West Las Vegas Head Start Annual Self Assessment F/Y 2012-2013

The West Las Vegas Head Start has conducted its annual Self-Assessment for program year 2012-13. All Head Start employees had the opportunity to take part; Nine Administrative staffs were team leaders and were assigned two (2) booklets. Professional staff we selected to serve as Book Participants. Booklet Participants had the responsibility of conducting interviews and reviewing documents. Both teams discussed outcomes for each booklet and then the administrative staff summarized the final report. Each Content Coordinator will address areas to strengthen and areas of weakness. Next step is to insert date of corrections. The Assessment tool used by the West Las Vegas Head Start is “Your Foundation for Building Program Excellence” a resource from the Early Childhood Learning and Knowledge Center website (www.eclkc.ohs.acf). Within this assessment, it has 19 booklets requiring staff to view a variety of documents and to interview members of interest for Head Start. Data sources used while conducting Annual Self-Assessment were; (1) interviews, to central office personnel, parents, community representatives, policy council and governing body members. (2) Parent Surveys, (3) The utilization of community assessment, children’s files, surveys, strategic plan, West Las Vegas Head Start web site, notes sent in both Spanish and English, PROMIS data reports / tracking forms, performance standards written plans, immunization records classroom observations form, fire marshal reports and food service licensure. As member’s conducted the self-assessment, they not only reviewed files and interviewed but also became aware of the purpose of conducting the Self-Assessment. When asked “What new skill did you learn during this process”? Statements reported were:

Policy Council and Governing Board know their roles and responsibilities Not everyone is will to participate due to other commitments such: as not available at work or stating they are busy West Las Vegas Head Start has an excellent record-keeping system in place Monitoring is occurring in aforementioned areas Most current Audit with no findings for the West Las Vegas Head Start Program ensures and supports children’s a healthy development to enhance life-long well being All classrooms follow same process when individualization occurs Both Children and Staff files show continuity of forms Understood the importance of the alignment of the curriculum, performance standards and developmentally appropriate practices for age group Open communication and ongoing interagency agreements Enrollment process Difference between state and federal transportation laws Have a reliable child assessment tool Mental Health Content coordinator very well aware of content area.

There were also some concerns or suggestions during this process:

o Need more time to conduct Assessment, Staff complained that they did not work as a strong team and some carried all the load o Interagency Agreements need to be become stronger partners and more involved. o Training on PROMIS to ensure data is reliable.

o Make sure titles/positions are identified

Booklet1: Program Governance

Summary: During interview with governing body chairman he stated that the board is kept apprised of all program changes. They attend professional development courses and participate in webinars to fulfill the requirements of the governing body. Fiscal documents are reviewed routinely. A finance committee comprised of active community members provides a secondary oversight. The responsibility of the board is to provide fiscal oversight and direction to the program. A liaison has been appointed by the policy council to keep two way communications between the board and policy council. Upon completion of report, it is clear that both policy group and governing body share the responsibility for overseeing and delivering high quality services to children and families at the West Las Vegas Head Start.

Program Strength Both the governing body and policy group are involved in decision making Trainings are provided Liaison has been appointed Good documentation by Program Governance/ T&TA

Area to Strengthen Involvement from governing body during self assessment

Corrective Action: Provide Training to Policy Council and Governing on Self-Assessment Process prior to conducting Annual Self-Assessment

Date to Correct:

Area of Weakness Policy council representative interviewed was not aware of her role in the structure

Corrective Action: During the first parent home visit or during parent meeting parents will be provided with information on Policy Council Committee and what are their roles and responsibilities are as members. Teachers will encourage parents to become active participant they select a representative for each class. During meeting, members will also receive updates on duties as a policy council member.

Date to Correct:

Booklet2: Planning

Summary: The team has concluded that the community assessment is used by the program in being able to plan for the following school year in recruitment and what families to target. We also found a new Assessment tool that was needed for the program in order to meet our school readiness goals.

Program Strength The program is working well in planning; self assessment and community assessment are very beneficial to the program.

Area to Strengthen No areas of concern were noted.

Corrective Action: No action required at this time.

Date to Correct: May 2013

Area of Weakness No areas of concern were noted.

Corrective Action: No action required at this time.

Date to Correct:

Booklet 3: Communication

Summary: As staff, parents and Policy Council members, we found that communication happens in many different ways. Example notes, emails, formal or informal communication, through meetings or phone calls. We also communicate in both Spanish and English languages, which are the two primary languages in our community. Each classroom having a caseload coordinator has strengthened ongoing communication within the Head Start program.

Program Strength The communication in place seems to be working well between parents, policy council and staff members.

Area to Strengthen No areas were noted for improvement.

Corrective Action: No action required at this time.

Date to Correct:

Area of Weakness No areas were noted for improvement.

Corrective Action: No action required at this time.

Date to Correct:

Booklet 4: Record-Keeping and Reporting

Summary: In reviewing children’s files it was noted that all files have a standard format and good record keeping was evident. Staff is all aware of procedures used when accessing children’s file and the importance of confidentiality. The program’s website provides the public useful information such as Board Minutes, Annual Report, PIR, Strategic Plan and access to other resources. During management interviews it was noted that additional training is needed to enable management staff to generate reports using the PROMIS Database. Overall, we felt that the West Las Vegas Head Start has an effective record keeping system and ensures the delivery of quality services to children and families.

Program Strength Good record keeping was evident in children’s files, all files used standard forms. The program has a website where information is made available not only to our parents but also to the public. For example, Annual Report, PIR, Strategic Plan, Board Minutes and other useful resources are available.

Area to Strengthen Upon completion of report no areas were identified as needing improvement.

Corrective Action: No action required at this time.

Date to Correct:

Area of Weakness Management Staff is unable to access all reports from PROMIS Database. For example, the PIR report is not generated accurately. Additional training is needed to enable staff to run PIR report.

Corrective Action: Administrative team will read/review manual for his/her content area regarding PROMIS Database in order to complete PIR section. PROMIS coordinator will address issues /concerns concerning PROMIS Data input. PROMIS Coordinator is the contact person with PROMIS Tech. support. If more training is required, West Las Vegas Head Start program will arrange for further training whether at the WLV program or out of state.

Date to Correct:

Booklet 5: Ongoing Monitoring

Summary: Areas listed for this interview of systems has shown that monitoring is occurring. PROMIS is the data base used to input tracking for all areas in our program. The program data is tracked by doing a yearly self-assessment, the annual PIR report, an Annual community public report, a (5) year plan (strategic report) reports such as the aforementioned are available on our Head Start Website. In ancillary services each classroom provides sign in/out sheets and PROMIS to track services for children. In the Education system the CLASS monitoring tool and staff annual evaluations are used. Child assessments are monitored and entered in to the database which goes with the assessments used for the program. The LAP-D was implemented for PY 2012-13. Both the professional staff and administrative staff were trained on the process of administering the assessment. Areas to strengthen & weaknesses are as follows: Follow-ups on FPA’s need to occur continuously & area needs to reflect what the program is doing in order to support parents/guardians on goals that are set. Although in some student files this is occurring it needs to be reflected program wide. In Addition PROMIS program is not being utilized by all content areas to the fullest extent. Also Community Partnerships need to be utilized to the fullest extent to support students/families serviced by Head Start.

Program Strength All content areas are utilizing PROMIS for tracking & reporting LAP-D assessment tool was adopted & implemented PY 2012-13 CLASS quality of teacher child interaction tool

Area to Strengthen Follow-ups on FPA’s need to occur continuously & areas need to reflect what the program is doing in order to support parents/guardians on goals that are set. Although in some student files this is occurring it needs to be reflected program wide. PROMIS program is not being utilized to its fullest extent. Community Partnerships need to be utilized to the fullest extent to support students/families.

Corrective Action: A review on FPA’s follow ups will be conducted with all staff during staff orientation to ensure that FPA’s are occurring continuously and on scheduled dates in order to support family set in place. This plan will reflect program wide. Family Connection Coordinator will insert all FPA information into PROMIS as information becomes available. Community Resource Partnerships utilized by West Las Vegas Head Start will be updated during Community Assessment up-date. Staff will have access to resources when assisting Families.

Date to Correct: Ongoing

Area of Weakness FPA Tracking & Follow ups Implementation of PROMIS Utilization of Community Partnerships

Corrective Action: A Community Resource Booklet is available to parents in the Head Start Program. Head Start Staff are able to share this information with all parents needing assistance.

Date to Correct: August 2013

Booklet 6: Human Resource

Summary: Content area personnel are all supported in their area by contracted licensed in individuals outside the Head Start Program, majority of the support comes from the schools districts we are currently working with.

Program Strength Staff Information is readily available in the HR Office stored in fire proof file Information in the personnel files is well organized and easily accessible Files are kept in a locked file cabinet Files are signed in and out by person reviewing the files

Area to Strengthen Human Resource content area person provide more documentation on the contracts/individuals being utilized to support program content area experts

For Human Resource content area person to be more specific on questions asked and know what is being asked of her, review booklet on Human Resource to enable her to answer questions better.

Corrective Action: Head Start staff is provided and sign a contract annually in addition they are provided with a copy for their personal records. Staff contracts indicate staff position such as (Teacher, Coordinator etc.) Also staff signs a job description indicating job responsibilities which are also posted on West Las Vegas Head Start web-site. Staff Interviewers were allowed to view their own personnel files to determine this information was in place. Human Resource staff member was interviewed by a teacher assistant for a minimal amount of time. Booklet was provided to HR staff member and asked to answer questions & submit back. HR staff member will research and make self more knowledgeable in HR.

Date to Correct: Annually

Area of Weakness Elaborate more on responses, not only refer to PROMIS and content area person

Employee Handbook given to employees upon request on hardcopy, (would be easier to read and learn an overview of everything)

Corrective Action: Detailed responses will be provided to questions that relate to HR content area. Employee Handbook is provided to Staff via West Las Vegas Head Start web-site. Staff members may print a hard copy if they choose to do so. In addition the program is making an effort on going paperless.

Date to Correct: Annually

Booklet 7: Fiscal Management

Summary: Fiscal management has worked effectively. All purchases for merchandise and other materials are documented as materials are received. Procedures are in place for accountability within the Head Start program. Reports of the fiscal management are shared amongst the Policy Council and the Governing Board on all the expenditures taking place throughout the program year. West Las Vegas School District utilizes the Vision system for all fiscal transactions.

Program Strength The communication between the school district, the Governing Board and the Head Start program continues to build a strong partnership.

Communication with the HR and the Grantee continues to build a strong communication partnership

Area to Strengthen No improvements were noted at this Corrective Action: No action required at this time.

time. Date to Correct:

Area of Weakness Fiscal management assistant did not show any of the updated software that they are utilizing at the time; he mentioned that the vision is what they are utilizing at the time. No data was seen.

Corrective Action: VISIONS is the program utilized by the West Las Vegas School District this program enables the district to track staff contracts, insurances, time, etc. In addition program expenditures/payments. No action needed at this time as the program assists in meeting program requirements.

Date to Correct:

Booklet 8: Prevention and Early Intervention

Summary: The overall booklet assessment results found that the program does ensure that all children are screened and assessed as per program requirements. Upon the results of the assessment, the team feels that the program has a good approach to aiding in the benefit of child development and health services.

Program Strength Utilization of a verity of community agencies such as Luna Community College, CHILEE, Metal Health providers and creating a interagency agreement The team feels that the program’s overall function works well as far as the given due dates for assessing and screening the children. The program bases its dues dates off the 45th, 90th, and 120th school calendar days in order to assure that required screenings and assessments are completed in a timely manner. Also, the program utilizes those same dates for the purpose of up-dating all required information that is needed for the child’s file.

Area to Strengthen Timelines for children assessments and screening should allow adequate time. Example: allow two weeks to administer LAP-D three times in a year.

Corrective Action: Head Start Education Specialist will allow ample time for screenings and assessments throughout the program year.

Date to Correct:

Area of Weakness No areas to weakness was identified. Corrective Action: No action required at this time.

Date to Correct:

Booklet 9: Tracking and Follow-up

Summary: According to information gathered reviewed and obtained by the book participants the strengths and weaknesses that were reported for the West Las Vegas Head Start are as follows; the program has partnerships with community agencies such as the Lyons Club, Luna Community college and El Centro Family Health. Noted in the report as a program weakness is tracking of dental and physicals of students (with in the PROMIS). In addition the program must have the parents support in

keeping all ongoing health care current for their child and providing the information to the program.

Program Strength Community Partnership Tracking System is available for this content area. Managers meet as needs occur for each individual. Follow ups/communication between the Head Start program and the parents/guardians is documented Health Advisory Committee is formed to include health care providers and other providers to link families with needed services. West Las Vegas Head Start program and community agencies establish or up-date Interagency Agreements annually.

Area to Strengthen Getting follow-ups turned in by parents.

Corrective Action: Health Coordinator will inform parents the importance of submitting child’s medical and dental forms as follow-ups are completed. Health Coordinator will

PROMIS reports are better but not accurate.

track health and dental follow-up utilizing PROMIS Data system. Reports using PROMIS will be conducted ongoing assuring accuracy of information

Date to Correct: August during Parent Orientation and ongoing

Area of Weakness Keeping physicals, dentals and immunizations current. (According to PROMIS tracking system).

Corrective Action: Work with families in collaboration with the medical providers on up-dated medical information. Insert all children’s physicals, dentals and immunizations on PROMIS Data System as they become available.

Date to Correct: On-going throughout the year.

Booklet 10: Individualization

Summary: While observing children’s files-evidence of individualized planning, ongoing monitoring report, child’s strengths/needs that addressed literacy skill, math, science, developmental strengths were all documented for each individual child on the ILP’s. In the area of classroom observations- Activities are modified to meet the needs of children that have disabilities or children that lack certain fine motor skills. Teacher’s respond supported the learning of each child based on their interest or even when a child did not know what to play with. During the Self-Assessment teachers all answered the question mutually. Example when asked how the curriculum support individual needs and learning styles, teachers mention the themes are conducted every 3 weeks, support children in conducting ILPS. The curriculum was mentioned to support individual needs in literacy, comprehension, letter recognition and support. Parent’s that were interviewed agreed that children are learning letter recognition, letter formation, self-help skills. One parent suggested that more arts and crafts activities should take place and praised that home visits are very informative.

Program Strength Child Individualization takes all assessments and areas into account Parent/ teacher communication is ongoing through open house, home visits, parent meetings, classroom encouragement and involvement Safe and supportive learning environment that meet each child’s needs Parents are satisfied with the way teachers are working with their children Good Communication

Area to Strengthen

Teacher did not acknowledge child when raising hand.

Corrective Action: Teaching staff currently had intensive training on the requirements to enable them to meet the expectation of CLASS. Additional training was provided to case load managers and teaching staff on under the Domain of Emotional Support concerning Regard to student Perspectives. Educational Coordinator will address CLASS monitoring issues with each individual teacher who needs to be supported in any area.

Date to Correct: Trainings have been provided in CLASS observation / expectations under the Instructional Support Domain:

February 8, 2013 Language Modeling March 1, 2013 Concept Development

March 8, 2013 Quality of Feedback Along with an overview of what CLASS observation consists of and what teachers are expected to do when interacting with children. Beginning of FY 2013-2014 - October

Area of Weakness No areas of weakness found in the Individualization Booklet.

Corrective Action: No action required at this time.

Date to Correct:

Booklet 11: Disabilities Services

Summary: Head Start teachers do process referrals in a timely manner. The school districts are taking longer to process referrals due to a large number of referrals and lack of ancillary staff to evaluate children. Parents are always part of the multidisciplinary team. Ancillary staff and the multidisciplinary team are the persons responsible for the planning, delivery of the IEPs and IFSPs. Transition IEP’s are held for children transitioning from early intervention programs and also for children transitioning to public school. Disabilities Coordinator attends transition conferences for children transitioning from early intervention programs. ERSEA Coordinator participates in Child find to recruit children for the Head Start Program. When timeframes are not met, emails with the Special Education Director are exchanges. With the lack of SLPs and PTs and OTs on board with both districts we have to take this matter into consideration. All children with disabilities are included in the assessment process. Children who need modifications (ex) over stimulation with auditory are removed from the classroom and assessed in a quiet room. Children that are non-verbal participated in other parts of the assessment that did not require verbalization. IEP’s goals have been added to individualization (ILP) to modify for speech impairments. Teacher’s use of behavior observation forms, and Mental Health Consultant. Assessing children in quiet areas away from the classroom, provide teachers with weighted vest and blankets to the children that needed them. Information though parent trainings and “Parents Rights” that are provided prior to IEP taking place. West Las Vegas Schools and Las Vegas City schools provide transportation to our children free of charge

Program Strength Relationship between LEA’s and Head Start are strong

Area to Strengthen Funding to assist with the screening process due to the fact that the ancillary staff is short staffed

Corrective Action: (Dolores)

Date to Correct:

Area of Weakness Funding to assist with the screening process due to the fact that the ancillary staff is short staffed

Corrective Action:

Date to Correct:

Booklet 12: Curriculum and Assessment

Summary: The overall booklet assessment results found that the program assures that the given curriculum aligns well with federal performance standards. The team found that inclusion of all parents/guardians for the selection and outcome of the given curriculum is highly encouraged throughout the program.

Program Strength Areas where program is working well: As a team we feel that the curriculum that is currently set in place is being utilized to the fullest potential with regard to individualized goals that are set for the children of the program. Also, the inclusion of parental input is greatly exercised throughout this program.

Area to Strengthen Areas where the program needs improvement: Teaching staff feel that they should have more time to complete assessments and review all necessary information before submission.

Corrective Action: The allotted time for the first assessment is forty-five(45) calendar days, no additional time is allowed as per Performance Standards 1304.20 (b)(1). For mid and post assessments the allotted time is two weeks/ten days.

Date to Correct: Allotted time has been provided and is part of the yearly planned schedule of events in our program.

Area of Weakness None Stated Corrective Action: No action required at this time.

Date to Correct:

Booklet 13: Family Partnership Building

Summary: All families are given the opportunities to set up Family goals. The first opportunity that parents have to set a goal is the initial home visit. Parents have the option to set goals throughout the program year. A tracking form is in place to monitor and document that services to families were provided, Family goals are tracked to see if families are obtaining their goals as a family. Building partnerships with our families is of the upmost importance, when families gain trust; they understand and work with the program to set goals. Pre-existing plans are followed-up on the upcoming school year when the child returns to school. If the timeline is not met for a particular goal times line are reset and progress is documented. Three follow-up are conducted throughout the school year. Family Literacy goals in our program consist of children recognizing numbers, letters and sounds also for children to learn how recognize their name, and also to write letters and/or their name. Other goals are to be a supportive parent both at school and at home. Working on fine motor skills Workforce of New Mexico has been a great partner to our families; they have assisted families with employment opportunities. LEHIP has also assisted families with wood supply and propane vouchers. One of the emerging needs that our program has is Parent Education –informing parents or assisting them with information on how to enroll for classes. Our Program conducts a Transition fair every year to inform the community about our program. Kindergarten teachers from both schools districts are invited to attend the Transition Fair. An annual Parent Orientation is conducted at the beginning of each school year to welcome parents to our program, share information and to answer any questions that parents may have.

Program Strength Family Partnerships are in place in most of the children’s files, although all parents have the opportunity to set-up family goals during the first parent visit and are encouraged to set goals throughout the program year. Monitoring Tool is utilized by Family & Community Partnership Coordinator

Area to Strengthen Follow-ups need to be conducted on a more timely manner We need to enhance our communication with parents to establish more participation in all areas of our program.

Corrective Action: Follow-ups will be conducted 4 times a year on all Family Partnership goals. Staff revise family’s progress during scheduled times if parents accomplish their goals; they are encouraged to set new family goals if they choose. Parents will be encouraged to become active participants in all areas of the program to include daily activities in the classroom, joining of meeting, trainings, committees and such. Communication will be ongoing throughout the program year

Date to Correct: Need dates to correct

Area of Weakness Parent Education –informing parents or assisting them with information on how to enroll for classes.

Corrective Action: Parents are provided with the link to Luna or NMHU to register for class. Link are provided on the West Las Vegas Head Start website. NMHU no longer provides schedule brochures, everything is done through network. Available resources will provide parents opportunities to complete their goal with ease.

Date to Correct:

Booklet 14: Parent Involvement

Summary: Parent involvement is strong in our Head Start program. Parents participate in home visits, father/child day, school functions such as Literacy Celebration, Mental Health Day, Policy Council meetings and Parent meetings. Communication between parents at Head Start is very active; parents are always encouraged and welcomed to visit our program at any time. At West Las Vegas Head Start our website has been very helpful and informative.

Program Strength Our program was strong in the areas of welcoming families and communicating information to them about the Head Start program. Our web site has

been informative. Our parents have benefited from the clothing closet.

Area to Strengthen We need to gather information on fathers that do not live with their child that is enrolled at Head Start.

Corrective Action: Head Start demographics will give us information on whether the father resides with the family or not. If the father does not reside with the family the program will share information to both families for all events taking place at the Head Start Program.

Date to Correct:

Area of Weakness Establish stronger goals with fathers during home visits, our community partnerships are in place, we need to revisit our community partnerships and keep open communication. We do not gather information on fathers that do not live at home with the child.

Corrective Action: When conducting enrollment application process ERSARA Coordinator will retain demographic information for adults involved in their child’s education and well being.

Date to Correct: During Application process and during home visits

Booklet 15: Community and Childcare Partnership

Summary: We currently have interagency agreements with different agencies such as Literacy Council of North Eastern New Mexico, Carnegie Public Library, Team Builders, and Ride to Pride, West Las Vegas Schools, City of Las Vegas Schools. At this time we do not have an interagency agreement with childcare. In our community hand book we do share information about child care providers. Parents are always welcome to participate at West Las Vegas Head Start.

Program Strength We have interagency agreements in place within our community. Interagency agreements provide many extended services to our families. Having interagency agreements provides our families with the extra support they may need. We have interagency agreements with Carnegie Public Library,

Ride to Pride, The Literacy Council of Northern New Mexico, West Las Vegas Schools, and East Las Vegas City Schools.

Area to Strengthen Interagency agreement need to be active and revisited once in place. Not all interagency agreements are active.

Corrective Action: Community Partnership coordinator will monitor all interagency agreement for accuracy of activity assuring interagency agreements are current and in partnership with the Head Start Program .

Date to Correct: September and February

Area of Weakness Weak interagency agreements between local agencies and the Head Start Program.

Corrective Action: To build a strong advocate partnership between local communities and the West Ls Vegas through the use of Interagency partnership agreements. Both entities will identify what services are to be provided.

Date to Correct: During establishment of Interagency Agreements.

Booklet 16: Eligibility, Recruitment, Selection, Enrollment and Attendance

Summary: West Las Vegas Head Start is federally funded for (200) two-hundred children. These children are selected by the committee that reviews applications, points are applied and applications are ranked for each applicant. Funded enrollment is maintained throughout the PY. When a drop occurs another student is selected from a waiting list that is kept in the ERSEA office for the PY. There is also a cut-off date for accepting children in to the program. That date is the last day in March. According to the data & interviews conducted for ERSEA is performing well. In the area of eligibility a community assessment is conducted to assist in determining eligible children, as well as having a point system for selecting children/families with greater need. In the area of recruitment children/families are recruited through local media, flyers posted around the community, word of mouth from former parents/current parents and advertisements in local newspapers. The attendance process is also is monitored. According to Performance Standards the program must maintain an 85% daily ratio. That is monitored daily by the teacher for each classroom, and then tracked on the PROMIS database. If a student is absent for four consecutive days a report is submitted to the ERSEA office for follow up. Classroom caseload is also required to track children’s attendance for patterns of absences and if four consecutive days are reported they must file a four consecutive absence form with the ERSEA office. At which time contact is attempted through phone, home visit or mail. Once contact is established form is filed in student file. Weaknesses determined in the area of ERSEA are that when distributing recruitment flyers/advertisements there is no proof of where they are posted/advertised around the community. To fix this weakness it is stated that a form will be developed to document where flyers are posted or where other advertisements are being announced. In addition a recommendation is being made to input family demographics into PROMIS database prior to students first day of attendance.

Program Strength Review of 30 student files indicated that all had been verified for household income & signed by ERSEA Coordinator & Program Director. Out of the 30 files reviewed 26 were a low-income family. Meeting funded enrollment & maintaining a waiting list

Area to Strengthen Areas to strengthen in ERSEA consist of advertisement in regards to Head Start although the program advertises there is no proof (written documentation).

Corrective Action: ERSEA Coordinator will create a sign in sheet for all recruitment activities.

Input of family intake into PROMIS at the beginning of PY.

ERSEA Coordinator will input all family intake information into PROMIS at the beginning of the program year or as soon as information is accepted by ERSEA Coordinator.

Date to Correct: July 2013

Area of Weakness Program enrollment advertisement Family demographics (PROMIS input)

Corrective Action: ERSEA Coordinator will create a sign in sheet for recruitment advertisement activities. ERSEA Coordinator will input family demographic intake information into PROMIS at the beginning of the program year or as soon as the information is provided to ERSEA Coordinator.

Date to Correct:

Booklet 17: Facilities, Materials, Equipment and Transportation

Summary: The West Las Vegas Head Start Program has elected to terminate transportation services for Head Start students, although the local LEA’s provide services to students if there are available seats and if there is a stop where district children will be picked up. Head Start Children riding follow state requirements. When purchasing equipment and/or materials the program always ensures they buy from vendors who specialize in early childhood education. To assure that items are age appropriate and/or developmentally appropriate. Policies and procedure for the FME & Health & Safety are in place.

Program Strength Policies & Procedures in Health & Safety content area are all intact. Materials & Equipment purchased from companies who specialize in Early Childhood Education to fit our programs needs from disability to curriculum. Transportation provided is in compliance of all state regulations.

Area to Strengthen Tracking system for students who are receiving bus services accessible to all staff who monitor buses. Announcements to the public about transportation services during recruitment efforts.

Corrective Action: A school bus roster is available for all staff in each site pertaining children bus schedules.

Date to Correct: As transportation arrangements are completed at school districts.

Area of Weakness Bus drivers do not have student contact information. Transportation provided is not in compliance with Head Start regulations.

Corrective Action: School District personnel will need to complete form of all students being transported on buses. School District Personnel will make the initial call upon any emergency to parents.

Date to Correct: On-going

Booklet 18: Child Outcomes

Summary: A new assessment tool has been adopted and utilized by the Head Start program for the program year 2012-13 called LAP-D. Training for the tool was conducted at the beginning of the school year for all Head Start staff. The assessment is conducted three times within the school year which can be utilized for children’s progress and also to include the school readiness act. It will also allow the Head Start program to individualize for each child, assist with classroom management, and lesson plans. Parents, teachers and education coordinator are able to review the reports and these reports can also be shared with the Director, Policy Council and the Governing Board.

Program Strength The LAP-D data divides the child outcome into several categories. The assessment and modifications are prepared according to recommendations on the IEP.

Area to Strengthen Education coordinator is in the process to understand how to utilize the assessment tool in order collect, analyze and utilize child outcome data.

Corrective Action: T&TA specialist, Dr. P. Rodriguez will provide Education Specialist with training on how to analyze the child outcome data collection thru Lap-D data base and how to create reports to be shared with the stakeholders of the West Las Vegas Start Program

Date to Correct: April 2013

Area of Weakness Education Coordinator can share the site to where coordinators can have access to the information so that they can see how their classroom is also doing.

Corrective Action: Education Specialist will provide administrative staff with Lap-D website and passwords to allow access to Lap-D site

Date to Correct: Program Year 2013-2014

Booklet 19: Mental Health

Summary: Mental Health services are readily available for children, families, and staff. Interagency Agreement s are well written. GUS Curriculum supports all the aspects set by the Performance Standards at the level of the children. Mental Health Coordinator knows what is required of her and is supported by her documentation of the services that are provided to the children, families, and staff.

Program Strength Process of Mental Health services are well designed and implemented Licensed Consultant on board Excellent Community Interagency Agreements GUS-Curriculum used in classroom supports needs of the Mental Health requirements

Area to Strengthen Pamphlets/information for Mental Health Agencies within the community should be provided to all classrooms to enable professional staff to give to parents when families are being referred by the Head Start Program Information to share with parents on

Corrective Action: Mental Health Coordinator will ensure all classrooms have pamphlets and or information regarding mental health and services available. Mental Health Consultant will provide professional staff training in the beginning of the year on developing and implementing effective strategies.

Date to Correct:

intervention strategies to implement at home and to mirror interventions being used at school or vice/versa

Area of Weakness Examples given to interviewer(s) during self-assessment interview need to be more confidential Need new GUS & GUSSY Dolls and curriculum, some classrooms do not have the dolls and/or the curriculum

Corrective Action: Letter of confidentiality is signed by all staff at time of employment. I feel that sharing of information as an example during self-assessment should not be an area of weakness. When classroom teachers email me or make me aware of their needs I will get them the materials they need.

Date to Correct: