contactyou to confirm the schedule for review activities. Ms. Kuhn-Brotton mav also be reached atM [email protected].

Lastly, for your convenience, the EHS-CCP Monitoring Protocol will be available on the Early ChildhoodLearning & Knowledge Center (ECLKC) at htto://eclkc.ohs.acf.hhs.sov/hslc/Erants/monitorins and on theAliEned Monitoring System Virtual Expo at httos://vts.inxpo.com/Launch/Event.htm?ShowKev=34755.

Sincerely,

DLH Danya Scheduling Team

cc: Ms. lvy Taylorcc: Ms. Melody Woosely

8737 Colesvillc Road, Suite 1100 . Silver Spring, Maryland 20910Phonc 301.565.2142 . Fax 301.565.3710 . www.danya.com

ACF

Administration

for

Children and Families

U.S. DEPARTMENT OF HEALTH

AND HUMAN SERVICES

1. Log No. ACF-PI-HS-16-05

2. Issuance Date: 12/08/2016

3. Originating Office: Office of Head Start

4. Key Words: Background Check; Head Start Program Performance

Standards; HSPPS; Compliance table

PROGRAM INSTRUCTION

TO: All Head Start and Early Head Start Grantees, including Delegate Agencies

SUBJECT: Background Checks – Extension of Compliance Date and Questions

INSTRUCTION: This Program Instruction (PI) notifies programs they have until September 30, 2017

to comply with all background checks requirements at §1302.90(b) in the Head Start Program

Performance Standards final rule. This new effective date aligns with background check requirement

deadlines for systems in the Child Care and Development Block Grant (CCDBG) Act of 2014, 20 U.S.C.

§ 1431 et seq., 20. It also will afford programs more time to implement systems in accordance with

these requirements.

We received feedback from Head Start and child care communities, as well as from states, that

programs could not comply with background check requirements in §1302.90(b)(1) by November 7,

2016. Head Start programs, like child care programs, primarily rely on states to conduct and to

process the types of comprehensive background checks we require in §1302.90(b)(1). Currently,

states do not have procedures in place to accommodate these comprehensive background checks.

However, by September 30, 2017, Congress requires states that receive CCDBG funding to implement

the same set of comprehensive background checks for all child care teachers and staff. By then, we

anticipate most states will have such systems in place, unless they are granted a one-year extension

under the CCDBG Act. The Federal Register notice announcing this change with the full rationale can

be found at https://www.federalregister.gov/documents/2016/12/06/2016-29183/head-

start-program.

Until September 30, 2017, however, we require programs to continue to adhere to the criminal record

check requirements in Section 648A of the Improving Head Start for School Readiness Act of 2007,

Public Law 110-134. It requires a state, tribal, or federal criminal record check:

That covers all jurisdictions where the grantee provides Head Start services to children;

A state, tribal, or federal criminal record check as required by the law in the jurisdiction where

the grantee provides Head Start services; or

A criminal record check as otherwise required by federal law.

We have received many other questions about the background check provisions. Attached is a series

of frequently asked questions and answers that programs can use as they design their systems to

meet the new requirements by September 2017.

If you have questions regarding this PI, please contact your Regional Office.

https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1302-90-personnel-policies?language_content_entity=en



http://hsicc.cmail20.com/t/j-i-urljkld-ofudhrlt-h/

http://hsicc.cmail20.com/t/j-i-urljkld-ofudhrlt-h/

https://eclkc.ohs.acf.hhs.gov/policy/head-start-act/sec-648a-staff-qualifications-and-development

Thank you for the work you do on behalf of children and families.

/ Blanca Enriquez, Ph.D. /

Blanca Enriquez, Ph.D.

Director

Office of Head Start

Background Checks FAQs Attachment to ACF-PI-HS-16-05

Why are four checks necessary? Q: My State Department of Investigation includes fingerprint and clearance and a clearance through the Federal Bureau of Investigation (FBI) database. Do I still need to do a federal criminal record check with fingerprints?

A: Yes. While state and federal criminal background checks significantly overlap, they are not the same check and do sometimes include differential information. See 1302.90 (b).

Q: If a state runs a child abuse and neglect check in their background check already, is our agency required to run an additional check through the state registry separate from the one already provided through the state and federal background?

A: While criminal record checks and Child Abuse and Neglect (CAN) registries may have some overlap (particularly in instances where there is a conviction related to child abuse or neglect), CAN registries may also include information on substantiated complaints or civil court findings. Many states do include searches of their CAN registries as a component of a background check, particularly when the individual is working with children. If the state includes a check of their CAN registry as part of their background check, an agency does not need to rerun the CAN registry check.

Q: What is the difference between the sex offender registry and a background check? Why would someone be on the registry but not have a record on the FBI or state check? Would the FBI or state be sufficient or do we need to run it through the national registry as well?

A: The difference between a sex offender registry and a criminal history records check is significant. A sex offender registry monitors and tracks sex offenders after their release into the community. A criminal history records check typically reveals whether or not a person has any arrests, convictions, outstanding warrants, and prison terms. However, a person may be ordered to register as a sex offender in cases that would not be included on a criminal history records check (e.g. as a condition for release into the community or as a part of a plea agreement). We require programs to conduct a sex offender registry check. We anticipate most programs will likely check their state’s sex offender registry, but we do not prescribe which registry must be checked.

Do consultants, contractors, and school district employees need the checks? Q: Do the new Standards require that anyone going into Head Start classrooms, including school district employees (e.g., special education paraprofessionals, substitutes, etc.), undergo a complete background check as described in 1302.90? The school district maintains personnel files on all employees, including substitutes, with fingerprint records for background checks and would like to keep these records confidential. Is this okay?


A: Agencies must conduct or obtain a compete background check for contractors, or individuals on a contract, whose activities involve contact with and/or direct services to children and families or anyone who could have unsupervised access to children and families. However, if a program works with a school district or other agency that conducts the background checks according to the requirements in 1302.90, a program could obtain confirmation that the personnel in question had the appropriate checks and were employable according to the state’s disqualification factors, and the program would be meeting the requirements.

Q: The new standards specify that employees, consultants, and contractors must have the complete background check. Can you clarify how this applies to short-term program consultants or contractors who provide training and technical assistance? The majority of the consultants we are referring to are those that work with management and do not provide services to children and families. Do the criminal background checks apply to these type of consultants or contractors?

A. No, the criminal record check requirements only apply to contractors, or individuals on a contract, whose activities involve contact with and/or direct services to children and families or anyone who could have unsupervised access to children and families. However, the criminal record check requirements do apply to all employees, regardless of whether an employee has contact with and/or direct services to children and families.

What does it mean to check employees every five years? Q: In the new standards, §1302.90(b)(5) states every five years current employees should be cleared. Do all current staff need to have two sets of fingerprints on file as of August 1, 2017, as well? Do we need to do a background check on employees who have been here longer than five years now, or should all employees be cleared every five years from now?

A: In §1302.90(b)(5), the Standards state that “a program must conduct the complete background check for each employee, consultant, or contractor at least once every five years…” This requirement on current employees is not effective until September 30, 2017, per the recently released notice in the Federal Register. Therefore, programs must ensure they conduct a complete background check on all current staff, every five years starting on September 30, 2017. This means currently employed staff would need a complete background check by September 30, 2022 and every five years after the date of each individual check. Programs may wish to stagger their approach to completing checks for current employees so that the financial obligation associated with such checks is dispersed more evenly from year to year.

Q: In the new standards, §1302.90(b)(5) states that "a program must conduct the complete background check for each employee, consultant, or contractor at least once every five years" based on the requirements in (b)(1) and (2). Does this include that the language in (b)(1) which states that "a program must conduct an interview, verify references, [and] conduct a sex offender registry check"? Specifically, are programs expected to re-interview and re-verify references of current employees when they reach the five-year mark?

A: §1302.90(b)(5) requires “a program must conduct the complete background check for each employee, consultant, or contractor at least once every five years, which must include each of the four checks listed in [1302.90 (b)(1) and (2)].” The key language here is the “four checks,”

which references the sex offender registry check, child abuse and neglect (CAN) state registry check, state or tribal criminal history check with fingerprints, and FBI criminal history check with fingerprints. There is no requirement to interview current employees and to verify references they provided before they were hired or to ask them for more references.

Q: §1302.90(b)(5) provides an exception to performing background checks for all employees every five years if "the program can demonstrate to the responsible HHS official that it has a more stringent system in place that will ensure child safety." What constitutes a "more stringent system" and how can it be demonstrated?

A: We require each program to adhere to 1302.90(b)(5), which requires background checks for all employees every five years, unless it can demonstrate to the responsible Department of Health and Human Services (HHS) official that it has a more stringent system in place that will ensure child safety. An example of a more stringent system may be one that automatically notifies a program when an employee is either arrested or convicted of an applicable offense. Initial background checks must be completed, regardless of the system that a program has in place.

How do I work within my state process for background checks to meet the new standards? Q: My state won’t provide background check results to our program because of confidentiality rules. Instead they give us a “green light” or “red light” for employing a person in an early childhood setting. Does this meet the state background check requirement in 1302.90(b)?

A: Yes. As of the new effective date of these requirements, states will be implementing the disqualification factors required under Child Care and Development Fund (CCDF). A state’s “green light” or “red light” based on these disqualification factors meets the requirements in 1302.90(b).

Q: I reached out to my state bureau of investigation and they said they won’t do background checks on our employees because we don’t fall under the categories of institutions that can request a background check under state law. What do I do?

A: As of the new effective date of these requirements, states will be required to meet CCDF background check requirements, which include performing these checks for all child care agencies/entities that are licensed, regulated, or registered or that are eligible to receive CCDF subsidy funds. Head Start programs fall under that umbrella, and as such, Head Start programs should be able to access state background check systems at that time.

https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/_link

https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/_link

ACF

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration for Children and Families

1. Log No: CCDF-ACF-IM-2016-04 2. Issuance Date: November 29, 2016

3. Originating Office: Office of Child Care (OCC)

4. Key Words: Child Care and Development Fund (CCDF), CCDF Services to Parents Participating in Training or Education

INFORMATION MEMORANDUM

To: State, Territorial, and Tribal Lead Agencies administering child care programs under the Child Care and Development Block Grant (CCDBG) Act, and other interested parties such as financial aid offices of higher education institutions, child care resource and referral agencies, and school guidance counselors.

Subject: Supporting Parents in Job Training and Education Programs with Child Care Assistance

References: The Child Care and Development Block Grant Act of 1990, as amended, 42 U.S.C. § 9858 et seq.

Purpose: This Information Memorandum provides guidance to Lead Agencies implementing provisions of the Child Care and Development Block Grant (CCDBG) Act of 2014, to increase access to child care assistance and information so that low-income parents may further their education and training as a pathway to better wages and economic stability.

Background: The Child Care and Development Fund (CCDF), authorized by the CCDBG Act, has the potential to support two generations on the pathway to economic mobility by providing child care assistance to low-income parents who are working or pursuing education/training, as well as access to quality early learning experiences for their children. Education and training can improve the employability and long-term earnings of low-income parents. However, lack of access to affordable and stable child care that meets their children’s needs can keep parents from enrolling in or completing educational programs that would improve family economic mobility.

The proportion of students seeking higher education who are also parents is substantial. Of the 21 million low-income parents, one in ten participates in education and training.1 According to a study from the Institute for Women’s

1 Eyster, Lauren, Tom Callan, and Gina Adams. 2014. “Balancing School, Work, and Family: Low-income Parents’ Participation in Education and Training.” Washington, DC: Urban Institute.

1

Policy Research, 4.8 million college students were parents of dependent children in 2011, approximately 26 percent of all undergraduates in 4-year colleges that year. Seventeen percent of community college students are single parents and a significant percentage attend school while working full or part time. Of those students who are parents, 71 percent are women.

Higher educational attainment is linked to better earning potential over a lifetime

Higher educational attainment is linked to greater lifelong earning potential and lower unemployment rates.2 The median earnings for women ages 25 to 34 with a bachelor’s degree or higher, working full time and full year compared to women in the same age range with high school diplomas rose from 43 percent in 1971 to 70 percent in 2011.

Earnings and unemployment rates by educational attainment, 2015

Education attained Unemployment rate in

2015 (Percent) Median weekly earnings

in 2015 Doctoral degree 1.7 $1,623 Professional degree 1.5 1,730 Master's degree 2.4 1,341 Bachelor's degree 2.8 1,137 Associate's degree 3.8 798 Some college, no degree 5.0 738

High school diploma 5.4 678 Less than a high school diploma 8.0 493

All workers 4.3 860 Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers. Source: Current Population Survey, U.S. Department of Labor, U.S. Bureau of Labor Statistics

2 Bureau of Labor Statistics. 2015. “Earnings and Unemployment Rates by Educational Attainment.” Washington, DC: U.S. Department of Labor. www.bls.gov/emp/ep_table_001.htm These education categories reflect only the highest level of education attained. They do not take into account completion of training programs in the form of apprenticeships and other on-the-job training, which may also influence earnings and unemployment rates. For more information on training, see: http://www.bls.gov/emp/ep_education_training_system.htm.

2

http://www.bls.gov/emp/ep_table_001.htm

http://www.bls.gov/emp/ep_education_training_system.htm

These parents will face difficulties supporting their children and reaching a level of economic success that would allow them to no longer qualify for or need child care assistance.3

Parent education levels are meaningful to children’s kindergarten readiness

Higher parental education levels and better kindergarten readiness are linked. Research has demonstrated that in particular, the mother’s education level is a strong predictor of children’s cognitive development and academic achievement.4 Yet more than half (58 percent) of the 12 million low-income parents have just a high school credential or less. Thus, efforts to support low-income mother’s education advancement through policies that allow them to be eligible for child care assistance while earning a postsecondary degree have a two-generation positive impact.

The supply of child care on higher education campuses is shrinking

While the number of college students who have children seems to be growing, the availability of child care on campuses has not. According to the Institute for Women’s Policy Research, in the decade between 2005 and 2015, the availability of campus child care at 2- and 4-year institutions dropped in 36 states and only one state increased availability.5 The percentage of campuses that have onsite child care at 2-year and 4-year higher education institutions has decreased. In 2003-2005, roughly 55 percent of 4-year institutions offered campus child care to its student parents, but by 2015, this decreased to 49 percent.6 In the same period, public 2-year colleges experienced a greater decline, from 52 percent in 2002 to 44 percent.7 Fewer than half of the more than one thousand community colleges operate child care for its students – as well as its faculty and surrounding communities.8

Student parents with low-incomes may need additional child care options beyond campus child care in order to be successful in their pursuit of education. For example, they may need care for hours that they work or study, in addition to the hours they are in class. Almost half of low-income parents in education and training were working at the same time.9 They may live far from the site of their

3 Pew Research Center. February, 2014. “The Rising Cost of Not Going to College.” Retrieved from http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college/ 4 Julia B. Isaacs and Katherine Magnuson. 2011. Income and Education as Predictors of Children’s School Readiness. Washington, DC: Brookings Institution. 5 Briefing Paper: Child Care for Parents in College: A State-by-State Assessment. September 2016. Washington, DC: Institute for Women’s Policy Research. Relying on data from the U.S. Department of Education, National Center for Statistics. Integrated Postsecondary Education Data Systems. 2015 Institutional Characteristics Component (2015 Preliminary Release). . 6 Institute for Women’s Policy Research. July 2016. Quick Figures: Student Parents’ Access to Campus Child Care Continued to Decline in 2015. Washington, DC. 7 Ibid. 8 Ibid. 9 Eyster, Lauren, Tom Callan, and Gina Adams. 2014. “Balancing School, Work, and Family: Low-income Parents’ Participation in Education and Training.” Washington, DC: Urban Institute.

3

education/training and prefer to have child care in their neighborhood rather than bringing their children on the long commute to school.

CCDF provides child care assistance to parents who enroll in educational programs

Forty-eight states and territories reported in their CCDF Plan for Fiscal Years 2016 -2018 that their policies allow parents to qualify for CCDF assistance on the basis of some kinds of education and training participation alone, and eight require a combination with work.10 In practice, these parents may or may not be prioritized to receive child care assistance. According to preliminary estimates from fiscal year 2014, 8 percent of parents qualified for CCDF assistance due to education or training, and an additional 8 percent qualified due to education or training combined with employment. By comparison, the fiscal year 2012 data showed 11 percent qualified based on education or job training and 8 percent qualified from a combination with work.11 There is great variation among states and territories in the specifics of what types of educational programs are allowable and conditions placed on the parents who qualify. For example:

• Required work hours: Eight states do not allow parents to quality for CCDF assistance on the basis of education and training participation alone.12

• Limited time periods: Several states limit the length of time that a parent can receive child care while the parent is enrolled in an education program.13

• Limited types of educational programs: In seven states, postsecondary education does not qualify for assistance.14 Twenty-four of the states and territories do not allow Education as a Second Language (ESL) courses to quality for child care assistance.15

• Online postsecondary education: Two states do not consider online education as a qualifying activity for child care assistance.16

• Minimum number of credit hours, satisfactory progress or grade point average: Some states require parents to be enrolled in a minimum number of credit hours per semester if not enrolled full-time. Six states require verification that the parent is making satisfactory progress in the

10 State and Territory CCDF Plans for Fiscal Years 2016 to 2018. Retrieved from http://www.acf.hhs.gov/occ/resource/state-plans 11 Child Care and Development Fund Statistics, Office of Child Care, U.S. Department of Health and Human Services. Retrieved from http://www.acf.hhs.gov/occ/resource/ccdf-statistics Table 10 12 Fiscal Years 2016 – 2018 CCDF State and Territory Plans. 13 Ibid. 14 The CCDF Policies Database Book of Tables. Key Cross-State Variations in CCDF Policies as of October 1, 2014. Office of Program Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Washington, DC. October 2015 15 Ibid. 16 Ibid. (Idaho; Louisiana)

4

http://www.acf.hhs.gov/occ/resource/ccdf-statistics

education program, which may include a specified minimum grade point average.17

CCDBG Reauthorization. The bipartisan CCDBG Act of 2014 (hereinafter referred to as the “Act”) that was signed into law on November 19, 2014,18 reauthorized CCDF for the first time in nearly 20 years. The Act made sweeping changes intended to improve the health, safety, and quality of child care, and provide more stable and continuous child care assistance to families, representing a historic shift in the program to better balance the dual goals of promoting economic stability for low-income families and the healthy development and school readiness of children. On September 30, 2016, the Administration for Children and Families, Office of Child Care published a final rule to update the CCDF regulations based on the reauthorized Act.19

Many provisions of the revised statute and regulations will benefit parents in education programs who rely on child care assistance to be successful. For example, parents will have more stable child care assistance, including extending children's eligibility for child care to a minimum of 12 months, regardless of increases in parents' earnings (as long as income remains at or below the Federal eligibility limit) and temporary changes in participation in work, training, or education. The final rule provides that “temporary change” at § 98.21(a)(1)(ii) includes, at a minimum: (1) Any time-limited absence from work for an employed parent due to reasons such as need to care for a family member or an illness; (2) any interruption in work for a seasonal worker who is not working between regular industry work seasons; (3) any student holiday or break for a parent participating in training or education; (4) any reduction in work, training, or education hours, as long as the parent is still working or attending training or education; and (5) any cessation of work or attendance at a training or education program that does not exceed three months or a longer period of time established by the Lead Agency.

This Information Memorandum provides an overview of how Lead Agencies can take action to support parents with child care assistance so they can participate in and complete education programs that will give them better employment options and income.

Guidance: This Information Memorandum offers examples of policies and practices that can aid Lead Agencies as they determine the most appropriate strategies for supporting parents who need child care assistance to participate in educational programs. One purpose of the CCDBG is to assist in delivering high-quality, coordinated early childhood care and education services to maximize parents’ options and support parents trying to achieve independence from public assistance.20 Lead Agencies should consider how child care eligibility policies

17 State and Territory CCDF Plans for Fiscal Years 2016-2018 18 Pub. L. No. 113–186. 19 81 Fed. Reg. 67438. 20 42 U.S.C. §9857(b)(4).

5

and strategies can enable parents to enroll in and complete job training and education, including postsecondary education, which can in turn help them find higher paying employment to support their children. The following is not meant to be a checklist of required activities and policies, but rather a menu of options that the Lead Agency should strongly consider to better support the learning and skill development of two generations through the CCDF program.

The following are strategies for consideration by Lead Agencies and their program partners:

Allow Student Parents to Qualify for Child Care Assistance Without Significant Additional Work Hour Requirements and Other Conditions

Federal law and regulation allow families to qualify for child care assistance based on participation in job training or education alone; however, many states add other requirements that could deter or impede student parents from qualifying. Lead Agencies should review their subsidy eligibility policies to remove barriers such as requiring a large number of work hours in addition to training and education participation. In addition, states should ensure that front line staff and eligibility workers are trained to correctly recognize and determine student parent eligibility and support their particular needs.

Allow Child Care Assistance for the Full Range of Education Programs

Some states and territories provide child care assistance to parents based on the type of educational level. Given the data on lifelong wages for individuals with a college degree compared to lower educational level, states should include Associate and Bachelor degree programs in addition to high school diploma, vocational technical programs, and GED. Other states include parents enrolled in college, but not adult literacy or English language acquisition. Some parents may not be able to enter into better jobs or education opportunities without first improving their basic skills in reading and writing or learning English. Lead Agencies should consider their population of low-income families and the challenges they face to earning better wages. They should review their policies to ensure that child care assistance is accessible to low income parents along the continuum of training and education they may need to address their particular gap in skills or education they seek to address.

Provide Child Care during Schedule Breaks and Associated Time Related to Education Participation

Congress established requirements in the Act that will provide more stable child care financial assistance to families, including extending children's eligibility for child care for a minimum of 12 months, regardless of increases in parents' earnings (as long as income remains at or below the Federal eligibility limit) and temporary changes in participation in work, training, or education.21 This will

21 42 U.S.C. § 9858c(c)(2)(N). 6

make it easier for parents to maintain employment or complete education programs and supports both family financial stability and the relationship between children and their caregivers. Under the law, Lead Agencies that choose to end assistance prior to 12 months due to a non-temporary change in a parent's work, training, or education participation, must continue assistance for a minimum of 3 months to allow for job search activities.

Some Lead Agencies set limits on the amount of time needed to complete training or education programs. According to the National Center for Education Statistics, 60 percent of first-time students enrolled full-time in the fall of 2008 in a bachelor degree program completed their degree within 6 years (58 percent at public institutions; 65 percent at private nonprofit institutions).22 That may be longer for part-time students. Time limitations should be reviewed to ensure they are in sync with the time it takes working individuals, who also have family responsibilities, to complete a program or degree. Lead Agencies should consult with state and local workforce development systems and higher education systems to understand the typical time for completing a training or education program for parents with work and/or family responsibilities.

Being a student requires time commitments beyond the class time itself that require child care. If classes are held on a campus or school site, there will be time to travel to and from class, whether travelling from work or home. Study time, whether an in-person or online course, also requires a parent’s full attention and cannot be successfully undertaken while also taking care of a child. Oklahoma’s CCDF Plan for Fiscal Years 2016-2018 notes that “child care is limited to time the client participates in actual classroom attendance, including travel time, as well as any activities required to complete a course or maintain a scholarship.” Minnesota’s CCDF Plan provides that “a person is also defined as attending education during applicable meal, break and travel time.”

Coordinate with Higher Education

Lead Agencies should consider creating a coordinated system of consumer education for parents enrolling in training or educational programs. Lead Agencies should consult with community and 4-year colleges and other education programs for data on how many of their students are also parents of young children. Together, the Lead Agencies and education institutions and systems can review how barriers to child care assistance impact parents’ ability to finish education programs and the types of child care options that these parents need, including accessible child care providers for odd-hour care during weekend and evening classes.

For example, the Community College of Aurora, Colorado, was awarded a Strengthening Working Families Grant in summer 2016 from the U.S. Department of Labor. Their project, Access to Success: Expanding Access to

22 U.S. Department of Education, National Center for Education Statistics. (2016). The Condition of Education 2016 (NCES 2016-144), Undergraduate Retention and Graduation Rates

7

https://nces.ed.gov/programs/coe/indicator_ctr.asp

Education + Child Care = Economic Success, will use the grant to fund child care navigators (among other uses) to help participants who are bridging skills in order to be ready for college find high-quality child care and assistance in paying for it.23 The Family Child Care Network at California State University, Northridge, a program of the Associated Students Children's Center, has a Network Coordinator who connects parents to participating independently owned and operated licensed family child care homes in the community. The Network Coordinator screens the providers and works with them to support the quality of care children receive. Eligible student parents receive state or federal aid in paying for care.24 Another example is the New York Office of Children and Family Services, which has a memorandum of understanding (MOU) with the State University of New York and City University of New York to subsidize child care services for low-income parents enrolled in either of these two higher education systems.25

Build the Supply of Campus-Based and Campus-Linked Child Care and School-Age Care

Student parents who are also working may need non-traditional hour child care because they are enrolled in programs in the evenings or during the weekend, or because they are working evenings to accommodate day time classes. Lead Agencies can use a variety of strategies to work with higher education institutions to build the supply of on-campus and campus-linked child care for their student parents. The Act specifies that such strategies may include alternative payment rates to child care providers, the provision of direct contracts or grants to community-based organizations, offering child care certificates to parents, or other means.26

Minnesota has a Postsecondary Child Care Grant Program for low-income college students in bachelor degree programs with children younger than age 12 who need child care.27 Student parents apply to the financial aid office of their college or university. A full-time student may receive up to $2,800 for each eligible child in an academic year, which may cover as much as 40 hours of child care per week per child. For infant care, the maximum amount may be increased by 10 percent to reflect higher market costs. Students who are receiving child care through the Minnesota Family Investment Program (the state’s name for Temporary Assistance for Needy Families) are not eligible for this grant.

23 U.S. Department of Labor, Breaking Down Barriers for Working Families blog, June 16, 2016. Retrieved from https://blog.dol.gov/2016/06/16/breaking-down-barriers-for-working-families/ 24 Rachel Schumacher. 2015. Prepping Colleges for Parents: Strategies for supporting student parent success in postsecondary education. Institute for Women’s Policy Research. 25 Fiscal Years 2016 – 2018 Child Care Development Fund State Plan for New York retrieved from http://ocfs.ny.gov/main/childcare/stateplan/FFY%202016-2018%20Draft%20Child%20Care%20Development%20Fund%20(CCDF)%20Plan.pdf 26 42 U.S.C. §9858c(c)(2)M). 27 Minnesota Postsecondary Child Care Grant Program. Retrieved from https://www.ohe.state.mn.us/mPg.cfm?pageID=140

8

https://www.ohe.state.mn.us/mPg.cfm?pageID=140

The federal Child Care Access Means Parents in School Program (CCAMPIS) is administered by the U.S. Department of Education and supports the participation of low-income parents in postsecondary education through the provision of campus-based child care services. An institution of higher education is eligible to receive a grant under this program if the total amount of all Federal Pell grant funds awarded to students enrolled at the institution of higher education for the preceding fiscal year equals or exceeds $350,000. In FY 2014, there were 86 grantees around the country with an average grant of just under $176,000. (http://www2.ed.gov/programs/campisp/funding.html) The program has not had significant change in funding levels for some time.

Ensure Student Parents are Aware of Child Care Options

Parents may enter job training and education programs without much information about their child care options and how to recognize quality care. Section 658E(c)(2)(D) and (E) of the Act includes several requirements for states and territories to provide parents with information about child care availability and quality, as well as general information about children’s development and other assistance programs, including through a state website.28 Lead Agencies can ensure that education systems that serve low-income adults, including high school, GED, adult education, and postsecondary providers, are aware of and provide parents who want to enroll in their programs with access to the state’s child care consumer education website and materials.

For example, the Child Care Services Association (CCSSA), a statewide resource and referral service, works with the University of North Carolina at Chapel Hill to assist employee- and student-affiliated families understand and obtain early childhood education and school-age care programs. CCSSA also administers the University’s child care scholarship program (serving children younger than 12 years) by helping determine their eligibility for child care options, enrolling parents, and providing payments to the child care providers.

Related This Information Memorandum provides guidance on helping low-income parents Guidance: to further their education and training as a pathway to better wages and economic stability. ACF also released a Policy Statement on Early Childhood Career

Pathways. The purpose of this Policy Statement is to support states and early childhood programs by providing recommendations for developing and implementing career pathways to support the professional learning, practice, and compensation of early childhood educators and program directors. The Policy Statement and this Information Memorandum complement each other and provide additional resources for program development at the state level. The Career Pathways Policy Statement can be found at: http://www.acf.hhs.gov/ecd/early-childhood-career-pathways.

Conclusion: Supporting parents’ participation in education and training, as well as quality child care for their children, promotes long-term success for CCDF families. A

28 42 U.S.C. § 9858c(c)(2)(D) and (E). 9

http://www.acf.hhs.gov/ecd/early-childhood-career-pathways.

http://www.acf.hhs.gov/ecd/early-childhood-career-pathways.

two-generation approach of supporting both parents and their children is linked with research findings and the goals of the recent child care reauthorization.

/s/

____________________________________

Rachel Schumacher Director Office of Child Care

RESOURCES

Balancing School, Work and Family: Low-Income Parents’ Participation in Education and Training. Urban Institute. Washington, DC. 2014 www.urban.org/sites/default/files/alfresco/publication-pdfs/413253-Balancing-School-Work-and-Family-Low-Income-Parents-Participation-in-Education-and-Training.PDF Building Pathways, Creating Roadblocks: State Child Care Assistance Policies for Parents in School, National Women’s Law Center. Washington, DC. 2015 nwlc.org/wp-content/uploads/2015/08/state_child_care_assistance_policies_for_parents_in_school.pdf College Students with Children are Common and Face Many Challenges in Completing College. Briefing Paper C404. Institute of Women’s Policy Research. Washington, DC. 2013 file:///C:/Users/Adele.Robinson/Downloads/C404-College%20Students%20with%20Children%20are%20Common%20and%20Face%20Challenges%20(1).pdf Exploring the Intersection of Workforce Development and Child Care Gina Adams, Shayne Spaulding, and Caroline Heller. Urban Institute. Washington, DC. 2015 www.urban.org/sites/default/files/alfresco/publication-pdfs/2000225-Bridging-the-Gap.pdf Improving Child Care Access to Promote Postsecondary Success Among Low-Income Parents Institute for Women’s Policy Research, Washington, DC. (2011) Kevin Miller, Ph.D., Barbara Gault, Ph.D. (March 2011) www.iwpr.org/publications/pubs/improving-child-care-access-to-promote-postsecondary-success-among-low-income-parents Income and Education as Predictors of Children’s School Readiness. Julia B. Isaacs and Katherine Magnuson. Brookings Institution. Washington, DC. 2011 https://www.brookings.edu/wp-content/uploads/2016/06/1214_school_readiness_isaacs.pdf Information Memorandum: Building the Supply of High-Quality Child Care. Administration for Children and Families, CCDF-ACF-IM-2015-02, U.S. Department of Health and Human

10

http://www.urban.org/sites/default/files/alfresco/publication-pdfs/413253-Balancing-School-Work-and-Family-Low-Income-Parents-Participation-in-Education-and-Training.PDF

http://www.urban.org/sites/default/files/alfresco/publication-pdfs/413253-Balancing-School-Work-and-Family-Low-Income-Parents-Participation-in-Education-and-Training.PDF

http://nwlc.org/wp-content/uploads/2015/08/state_child_care_assistance_policies_for_parents_in_school.pdf

http://nwlc.org/wp-content/uploads/2015/08/state_child_care_assistance_policies_for_parents_in_school.pdf

http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000225-Bridging-the-Gap.pdf

http://www.iwpr.org/publications/pubs/improving-child-care-access-to-promote-postsecondary-success-among-low-income-parents

http://www.iwpr.org/publications/pubs/improving-child-care-access-to-promote-postsecondary-success-among-low-income-parents

https://www.brookings.edu/wp-content/uploads/2016/06/1214_school_readiness_isaacs.pdf

Services, Washington, DC. 2015 www.acf.hhs.gov/sites/default/files/occ/ccdf_acf_im_2015_02.pdf

Mother’s Education and Children’s Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America’s Families. Don Hernandez and Jeffrey Napierala, Foundation for Child Development. New York, NY. 2014 http://fcd-us.org/sites/default/files/Mothers%20Education%20and%20Childrens%20Outcomes%20FINAL.pdf Partnering to Meet the Child Care Needs of Parents in Education and Training: Four Profiles of Collaboration. Teresa Derrick-Mills, Caroline Heller, and Gina Adams. Urban Institute. Washington, DC. 2016 www.urban.org/sites/default/files/alfresco/publication-pdfs/2000750-Partnering-to-Meet-the-Child-Care-Needs-of-Parents-in-Education-and-Training-Four-Profiles-of-Collaboration.pdf Prepping Colleges for Parents: Strategies for Supporting Student Parent Success in Postsecondary Education. Rachel Schumacher. Institute for Women’s Policy Research. 2015 www.iwpr.org/publications/pubs/prepping-colleges-for-parents-strategies-for-supporting-student-parent-success-in-postsecondary-education U.S. Department of Education, National Center for Education Statistics, IPEDS. Fall 2012, Institutional Characteristics component (final data). http://nces.ed.gov/ipeds/ Women in Community Colleges: Access to Success. American Association of University Women. Washington, DC. 2013 http://www.aauw.org/research/women-in-community-colleges/

11

http://www.acf.hhs.gov/sites/default/files/occ/ccdf_acf_im_2015_02.pdf

http://fcd-us.org/sites/default/files/Mothers%20Education%20and%20Childrens%20Outcomes%20FINAL.pdf



http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000750-Partnering-to-Meet-the-Child-Care-Needs-of-Parents-in-Education-and-Training-Four-Profiles-of-Collaboration.pdf



http://www.iwpr.org/publications/pubs/prepping-colleges-for-parents-strategies-for-supporting-student-parent-success-in-postsecondary-education

http://www.iwpr.org/publications/pubs/prepping-colleges-for-parents-strategies-for-supporting-student-parent-success-in-postsecondary-education

http://nces.ed.gov/ipeds/

http://www.aauw.org/research/women-in-community-colleges/

INFORMATION AND

POSSIBLE ACTION ITEMS

Policies & Procedures

Revision Index Revision

Date

Change

Required? Description of Revisions Required

1

Determining Community Strengths and Needs

Yes Minor gramattical edits, added language to include types of

disabilities and services, updates to Performance Standard regulation

numbers

2

Recruitment of Children

Yes Minor gramattical edits, removed word "immediately" when refercing

timing of scanning documents, updates to Performance Standard

regulation numbers

3

Eligibility

Yes Minor gramatical edits, clarified whom approves exceptions, updates

to Performance Standard regulation numbers

4

Selection

Yes Minor gramatical edits, clarified whom approved exceptions, updates

to Performance Standard regulation numbers

5Enrollement

Yes Clarified verbiage for EHS-CCP disability documentation and

process requirements

6

Attendance

Yes New policy to reflect perforamnce standard updates; updates to

Performance Standard regulation numbers

7

Policy on Fees

Yes Add "cannot exlude" and removed "can not be depended"; updates to

Performance Standard regulation numbers

8Violation of Eligibility Determination Regulations

Yes Updates to Performance Standard regulation numbers

9Records

Yes Updated from 5 years to 1 year; updates to Performance Standard

regulation numbers

10Training

Yes Removed "attempt"; updates to Performance Standard regulation

numbers

11 Suspension and Explulsion Yes Updates to Performance Standard regulation numbers

Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA)

of 2

Eligibility, Recruitment, Selection, Enrollment, and Attendance

Policy ID: ERSEA 1

Subject: Determining Community Strengths & Needs

Policy:

The Head Start Program will perform a Community Assessment once over the five year grant

period with annual updates. Results from the Community Assessment will be used to ensure

community strengths, needs, and resources are identified and adequately integrated. Results

from the Community Assessment and updates will be analyzed, as required by Head Start

Performance Standards.

Results from the Community Assessment will be used annually to reassess long and short range

objectives; service areas, program options and services provided; center locations; and criteria

that assign eligbility priority to children and families.

The Community Assessment and updates will include information related to:

Number of children experiencing homelessness and foster care

Availability of publicly-funded full day pre-kindergarten

Availability of early childhood programs in the community

Availability of state and other publicly funded preschool

Demographic data on Head Start eligible children and families

Children with disabilities, including types of disabilities and services

Education, health, nutrition and social service needs of Head Start eligible children and

their families including prevalent social or economic factors impacting their well-being

Typical work, school and training schedules of parents with eligible children

Child development, child care centers, family child care programs, publicly funded state

and local preschools and approximate number of eligible children served

Community resources and strengths

Policy Council Approval

Date:

4/6/10; 2/24/15; 3/24/15

Policy Council Revision

Date:

3/1/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/17/2017

Governing Body Approval

Date:

4/13/10; 4/7/15

Governing Body

Revision Date: 3/8/11; 10/15/13; 4/7/15

2

If resources are determined to be inadequate to meet the needs of the entire service area, the

Head Start Program will select the areas that have the greatest need for Head Start Program

services.

Community Assessments and all updates will be approved by the Head Start Policy Council and

the Governing Body.

Performance Standard: 1302.11 (a) (b)

of 2


Policy ID: ERSEA 1

Subject: Determining Community Strengths & Needs

Policy:

The City of San Antonio Head Start Program will perform a Community Assessment once over

the five year grant period with annual updates. every three years, with updates conducted the

second and third years of the three year cycle. Results from the Community Assessment will be

used to ensure community strengths, and needs, and resources are identified are adequatelyand

adequately integrated. Results from the Community Assessment and updates will be analyzed,

as required by Head Start Performance Standards.

Results from the Community Assessment will be used annually to reassess long and short range

objectives; service areas, program options and services provided; center locations; and criteria

that assign eligbility priority to children and families.

The City of San Antonio Head Start Program will comply with Head Start Performance

Standards regarding completion of a Community Assessment and associated updates. Results

from the Community Assessment will be used annually to reassess long and short range

objectives; program option and services provided; recruitment areas; center locations; and

criteria that assign priority to children and families.

The Community Assessment and updates will include information related to:

Number of children experiencing homelessness and foster care

Availability of publicly-funded full day pre-kindergarten

Availability of early childhood programs in the community

Availability of state and other publicly funded preschool

Demographic data on Head Start eligible children and families

Children with disabilities, including types of disabilities and services

Education, health, nutrition and social service needs of Head Start eligible children and

their families including prevalent social or economic factors impacting their well-being

Typical work, school and training schedules of parents with eligible children


Date:

4/6/10; 2/24/15; 3/24/15


Date:

3/1/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/17/20173/12/15


Date:

4/13/10; 4/7/15

Governing Body

Revision Date: 3/8/11; 10/15/13; 4/7/15

2

Child development, child care centers, family child care programs, publicly funded state

and local preschools and approximate number of eligible children served

Community resources and strengths


the Economic and Community Development Committee, Governing Body.

Results from the Community Assessment and Updates will be analyzed, as required by Head

Start Performance Standards to:

Revise program philosophy, as needed, and develop short and long term goals and

objectives

Determine program option and services

Establish recruitment areas for the City of San Antonio Head Start Program and

contracted Service Providers

Determine appropriate center locations

Set criteria for determining which children and families will receive priority for

recruitment and selection

If resources are determined to be inadequate to meet the needs of the entire service area, the City

of San Antonio Head Start Program will revise the recruitment area to select the areas that have

the greatest need for Head Start Program services. , as determined by the Community

Assessment.

Changes resulting from analysis of Community Assessment findings may impact long and short

range goals and objectives; placement of Head Start centers; program options and services

provided; criteria for selection of children; recruitment areas; and allocation of enrollment slots

by service area.


the Governing Body.

Performance Standard: 1305.3(c,d,e) 1302.11 (a) (b)

of 2


Policy ID: ERSEA 2

Subject: Recruitment of Children

Policy:

The Head Start Program and Education Service providers will actively search for and recruit

families most in need of Head Start services including children with disabilities, those who are

homeless, in foster care, with limited English proficiency, and other vulnerable children. A

recruitment plan will be developed each year and approved by the Head Start Policy Council.

Head Start Programs will publicize the recruitment areas to enhance the likelihood that eligible

families and children will apply for the program.

Recruitment materials will be available in the applicant’s native language or where possible staff

will be available to communicate with families in their native language.

All recruitment materials will identify available transportation services.

Recruitment efforts for the following program year begin in the spring and must continue

throughout the year. Recruitment strategies may involve a multimedia campaign, canvassing

neighborhoods, billboards, newspaper advertising, parents, volunteers, social media, and

referrals with other agencies.

Head Start Programs will actively recruit children with disabilities through a variety of activities:

Programs will develop recruitment materials which indicate that all children with

disabilities, including severe disabilities, are welcome to apply.

During the recruitment fairs, information will be made available which will inform

parents that children with disabilities are served in the Head Start Programs.

Identify children who in Preschool Programs for Children with Disabilities (PPCD)

classrooms that qualify for Head Start Programs.

Develop MOUs with the ECI programs in the service area.

Develop MOUs with Early Head Start Programs in the service area.

Maintain ongoing communication with districts’ Special Education Directors and

staff regarding the status of children’s referrals and services.


Date:

4/6/10; 2/24/15; 3/24/15

Policy Council Revision Date:

4/12/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/17/2017


Date:

4/13/10; 4/7/15

Governing Body Revision

Date:

4/12/11; 10/15/13; 4/7/15

of 2

Provide elementary school campuses with Head Start information and recruitment

materials.

The Head Start Program Education Service Providers must actively recruit children as needed to

meet and maintain a waiting list after the funded enrollment opportunities have been filled.

Specific areas may be targeted for recruitment, depending on the centers’ needs for children,

particularly children with disabilities. If a specific Head Start center has a vacancy during the

year, and the wait list for those classrooms has been exhausted, special recruitment may be used

to increase the number of eligible children.

Head Start Programs, through recruitment events, open houses, appointments, and walk-in

services will facilitate the application process for parents interested in Head Start services.

When taking applications, Staff will complete all applications in Child Plus. Staff will collect all

necessary documents to determine eligibility and will maintain an electronic child file for

applicants in Child Plus to include documents used to determine eligbility, electronic forms and

scan and attach documents. Staff will also document all contacts made with the family during

the application process in Child Plus. Additionally, staff will provide referals to community

resources and when necessary, other Head Start programs.

Each Education Service Provider must maintain a monitoring system for recruitment and report

to the Head Start Programs on all recruitment efforts.

Performance Standard: 1302.13; Head Start Act Sec. 642 (b) (11) (e) (1);

of 2


Policy ID: ERSEA 2

Subject: Recruitment of Children

Policy:

The City of San Antonio Head Start Programs and Education Serviceprogram providers will

actively search for and recruit children and families most in need of Head Start services

including children with disabilities, those who are homeless, in foster care, with limited English

proficiency, and other vulnerable children. .

A recruitment plan will be developed each year and approved by the Head Start Policy Council.

The City of San Antonio Head Start Programs will publicize the recruitment areas to enhance the

likelihood that eligible families and children will apply for the program. .

Recruitment materials will be available in the applicant’s native language or where possible, staff

will be available to communicate with families in their native language.

All recruitment materials will identify available transportation services.

Recruitment efforts for the following program year begin in the spring and must continue

throughout the year. Recruitment strategies may involve a multimedia campaign, canvassing

neighborhoods, billboards, newspaper advertising, parents, volunteers, social media, and

referrals with other agencies.

The City of San Antonio Head Start Programs will actively recruit children with disabilities

through a variety of activities:

PThe programs will develop recruitment materials which indicate that all children

with disabilities, including severe disabilities, are welcome to apply.

During the recruitment fairs, information will be made available which will inform

parents that children with disabilities are served in the Head Start Programs.

Identify children who in Preschool Programs for Children with Disabilities (PPCD)

classrooms that qualify for Head Start Programts.

Develop MOUs with the ECI programs in the service area.


Date:

4/6/10; 2/24/15; 3/24/15

Policy Council Revision Date:

4/12/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/17/20173/12/15


Date:

4/13/10; 4/7/15


Date:

4/12/11; 10/15/13; 4/7/15

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Develop MOUs with Early Head Start Programs in the service area.

Maintain ongoing communication with district’s’ Special Education Directors and

staff regarding the status of children’s referrals and services.

Provide elementary school campuses with Head Start information and recruitment

materials.

The City of San Antonio Head Start Pprograms Education Service Providers providers must

actively recruit children as needed to meet and maintain a waiting list after the funded enrollment

opportunities have been filled. Specific areas within their service area may be targeted for

recruitment, depending on the centers’ needs for children, particularly children with disabilities.

If a specific Head Start center has a vacancy during the year, and the wait list for those

classrooms has been exhausted, special recruitment may be used to increase the number of

eligible children.

City of San Antonio Head Start Programs, The Head Start program through recruitment events,

open houses, appointments, and walk-in services will facilitate the application process for

parents interested in Head Start services.

When taking applications, Staff will complete all applications in Child Plus. Staff will collect all

necessary documents to determine eligibility and will maintain an electronic child file for

applicants in Child Plus to include documents used to determine eligbility, electronic forms and

scan and attach documents. immediately scan and attach to each application file in Child Plus.

Staff will also document all contacts made with the family during the application process in

Child Plus. Additionally, staff will provide referals to community resources and when necessary,

other Head Start programs.

Each Education Service Provider must maintain a monitoring system for recruitment and report

to the City of San Antonio Head Start Programs on all recruitment efforts.

Performance Standard: 1304.40 (a) (5); 1304.51 (a) (1); 1305.2 (a); 1305.2 (n); 1305.2 (o); 1305.2 (r); 1305.3 (d);

1305.3 (g); 1305.5; 1305.5 (a); 1305.5 (b); 1305.5 (c); 1305.9; 1306.20; 1310.10 (b)

1302.13; Head Start Act Sec. 642 (b) (11) (e) (1);

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Policy ID: ERSEA 3

Subject: Eligibility

Policy:

The entire application process must be completed prior to determining a child’s eligibility, which

shall be based solely on the following categories:

Age:

• Educational Service Providers must verify age. Children who turn 3 years old

on or before September 1st are eligible for Head Start services in the Head

Start Program. Exceptions may be made for children with disabilities. For

Early Head Start, a child must be an infant or toddler younger than three years

old. Children who transition from Early Head Start to Head Start are exempt

from age eligibility requirements.

• A child may remain in Early Head Start, following his or her third birthday,

until he or she can transition into Head Start or another program.

• If a child moves from an Early Head Start Program to a Head Start Program

the family’s income must be re-verified.

Income:

• Families with an income at or below 125% of the Federal Poverty Guidelines

may be eligible for enrollment in the Head Start Programs. The total number

of families with income from 101%-125% of the Federal Poverty Guidelines

must not exceed 35% of the total funded enrollment. Families with an income

above 125% of the Federal Poverty Guidelines may be eligible for enrollment

in the Head Start Programs by meeting the Children with Disabilities selection

criteria. The total number of families with an income above 125% of the

Federal Poverty Guidelines must not to exceed 10% of total funded

enrollment. Exceptions must be approved by the grantee’s administrator.

Policy Council Approval Date:

4/6/10; 2/24/15; 3/24/15 Policy Council Revision

Date:

4/12/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/01/2017


Date:

4/13/10; 4/7/15


Date: 4/12/11; 10/15/13; 4/7/15

2

Eligibility Requirements:

• Family’s income is equal to or below the poverty guideline; or

• Family is eligible for or in the absence of child care would be potentially

eligilble for public assistance, including TANF child only payments; or

• Children who are in foster/kinship care or children who are homeless are

eligible for the Head Start Programs services regardless of income.

Residency: Children applying for the Head Start Programs must reside within the

service area or qualify under the McKinneyVento Act.

Performance Standard: 1302.12; City Policy ERSEA 4


Policy ID: ERSEA 3

Subject: Eligibility

Policy:

The entire application process must be completed prior to determining a child’s eligibility, which

shall be based solely on the following categories:

Age:

• Educational Service Providers must verify age. Children who turn 3 years old

on or before September 1st are eligible for Head Start services in the City of

San Antonio Head Start Program. Exceptions may be made for children with

disabilities. For Early Head Start, a child must be an infant or toddler younger

than three years old. Children who transition from Early Head Start to Head

Start are exempt from age eligibility requirements..

• A child may remain in Early Head Start, following his or her third birthday,

for additional month s until he or she can transition into Head Start or another

program.

• If a child moves from an Early Head Start Program to a Head Start Program

the family’s income must be re-verified.

Income:

• Families with an income at orur below 125% of the Federal Poverty

Guidelines may be eligible for enrollment in the City of San Antonio Head

Start Programs. The total number of families with income from 101%-125%

of the Federal Poverty Guidelines must not to exceed 35% of the total funded

enrollment. Families with an income above 125% of the Federal Poverty

Guidelines may be eligible for enrollment in the City of San Antonio Head

Start Programs by meeting the Children with Disabilities selection criteria.

The total number of families with an income above 125% of the Federal

Poverty Guidelines must not to exceed 10% of total funded enrollment.

Exceptions must be approved by the grantee’s administrator.

Policy Council Approval Date:

4/6/10; 2/24/15; 3/24/15 Policy Council Revision

Date:

4/12/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/01/20173/12/15


Date:

4/13/10; 4/7/15


Date: 4/12/11; 10/15/13; 4/7/15

2

Categorically Eligible Eligibility Requirements:

• Family’s income is equal to or below the poverty guideline; or

• Family is eligible for or in the absence of child care would be potentially

eligilble for public assistance, including TANF child only payments; or

• Children who are in foster/kinship care or, children who are homeless are

categorically eligible for the City of San Antonio Head Start Programs

services regardless of income.

Residency: Children applying for the City of San Antonio Head Start Programs must

reside within the service area or qualify under the McKinney Vento Act.

Performance Standard: 1302.125.4; City Policy ERSEA 4


Policy ID: ERSEA 4

Subject: Selection

Policy:

Head Start Programs will select the neediest children without regard for race, gender, disability,

or creed in accordance with Head Start Performance Standards, Head Start Act and the Head

Start Programs ERSEA policies.

If a child is declared eligible, his or her selection will be based on points received from the

Selection Criteria Point System which is developed from the Community Assessment and

approved by the Policy Council. To ensure the neediest children are selected for the program, a

minimum of two separate selection events must occur with selection of the final 10 percent of

slots happening no sooner than June of each year.

Income eligible - Using the point system, Education Service Providers will first

enroll only children whose family income is at or below 125% of the Federal

Poverty Guideline or those who are eligible for or, in the absence of child care,

would be potentially eligible for public assistance; or children who are homeless

or in foster care and/ or those with the following exceptions:

Children with Disabilities- To comply with Head Start’s requirement of

having 10 percent of actual enrollment be children with diagnosed

disabilities, Education Service Providers must give first priority to

children with diagnosed disabilities during the selection process. This

priority will stay in effect until 10 percent of enrolled children are

children with disabilities and will be granted as follows:

1. Income eligible children with diagnosed disabilities with a current

Individualized Education Plan (IEP)

2. Over-income children with diagnosed disabilities with a current



Date:

4/6/10; 2/24/15; 3/24/15

Policy Council

Revision Date:

1/4/11; 3/6/12; 8/6/13;

2/24/15; 3/24/15

Effective Date:

02/01/2017 Governing Body Approval

Date:

4/13/10; 4/7/15

Governing Body

Revision Date:

1/11/11; 10/15/13;

3/13/12; 4/7/15

2

3. Income eligible children with suspected disabilities with a current

Individualized Family Service Plan (IFSP) and/ or letter from a

licensed professional

4. Over-income children with suspected disabilities with a current



All IEPs, IFSPs and letters from a licensed professional must be reviewed and

verified by the Education Service Providers Disability Coordinator. All

supporting documentation must be scanned and attached in Child Plus.

Children identified as Limited English Proficient (LEP) - To place children

who speak a language other than English in the appropriate language classrooms,

the Education Service Providers may create a bilingual classroom. At the point a

classroom is designated as bilingual and, in order to fill all vacancies in that

classroom, Education Service Providers may select the next child identified as

LEP on their waiting list even if that child has fewer points or is over-income.

Over Income – Education Service Providers must receive approval from the

Head Start Program Administrator prior to enrolling an over income child unless

the child has a diagnosed or suspected disability. Excluding this priority,

Education Service Providers may select over-income children after demonstrating

to the Head Start Program they have conducted outreach and exhausted all

resources to enroll income eligible children, families eligible for or in the absence

of child care, would be potentially eligible for public assistance, children who are

homeless or in foster care.

Tiebreaker - In cases where families have the same point total for the same slot,

priority will be given to the older child.

Bilingual Classrooms – Children must be determined as Limited English

Proficient to participate in a bilingual edcuation classroom.

Notification – Education Service Providers will send written notification to all

families who applied confirming whether or not their child has been selected for

Head Start Services. If selected, parents will be informed they must still complete

the enrollment process before their child is in the program. Children not selected

will be given information on other programs for which they may qualify.

Performance Standard: 1302.14H.S Act Sec. 642 (c) (2)(d) (ii)

City Policy ERSEA 5


Policy ID: ERSEA 4

Subject: Selection

Policy:

The City of San Antonio Head Start Programs will select the neediest children without regard for

race, gender, disability, or creed in accordance with Head Start Performance

Standardsregulations, Head Start Act and the Head Start Programs City of San Antonio ERSEA

policiesguidelines.

If a child is declared eligible, his or her selection will be based on points received from the

Selection Criteria Point System which is developed from the Community Assessment and

approved by the Policy Council. To ensure the neediest children are selected for the program, a

minimum of two separate selection events must occur with selection of the final 10 percent of

slots happening no sooner than June of each year.

Income eligible - Using the point system, Education Service Providers will first

enroll only children whose family income is at or below 125% of the Federal

Poverty Guideline or those who are eligible for or, in the absence of child care,

would be potentially eligible for public assistance; or children who are homeless

or in foster care categorically eligible, and/ or those with the following

exceptions:

Children with Disabilities- To comply with Head Start’s requirement of

having 10 percent of actual enrollment be as children with diagnosed

disabilities, providers Education Service Providers must give first priority

to children with diagnosed disabilities during the selection process. This

priority will stay in effect until 10 percent of enrolled children are

children with disabilities and will be granted as follows:

1. Income eligible children with diagnosed disabilities with a current


2. Over-income children with diagnosed disabilities with a current



Date:

4/6/10; 2/24/15; 3/24/15

Policy Council

Revision Date:

1/4/11; 3/6/12; 8/6/13;

2/24/15; 3/24/15

Effective Date:

02/01/20173/12/15 Governing Body Approval

Date:

4/13/10; 4/7/15

Governing Body

Revision Date:

1/11/11; 10/15/13;

3/13/12; 4/7/15

2

3. Income eligible children with suspected disabilities with a current



4. Over-income children with suspected disabilities with a current



All IEP’s, IFSP’s and letters from a licensed professional must be reviewed and

verified by the Education Service Providers Disability Coordinator. All

supporting documentation must be scanned and attached in Child Plus.

Children identified as Limited English ProfecientProficient (LEP) - To place

children who speak a language other than English in the appropriatethe

appropriate language classrooms, the Education Service ProviderProviders s may

create a bilingual classroom. At the point a classroom is designated as bilingual

and, in order to fill all vacancies in that classroom, Education Service Providers

may select the next child identified as LEP on their waiting list even if that child

has fewer points or is over-income.

Over Income – Education Service Providers must receive approval from the City

of San Antonio Head Start Program Administrator prior to enrolling an over

income child unless the child has a diagnosed or suspected disability. Excluding

this priority, Education Service Providers may select over-income children after

demonstrating to the Head Start Program City of San Antonio that they have

conducted outreach and exhausted all resources to enroll income eligible children,

families eligible for or in the absence of child care, would be potentially eligible

for public assistance, children who are homeless or in foster care. and

categorically eligible children.

Tiebreaker - In cases where families have the same point total for the same slot,

priority will be given to the older child.

Bilingual Classrooms -– NoChildren must be determined as Limited English

Proficient to participate in a bilingual edcuation classroom. child may be placed

on the waiting list for a Bilingual education class until they qualify as Limited

English Proficient.

Notification -– Education Service Program Pproviders will send written

notification to all families who applied confirming whether or not their child has

been selected for Head Start Services. If selected, parents will be informed that

they must still complete the entire enrollment process before their child is enrolled

in the program. Children not selected for enrollment will be given information on

other programs for which they may qualify.

Performance Standard: 1305.2 (a); 1305.2 (f); 1305.2 (q); 1305.3 (d) (6); 1305.4 (b); 1302.14

3

H.S Act Sec. 6420 (c) (2)(d) (ii1)

City Policy ERSEA 5


Policy ID: ERSEA 5

Subject: Enrollment

Policy:

All forms must be completed and any necessary documents obtained prior to official enrollment

of a child in Head Start programs:

Each provider will be fully enrolled and have all children entered into ChildPlus

prior to the first day of school or program year.

If a child is determined eligible and the child is enrolled in the Head Start program, he

or she remains eligible through that enrollment year and the immediate succeeding

enrollment year; however, all children must go through the re-certification process

prior to enrolling for a third year.

Only kindergarten-eligible children with a documented disability and Individualized

Education Plan (IEP) may maintain enrollment in Head Start for an additional year.

The child’s IEP must include placement in a Preschool Program for Child with

Disabilities, or PPCD. Education Service Providers must implement a system to

document the following statement in Child Plus in the Enrollment Module under the

Eligibillity Notes for any kindergarten-eligible child enrolling in Head Start for an

additional year: It has been determined that this child should be enrolled in a Head

Start/ PPCD classroom. Placement in a PPCD classroom is documented on the

child’s IEP, and the parents/guardians agree to enroll the child in Head Start for an

additional year.

Children with a documented disability and Individual Family Service Plan (IFSP)

may be enrolled in the Early Head Start Program. Disability Coordinator must

implement a system to document receipt of IFSP and upload the IFSP documentation

in Child Plus. The Disability Coordinator must annotate the following statement in

Child Plus in the Enrollment Module under the Eligibillity notes: Received

Individualized Family Service Plan (IFSP) from (agency).

Performance Standard:

1302.15


Date:

4/6/10; 2/24/15; 3/24/15


Date:

4/12/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/01/2017


Date:

4/13/10; 4/7/15


Date:

4/12/11; 10/15/13; 4/7/15


Policy ID: ERSEA 5

Subject: Enrollment & Re-Enrollment

Policy:

All forms must be completed and any necessary documents obtained prior to official enrollment

of a child in the City of San Antonio Head Start programs:

Each provider will be fully enrolled and have all children entered into ChildPlus

prior to the first day of school or program year..

If a child is determined eligible ’s family is income eligible and the child is enrolled

in the Head Start program, he or she remains income eligible through that enrollment

year and the immediately succeeding enrollment year; however, all children must go

through the re-certification process prior to enrolling for a third year.

Only kindergartenb-eligible children with a documented disability and Individualized

Education Plan (IEP) may maintain enrollment in Head Start for an additional year.

The child’s IEP must include placement in a Preschool Program for Child with

Disabilities, or PPCD. Education Service Providers must implement a system to

document the following statement in Child Plus in the Enrollment Module under the

Eligibillity Notes for any kindergarten-eligible child enrolling in Head Start for an

additional year: It has been determined that this child should be enrolled in a Head

Start/ PPCD classroom. Placement in a PPCD classroom is documented on the

child’s IEP, and the parents/ guardians agree to enroll the child in Head Start for an

additional year.

Children with a documented disability and Individual Family Service Plan (IFSP)

may be enrolled in the Early Head Start Program. Disability Coordinator must

implement a system to document receipt of IFSP and upload the IFSP documentation

in Child Plus. The Disability Coordinator must annotate the following statement in

Child Plus in the Enrollment Module under the Eligibillity notes: Received

Individualized Family Service Plan (IFSP) from (agency).


Date:

4/6/10; 2/24/15; 3/24/15


Date:

4/12/11; 8/6/13; 2/24/15;

3/24/15

Effective Date:

02/01/20173/12/15


Date:

4/13/10; 4/7/15


Date:

4/12/11; 10/15/13; 4/7/15

2

Performance Standard: 1305.7 1302.15

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Date: 2/24/15; 3/24/15; 2/23/16


Date:

8/6/13; 2/24/15 3/24/15; 2/23/16

Effective Date:

02/01/2017 Governing Body

Approval Date: 4/13/10; 4/7/15; 3/1/16


Date: 10/15/13; 4/7/15; 3/1/16


Policy ID: ERSEA 06

Subject: Attendance

Policy:

The Education Service Providers will insure daily attendance and absences are recorded in the

Child Plus data tracking system. To ensure children are safe, Education Service providers must

implement a process to attempt to contact the parent/guardian within one hour of program start

time for any unexpected absences to ensure the child’s well-being. If the absences are a result of

illness or if they are well documented absences for other reasons, or the parent/guardian has

informed the program, no special action is required. If the child has been absent for 2 consecutive

unexplained absences or has multiple unexplained absences, a home visit and/or other direct

contact with the family must be conducted by the Family Support Worker to determine the cause

and assist the family in removing barriers to child’s attendance.

When direct contact with families such as by telephone or home visit are not successful, the

program staff reaches out to families by other means, such as e-mail, text messaging, postal mail,

notes sent home or other method.

Within the first 60 days of the program year and thereafter, Education Service Providers must

conduct an analysis utilizing individual child attendance data to identify children at risk of missing

10% of program days per year. Providers must then identify reasons for absenteeism and develop

strategies to improve attendance of children at risk. Strategies may include direct contact with

parents or intensive case management. All efforts and contact with parents must be well

documented in Child Plus.

When absences result from temporary family situations that affect a child’s regular attendance,

Education Service Providers must initiate support procedures for the affected families.

In circumstances where chronic absenteeism persists and the program has made appropriate efforts

to reengage the family and attendance does not resume, the child’s slot must be considered vacant

with the Head Start Administrator’s authorization.

When the monthly average daily attendance rate falls below 85%, the Education Service Provider

must analyze the causes of absenteeism and determine the systematic issues contributing to the

program’s absentee rate. Education Service providers must implement a process, utilizing

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absenteeism data, to identify program strengths and needs and implement a plan to continuously

evaluate compliance of performance standards. The aggregated data must be analyzed a minimum

of three times a year to either strengthen or adapt strategies to improve attendance and must be

reported to the Head Start Program.

Education Service Providers must support homeless eligible children by allowing attendance up to

90 days, or as allowed under state licensing requirements, without immunization and other records.

Programs must give families reasonable time to present documents and work with families to

obtain immunizations to comply with state requirements.

Education Service Providers must utilize community resources, where possible, to provide

transportation to homeless children experiencing absenteeism due to transportation to and from the

classes.

Education Service Provider and Family Support Workers will emphasize and provide information

about the benefits of regular attendance, support families to promote regular attendance, and assist

the family with referrals for services that will enhance attendance. All contact including home

visits made by a Family Support Worker and/or the education staff must be well documented in

Child Plus.

Performance Standard: 1302.06; 1302.16 (a) (1-3) (b); 1302.102 (b-c)

of 2


Date: 2/24/15; 3/24/15; 2/23/16


Date:

8/6/13; 2/24/15 3/24/15; 2/23/16

Effective Date:

02/01/20173/12/1

5

Governing Body

Approval Date: 4/13/10; 4/7/15; 3/1/16


Date: 10/15/13; 4/7/15; 3/1/16


Policy ID: ERSEA 06

Subject: Attendance

Policy:

The Education Service Provider’s will insure staff will record daily attendance and absences in are

recorded thein the Child Plus data tracking system. To ensure children are safe, Education Service

providers must implement a process to attempt to contact the parent/guardian within one hour of

program start time for any unexpected absences to ensure the child’s well-being. If the absences

are a result of illness or if they are well documented absences for other reasons, or the

parent/guardian has informed the program, no special action is required. If the child has been

absent for 2 4 consecutive unexplained absences or has multiple unexplained absences, more

consecutive days without notification, a home visit and/or other direct contact with the family must

be conducted is made by the Family Support Worker to determine the cause and assist the family in

removing barriers to hat prevent the child’s attendance.

When direct contact with families such as by telephone or home visit are not successful, the

program staff reaches out to famfamiliesilies by use of other means, such as e-mail, text messaging,

postal mail, notes sent home with the child, or other method.

Within the first 60 days of the program year and thereafter, Education Service Providers must

conduct an analysis utilizing individual child attendance data to identify children at risk of missing

10% of program days per year. Providers must then identify reasons for absenteeism and develop

strategies to improve attendance of children at risk. Strategies may include direct contact with

parents or intensive case management. All efforts and contact with parents must be well

documented in Child Plus.

When absences result from temporary family situations that affect a child’s regular attendance,

Education Service Providers must initiate support procedures for the affected families.

In circumstances where chronic absenteeism persists and the program has made appropriate efforts

to reengage the family and attendance does not resumeit does not seem feasible to include the child

in either the same or a different program option, the child’s slot must be considered vacant with the

Head Start Administrator’s authorization.

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is considered an enrollment opportunity or the child is placed back on the waiting list.

When the monthly average daily attendance rate falls below 85%, the Education Service Provider

must will analyze the causes of absenteeism and develop an action plan as needed to ensure

average daily attendance is maintained at 85% or above. The analysis performed by the Education

Service Provider will determine the systematic issues contributing to the program’s absentee rate.

causes of absenteeism to include a study of the pattern of absences for each child, including the

reasons for absences as well as the number of absences that occur on consecutive days. The

analysis, written explanation, and action plan will be provided to the City of San Antonio Head

Start Program. Education Service providers must implement a process, utilizing absenteeism data,

to identify program strengths and needs and implement a plan to continuously evaluate compliance

of performance standards. The aggregated data must be analyzed a minimum of three times a year

to either strengthen or adapt strategies to improve attendance and must be reported to the Head

Start Program.

Education Service Providers must support homeless eligible children by allowing attendance up to

90 days, or as allowed under state licensing requirements, without immunization and other records.

Programs must give families reasonable time to present documents and work with families to

obtain immunizations to comply with state requirements.

Education Service Providers must utilize community resources, where possible, to provide

transportation to homeless children experiencing absenteeism due to transportation to and from the

classes.

Education Service Provider and Family Support Workers will emphasize and provide information

about the benefits of regular attendance, support families to promote regular attendance, provide

incentives for regular attendance, and assist the family with referrals for services that will enhance

attendance. All cContact including and if necessary, home visits will be made by a Family Support

Worker and/or the education staff must be well documented in Child Plus.

Family Support Worker and/or the education staff. Absences, contacts, and services provided to

children/families will be well documented in Child Plus.

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Performance Standard: 1305.8; 1305.8 (a); 1305.8 (b); 1305.8 (c)

1302.06; 1302.16 (a) (1-3) (b); 1302.102 (b-c)

Related Review Question/s: ERSEA (1) (G)


Date: 6/7/11; 6/10/14

Policy Council

Revision Date:

8/6/13; 6/10/14

Effective Date: 02/01/2017


Date: 6/14/11; 6/17/14

Governing Body

Revision Date:

10/15/13; 6/17/14


Policy ID: ERSEA 7

Subject Policy on Fees

Policy:

Head Start Programs do not charge any fees for participation in the program. Education Service

Providers may not request parents to provide any supplies, materials, money, or other items

including snacks for special celebrations or events. Teachers may accept donations for special

celebrations or events but cannot exclude a child’s participation of events contingent on donations

Education Service Providers may not charge fees for field trips or other activities and events. The

Head Start Programs provide adequate funding for all field trips to include parental participation

and meals.

The Head Start Program encourages all Head Start staff to follow Education Service Provider

district and campus policies, procedures, and guidelines regarding special celebrations and events,

including birthday celebrations.

Performance Standard: 1302.18


Date: 6/7/11; 6/10/14

Policy Council

Revision Date:

8/6/13; 6/10/14

Effective Date: 06/14/112/01/2017


Date: 6/14/11; 6/17/14

Governing Body

Revision Date:

10/15/13; 6/17/14


Policy ID: ERSEA 7

Subject Policy on Fees

Policy:

The Head Start Programs program does not charge any fees for participation in the program.

Education Service Providers Staff may not request parents to provide any supplies, materials,

money, or other items including snacks for special celebrations or of special events. Teachers may

accept donations, excluding money, for special celebrations or events but cannot exclude a child’s

participation of events contingent on donationsevents or celebrations. A child’s participation in an

event cannot be dependent upon whether or not a child’s family is able to provide donated items.

Education Service Providers al Partners may not charge fees for field trips or other activities and

events. The Head Start Programs City of San Antonio provides adequate funding for all field trips

to include parental participation and meals.

The City of San Antonio Head Start Program encourages all Head Start staff to follow

EducaitonEducation Service Provider district and campus policies, procedures, and guidelines

regarding specialregarding special celebrations and events and celebrations, including birthday

celebrations.

Performance Standard: 1305.9; 1305.32 (e) 1302.18


Policy ID: ERSEA 8

Subject Violation of Eligibility Determination Regulations

Policy:

The Head Start Program and Education Service Providers must develop procedures to address

the violation of eligibility determination regulations that include, at a minimum, the following:

Consequences for staff violating Federal and program eligibility determination

regulations.

Consequences for staff enrolling a child ineligible to receive Early Head Start or Head

Start Services.

Consequences for providing false information or documentation, including possible

removal from the program.

Actions against staff who intentionally violate federal and program eligibility

determination regulations.


1302.12 (L)


Date:

3/24/15

Policy Council

Revision Date:

Effective Date:


Date:

4/7/15

Governing Body

Revision Date:


Policy ID: ERSEA 8

Subject Violation of Eligibility Determination Regulations

Policy:

The City of San Antonio Head Start Programs (Grantee and Education Service Providers)

mustwill develop procedures to address the violation of eligibility determination regulations that

include, at a minimum, the following:

Consequences for staff violating Federal and program eligibility determination

regulations.

Consequences for staff enrolling a child ineligible to receive Early Head Start or Head

Start Services.

Consequences for providing false information or documentation, including possible

removal from the program.

Actions against staff who intentionally violate federal and program eligibility

determination regulations.


1305.4 (m) (n) (1) (iii) 1302.12 (L)


Date:

3/24/15

Policy Council

Revision Date:

Effective Date:


Date:

4/7/15

Governing Body

Revision Date:


Policy ID: ERSEA 9

Subject Eligibility and Determination Records

Policy:

Head Start Program Education Service Providers must maintain eligibility determination records

for any child enrolled in the program. All records must be kept for a minimum of one year after a

child is no longer enrolled in the program.


1302.12 (k) (1-3)


Date:

3/24/15

Policy Council

Revision Date:

Effective Date:


Date:

4/7/15

Governing Body

Revision Date:


Policy ID: ERSEA 9

Subject Eligibility and Determination Records

Policy:

The City of San Antonio Head Start Head Start Programs Education Service Providers must

maintain eligibility determination records for any child enrolled in the program. All records must

be kept for a minimum of one year five years after a child is no longer enrolled in the program.


1305.4 (k) (2) (1) 1302.12 (k) (1-3)


Date:

3/24/15

Policy Council

Revision Date:

Effective Date:


Date:

4/7/15

Governing Body

Revision Date:


Policy ID: ERSEA 10

Subject Training

Policy:

The Head Start Program and Educational Service Providers will develop a system to provide

training on Head Start and Early Head Start eligibility, Head Start Program Performance

Standards and ERSEA policies and procedures that include at minimum the following:

Annual training for Head Start Administrator, Directors, other management staff, and any

staff who determine Head Start eligibility

• Methods on how to collect and complete eligibility information from families and

third party sources;

• Strategies for treating families with dignity and respect and dealing with possible

issues of domestic violence, stigma, and privacy; and,

• Program policies, procedures, and actions taken against staff, families or

participants who provide false information.

Training for any staff member who determines Head Start eligibility within 90 days of

hire

Training for Governing Body and Policy Council members within 90 days of the

beginning of a term

Maintain all training records, including sign in sheets, agendas and training materials


1302.12 (m) (1-4)


Date:

3/24/15

Policy Council

Revision Date:

Effective Date:


Date:

4/7/15

Governing Body

Revision Date:


Policy ID: ERSEA 10

Subject Training

Policy:

The City of San Antonio Head Start Programs and Educational Service Providers (Grantee and

Service Providers) will develop a system to provide training on Head Start and Early Head Start

eligibility, Head Start Program Performance Standards Federal guidelines and regulations, and

ERSEA policies and procedures that include at minimum the following:

Annual training for Head Start Administrator, Directors, other management staff, and any

staff who determine Head Start eligibility

• Methods on how to collect and complete eligibility information from families and

third party sources;

• Strategies for treating families with dignity and respect and dealing with possible

issues of domestic violence, stigma, and privacy; and,

• Program policies, procedures, and actions taken against staff, families or

participants who provide false information.

Training for any staff member who determines Head Start eligibility within 90 days of

hire

Training for Governing Body and Policy Council members within 90 days of the

beginning of a term

Maintain all training records, including sign in sheets, agendas and training materials


1305.4 (n) (1-4)1302.12 (m) (1-4)


Date:

3/24/15

Policy Council

Revision Date:

Effective Date:


Date:

4/7/15

Governing Body

Revision Date:


Policy ID: ERSEA 11

Subject Suspension and Expulsion

Policy:

The Head Start Program prohibits Educational Service Providers to suspend, expel, or unenroll a

child from a Head Start Program due to a child’s behavior. Exceptions to this policy may be

considered on a case by case basis. Consultation with the Grantee’s Mental Health Coordinator

and Education Service Provider must be conducted to determine if the child’s enrollment

presents a safety threat to the child or other enrolled children. These exceptions must be

submitted to the Head Start Administrator and approved prior to any action.


1302.17 (a) (b)


Date:

Policy Council

Revision Date:

Effective Date:


Date:

Governing Body

Revision Date:

Indicators EISD SAISD Program Total

Funded Enrollment 777 2243 3020

YTD Enrollment 865 2589 3454

Total Monthly Enrollment 776 2218 2994

Adds 11 21 32

Drops 7 22 29

Waiting List 37 39 76

Extended Care Served 0 0 0

Average Daily Attendance 94% 94% 94%

Over Income # (over 101%) 124 371 495

Percent (#) of enrolled children with a disability 12.48% 11.81% 11.99%

Meals Served 17,310 48,648 65,958

Snacks Served 7,710 24,235 31,945

Special Diets 46 94 140

1st Home Visit 98% 98% 98%

2nd Home Visit 0% 0% 0%

1st Parent Conference 97% 95% 96%

2nd Parent Conference 0% 0% 0%

Family Assessments BOY 99% 100% 99%

Family Assessments EOY 0% 0% 0%

Family Partnership Agreements 99% 100% 99.7%

Students Received Mental Health Services 3 10 13

ASQ - 3 Developmental 98% 98% 98%

ASQ - SE Behavioral 98% 98% 98%

Health History 2% 0% 1%

Nutrition Assessment 2% 0% 1%

TB Questionnaire 2% 0% 1%

Hearing Screening 1% 1% 1%

Vision Screening 1% 1% 1%

Blood Pressure 1% 1% 1%

Growth Assessment 1% 1% 1%

Lead Test 20% 10% 12%

Physical Exams 1% 5% 4%

Dental Exams 4% 5% 5%

Mental Health Services - Complete

Education Screenings - Complete

Health Screenings - Missing

Head Start Monthly Report to Policy Council - December 2016

Enrollment

Disability Enrollment

Food Reports

Education Services - Complete

Family Engagement Services - Complete

Indicators BSA

Ella

Austin

Healy

Murphy Inman

Seton

Home YWCA TOTAL

Funded Enrollment 28 64 56 28 20 20 216

YTD Enrollment 32 82 86 32 30 25 287

Total Monthly Enrollment 27 64 56 28 20 20 215

Adds 0 0 0 0 2 0 2

Drops 1 0 0 0 2 0 3

Waiting List 32 51 51 22 1 69 226

Over Income # (over 101%) 6 10 4 1 0 5 26

Average Daily Attendance 97% 89% 85% 78% 100% 84% 89%

Percent (#) of enrolled children with a disability 15% 6% 5% 15% 0% 20% 9%

Meals Served 650 1,482 1,035 654 458 558 4,837

Snacks Served 313 649 513 326 199 278 2,278

Special Diets 6 5 7 4 4 2 28

1st Home Visit 100% 67% 100% 100% 100% 100% 90%

2nd Home Visit 0% 0% 0% 0% 0% 0% 0%

1st Parent Conference 100% 0% 96% 56% 79% 95% 61%

2nd Parent Conference 0% 0% 0% 0% 0% 0% 0%

Family Assessments BOY 96% 100% 100% 100% 88% 94% 98%

Family Assessments EOY 0% 0% 0% 0% 0% 0% 0%

Family Partnership Agreements 100% 100% 100% 100% 95% 100% 99.5%

Students Received Mental Health Services 0 0 0 0 0 0 0

ASQ - 3 Developmental 100% 100% 96% 100% 100% 100% 99%

ASQ - SE2 Behavioral 100% 100% 100% 100% 100% 100% 100%

Health History 0% 0% 0% 0% 0% 0% 0%

Nutrition Assessment 0% 0% 0% 0% 0% 0% 0%

TB Questionnaire 0% 0% 0% 0% 0% 0% 0%

Hearing Screening 0% 0% 0% 0% 0% 0% 0%

Vision Screening 0% 0% 0% 0% 0% 0% 0%

Hemoglobin Test 19% 9% 13% 15% 21% 20% 16%

Lead Test 30% 17% 21% 26% 21% 40% 26%

Well-Child Exams 30% 47% 46% 30% 42% 35% 38%

Dental Exams 0% 0% 0% 0% 100% 0% 17%

Mental Health Services- Complete

Education Screenings- Complete

Health Screenings- Missing

Early Head Start-Child Care Partnership

Monthly Report to Policy Council

December 2016

Enrollment

Disability Enrollement

Food Reports

Education Services- Complete

Family Engagement Services- Complete

Provider Monitoring Project Submission Date Status

SAISD Disabilities #1 12/7/2016 CAP Due 1/4/2017

SAISD Disabilities #1 12/7/2016 CAP Due 1/4/2017

EISD Safe Environments #1 12/21/2016 CAP Due 1/27/2017

Head Start Monitoring Report

December 2016

Provider Monitoring Project Submission Date Status

Early Head Start-Child Care Partnership

Monitoring Report

December 2016

NONE TO REPORT

Training/Event Provider/Sponsor Topic Attendees

CLASS Training City of San Antonio CLASS Refresher & Inter-Rater ReliabilityCity of San Antonio Staff/SAISD

Staff/EISD Staff

Health Training COSA / Western Kentucky University/ T/TASPartners in Practice: Health/Nutrition

for Family Service StaffCity of San Antonio Staff

Health Training City of San Antonio Health Updates for Early Head Start City of San Antonio Staff

New Employee Training City of San AntonioProcedures and Data Entry for Family

Support StaffCity of San Antonio Staff

New Employee Training City of San AntonioNew Employee Orientation & Program

OverviewCity of San Antonio Staff

Parent Training Nutrition Therapy AssociatesParent Nutrition Class: Healthier

Holiday Foods/Demo SAISD Parents (Cotton)


Holiday Foods/Demo SAISD Parents (Knox)


Holiday Foods/Demo SAISD Parents (Carvajal)

Parent Training Any Baby CanHow Can I Help My Child with Special

Needs Build Language?

SAISD Parents & City of San Antonio

Staff

Professional Development Training City of San Antonio Presentation Skills City of San Antonio Staff

Professional Development Training City of San Antonio Change Management City of San Antonio Staff

Professional Development Training City of San Antonio Advanced Excel (Excel 3) City of San Antonio Staff

Professional Development Training City of San Antonio Grant Writing Class City of San Antonio Staff

Teacher Training SAISDTeacher Advisory Committee Training

(Various Topics)SAISD Teaching Staff

Teacher Training EISDImproving Read Alouds w/Higher Order

ThinkingEISD Teaching Staff

WebinarLearning Collaborative on Health Equity &

Young Children

New Policy Imperatives for Early

ChildhoodCity of San Antonio Staff

Webinar Community Action Partnership Understanding Racial Bias & Its Impact City of San Antonio Staff

Webinar HatchUsing Data to Inform Classroom

InstructionCity of San Antonio Staff

Training & Technical Assistance

December 2016

As of December 31, 2016

Grant Year

16-17

Grant Year

16-17

$1,126,610 33%

$2,252,710 67%

YTD EXPENSES

REMAINING BALANCE

Grant Year

16-17

Personnel 75%

Fringe Benefits 18%

Travel 0%

Contractual 3%

Supplies 1%

Equipment 0%

Other 3%

Federal YTD $ 946,210

Grant Year

16-17

Personnel 44%Fringe Benefits 6%

Travel 0%

Contractual 11%

Supplies 3%

Equipment 0%

Other 36%

Non Federal/In Kind YTD - $ 180,400

Grant Year

16-17

PROVIDER BUDGET ACTUAL

% to Budget

Used

COSA 736,940 325,073 44%

Training & Technical Assistance 64,800 5,925 9%

SUPPORT SERVICES

Family Community Support 350,301 142,746 41%

San Antonio Metro Health 13,000 948 7%

University Health System 10,000 - 0%

Total Support Services 373,301 143,694 38%

EDUCATION SERVICES

Blessed Sacrament Academy 198,128 60,216 30%

Ella Austin Community Center 452,863 126,115 28%

Healy Murphy 396,256 132,118 33%

Inman Christian Center 198,128 66,104 33%

Seton Home 141,520 40,930 29%

YWCA Olga Madrid 141,520 46,034 33%

Total Education Services 1,528,415 471,518 31%

Total Federal 2,703,456 946,210 35%

Non Federal/In Kind 675,864 180,400 27%

Total Federal and Non Federal 3,379,320 1,126,610 33%

GOVERNING BODY

City of San Antonio

Legislation Details (With Text)

File #: 16-6161

Type: Staff Briefing - WithoutOrdinance

In control: Neighborhoods and Livability Committee

On agenda: 12/15/2016

Title: Briefing and possible action on Head Start Program Items. [María Villagómez, Assistant CityManager; Melody Woosley, Director, Department of Human Services]

Sponsors:

Indexes:

Code sections:

Attachments: 1. December NLC meeting- Updated 12-6-16

Action ByDate Action ResultVer.

DEPARTMENT: Human Services

DEPARTMENT HEAD: Melody Woosley

COUNCIL DISTRICTS IMPACTED: Citywide

SUBJECT:

Head Start Briefing and Approval Items

SUMMARY:

This item presents the following Head Start grants items:

1. Department of Human Services Head Start School Readiness Goals for approval

2. Department of Human Services Early Head Start- Child Care Partnership (EHS-CCP) Carry Forward

Funds for approval

3. Program and Fiscal Briefing for September and October 2016

The U.S. Department of Health and Human Services (HHS) requires that recipients of Head Start grantsprovide monthly briefings on program and fiscal activities and ongoing training throughout the program year totheir governing bodies. The City’s Neighborhoods and Livability Committee (NLC) and the Head Start PolicyCouncil (HSPC) provide shared governance oversight of the Department of Human Services (DHS) Head Start

City of San Antonio Printed on 1/20/2017Page 1 of 3

powered by Legistar™

http://www.legistar.com/

File #: 16-6161, Version: 1

grants.

BACKGROUND INFORMATION:

The Department of Human Services (DHS) Head Start and Early Head Start-Child Care Partnership grantprograms are federally funded programs administered by HHS. The programs provide early childhoodeducation, family support, and comprehensive support services to eligible children between the ages of sixweeks and five years, and their families.

The Head Start Program serves children at or below the federal poverty line and prioritizes the mostvulnerable children, including those with disabilities, experiencing homelessness, and children in the foster caresystem. The program serves a total of 3,020 children: 777 children in the Edgewood Independent SchoolDistrict (EISD) and 2,243 children in the San Antonio Independent School District (SAISD). As the programgrantee, DHS provides direct program management, oversight, training and technical assistance, governance,family support and mental wellness services and contracts with EISD and SAISD for the provision ofeducational and disability services, the Metropolitan Health District for dental services, and University HealthSystem for health services.

The Early Head Start - Child Care Partnership grant provides early childhood education and developmentfor low-income families with infants and toddlers (ages 6 weeks to 35 months). DHS partners with six non-profit child care centers to expand access to high-quality comprehensive services for 216 low-income infantsand toddlers and their families.

ISSUE:

This item requests approval from the Neighborhoods and Livability Committee of the following items:

1. DHS Head Start School Readiness Goals - Head Start Performance Standards require NLC to approve

Head Start School Readiness Goals annually. These goals guide School Year 2016-2017 programming

to ensure children are ready for school, families are ready to support their children’s learning, and

schools are ready for children. HSPC approved the 2016-2017 School Readiness Goals on November

15, 2016.

2. DHS EHS-CCP Carry Forward Funds- Head Start Performance Standards require approval by NLC

of EHS-CCP Carry Forward requests. The Carryover Request - Reprogram Application allows the

program to carry forward funds from FY 2015-2016 unobligated operational funding in the amount of

$590,240.00. Carryover funds will be used to support FY 2016-2017 program operations. DHS is

requesting approval to carryover unobligated funds which will increase the FY2016-2017 EHS-CCP

grant award from $2,656,800.00 to $3,247,040.00. HSPC approved the request on November 15, 2016.

3. Program and Fiscal Briefing for September and October 2016 - Additionally, this item provides a

monthly program and fiscal briefings for the months of September and October 2016. The report

includes a status of enrollment, meals served, family and community support, health, education, and

fiscal indicators.

ALTERNATIVES:




File #: 16-6161, Version: 1

The review and approval of the items included in this memorandum are required for program compliance withthe Department of Health and Human Services rules and regulations for Head Start and Early Head Startprograms.

FISCAL IMPACT:

There is no anticipated impact to the general fund as a result of these actions.

RECOMMENDATION:

Staff recommends approval of the items included in this memorandum.




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