Author: RWS Developer

Strategic Planning: Setting the Direction for Your Program

Does your strategic plan include broad, long-range goals that define what your program wants to accomplish and short-term objectives that are specific and measurable? Are the goals and objectives based on your program’s critical documents? Strategic planning is a great opportunity to bring stakeholders together, provide focus for the program and ensure that everyone is on the same page. When creating your strategic plan, consider the following:

  • Achieve buy-in before you begin. Include all stakeholders in strategic planning to establish buy-in from the beginning. Staff from a variety of positions (teachers, family service workers, center directors, home visitors, management staff, etc.) will bring a different point of view. Also invite members from your Policy Council and Board of Directors. Ask everyone to complete a survey prior to strategic planning. Be sure the survey includes questions about what they want the program to accomplish for children, families, staff and community.
  • Create a list of your program’s strengths and challenges. This list should contain valuable information to establish your program’s goals and objectives. The challenges represent potential goals and the strengths represent potential strategies to achieve the goals. Also take time to review your program’s mission, vision and guiding principles. Ensure that they accurately reflect what you are working to achieve. Finally, for each goal and objective, in addition to timelines and persons responsible, include a “success indicator” column. This information will specifically describe how it will look when each goal is achieved.
  • Review and utilize your programmatic data. Strategic planning is a great time to collect and review key programmatic documents as a group. Critical data includes items such as your community assessment, self-assessment, child assessment data, CLASS data, ongoing monitoring data and family engagement data, just to name a few. Review this important data when creating your goals and objectives.

Looking for someone to facilitate your program’s Strategic Planning and end up with a written Strategic Plan? Give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com.

Policy Council and Board of Directors Training: Engaging your Governance Team

As you plan your Policy Council or Board of Directors training, I’m sure that it will include training topics such as roles and responsibilities, performance standards and leadership opportunities. Also consider including topics that are targeted specifically to engage your Policy Council and Board of Directors to be truly invested in your Head Start program. The items below are geared towards creating this engagement.

  • The history and vision of Head Start – Just as it’s important for staff to be familiar with the history of Head Start, it’s essential for your Policy Council and Board of Directors to be familiar with it as well. Knowing where Head Start came from and where it’s going is critical information as they provide governing duties to your program. In addition to the history of Head Start, the mission, vision and guiding principles of Head Start is valuable information to share as well.
  • A strong partnership with the Management Team – It’s essential that your Policy Council and Board of Directors receive training on the value that comes from a strong partnership with the Management Team. Good communication, transparency and trust are key components to creating a successful partnership. A strong partnership will result in a system of effective and efficient governance of the Head Start program.
  • Making an impact – It’s often helpful to begin with the end in mind. Talk with your Policy Council and Board of Directors about what they would like to achieve for your Head Start program while they are a part of the governing body. The possibilities are endless! This will show your Policy Council and Board of Directors the tremendous value that they bring to your agency. Policy Council and Board members can leave a lasting impact on the program for many years to come.

Looking for highly interactive and engaging training for your Policy Council or Board of Directors? Give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com.

Key Points from the 2015 NHSA Fall Institute

In case you weren’t able to attend the 2015 National Head Start Association Fall Leadership Institute, highlights included information from the Director, information on grant applications, looking at FY 2016 Monitoring, a summary of CLASS data, an analysis of the Designation Renewal System, an Environmental Health and Safety update as well as Fiscal updates. Check out our comprehensive notes.

  • Comments from Dr. Blanca Enriquez, Director, Office of Head Start
    • The focus for the next 15 months:
      • Moving forward – strengthening our legacy
      • Must continue to be the leaders as other look to us – child cares and school districts.
      • Position Head Start as a value-added, highly respected and accepted program for young children and families in which Head Start grantees are a high performing organ and every child receives a comprehensive, high quality and early care education.
      • Strategic priorities include leadership with character, partnership and collaboration, comprehensive school readiness and high performing grantees.
  • Grant applications
    • Formula for Success
      • Establish and implement goals and objectives +
      • Employ effective management system +
      • Use intentional, periodic methods to assess progress +
      • Conduct continuous quality improvement based on assessment of progress +
      • Anticipate outcomes for children, families and communities +
    • Program growth and responsive change across the project period, which translates to:
      • New heights in quality services for children and families
    • Reordered, refined terms and definitions
      • Long-range goals, program goals, school readiness goals, short-term objectives, outcomes, program impacts, progress, evidence
  • FY 2016 Monitoring at a Glance
    • Slightly enhanced 2015 protocols – Environmental Health & Safety and Fiscal Integrity/ERSEA.
    • Made no significant changes to CLASS and HSKI-C.
    • Developed 2 new protocols – Leadership, Governance, Management Systems (LGMS) and Comprehensive Services and School Readiness (CSSR).
    • FY 2016 Virtual Expo – toolkits, protocols, Review Event education modules and informational videos
    • FY 2016 Fiscal Integrity compliance measures have been modified to account for the Uniform Guidance.
      • Standards have been updated
      • Targeted questions have been adjusted
    • FY 2016 ERSEA protocol was also updated as a result of new OHS requirements
      • Maintaining source documentation
      • Conducting in-person or phone eligibility interviews
      • Adjusted eligibility categories
    • Leadership, Governance, Management Systems (LGMS)
      • Designed to look comprehensively at how the program:
        • Develops its goals and plans
        • Allocates resources (staff, facilities, material resources)
        • Operates as a whole
        • Evaluates effectiveness and ensures ongoing improvement
      • Tool Overview
        • Program planning
        • Developing and organizing resources
        • Operating and implementing the program
        • Evaluating performance and stimulating ongoing improvement
      • Highlights the role of program leadership – Governing Body, Policy Council, Director – on program effectiveness
    • Comprehensive Services and School Readiness (CSSR)
      • This Review is an evaluation of:
        • Grantee’s provision of high quality, comprehensive services to children and families
        • Grantee’s effectiveness in promoting children’s school readiness
      • Tool Overview
        • Assessing children and families’ strengths and needs
        • Addressing children and families’ needs
        • Providing high quality teaching and learning
        • Planning for transition
  • CLASS – Summary of data
Pre-K CLASS Emotional
Support		 Classroom
Organization		 Instructional
Support
Head Start Benchmarks 4 3 2
Research Thresholds 5 5 3.25
Head Start Average 2012 5.9 5.45 2.98
Head Start Average 2013 5.99 5.63 2.72
Head Start Average 2014 6.10 5.83 2.90
  • Analysis of the Designation Renewal System (DRS)
    • 1st cohort – announced in December, 2011 (129 grantees)
    • 2nd cohort – announced in January, 2013 (125 grantees)
    • 3rd cohort – announced in February, 2014 (103 grantees)
    • DRS triggers
      • 1st cohort – 100% deficiency
      • 2nd cohort – 66% deficiency, 7% CLASS below thresholds, 37% CLASS in lowest 10%, 1% revocation of license, 2% failure as a going concern
      • 3rd cohort – 50% deficiency, 18% CLASS below thresholds, 49% CLASS in lowest 10% n 4% failure as a going concern
      • The percentages may exceed 100% as some programs received more than one trigger.
    • Designation and implementation issues
      • Deficiency trigger – unequal deficiencies
      • CLASS trigger – inconsistent 10% cut-offs
      • Inconsistency in relationship between triggers and systemic “low quality”
      • Delays in forecasts, funding opportunities, negotiations and announcements
      • Changing process for 5-year grants
      • Successful development of Birth to Five application design
    • About 74% of grantees in 1st 3 cohorts of DRS have had their grants restored in full or in part.
    • About 17% of the grantees in these 3 cohorts have lost their grants.
    • About 8% have had their service area competed a 2nd time.
    • Conclusions
      • The DRS does not yet fully meet Congressional intent of targeting competition at struggling programs.
      • Basic reforms are needed to make the DRS consistent, reasonable and predictable.
      • Conceptual reforms are needed to support programs in working toward high quality, not compliance.
  • Environmental Health and Safety
    • Over 17,000 classrooms were seen last year; over 5,000 centers.
    • 92% of sites did not have any major health and safety issues.
  • Fiscal Updates
    • 45 CFR Part 75 – Uniform Administrative Requirements, Cost Principles and Audit Requirements (the Uniform Guidance)
      • Applies to awards and award increments made after 12/26/14.
      • Procurement requirements must be implemented by 12/26/15.
      • Information to assist Head Start grantees with implementation has been organized on ECLKC.
      • The Council on Financial Assistance Reform (COFAR) has issued new FAQs and responses – updated as of September, 2015.
      • All grantees need to review and update their fiscal policies and procedures to implement the new Uniform Guidance.
    • Fiscal pitfalls – 2015
      • Cost allocation
      • Annual Report to the public
      • Reporting to the Governing Board and Policy Council
      • Documentation and valuation of non-federal share
      • Capital leases and related party leases
      • Blanket security agreements
  • From the President’s budget regarding Head Start
    • High quality early learning for infants, toddlers and 3 & 4 year olds
    • Innovative programming – raises the bar on quality
    • The budget requests $10.1 billion for Head Start, which is a $1.5 billion increase over the current year.
    • The largest share of this $1.5 billion increase is a $1.1 billion investment to ensure that every Head Start program serves children for a full school day and full school year.
    • The budget request also includes $284 million for a cost-of-living adjustment for all programs.
    • Finally, an additional $150 million for Early Head Start – Child Care Partnerships would grow that investment to $650 million.

Ready, Set, Coach!

We know from research that it isn’t enough to just put new knowledge or techniques in the hands of teachers. They need support to turn those new ideas into practice. This is why so many programs have made mentor coaching a central component of their professional development effort.

Mentor coaches have many roles and responsibilities and use various approaches including on-site, long-distance and an integrated method. All of these approaches help teachers do their best work with children. In order for coaching to improve teacher practice and student achievement, here are a few considerations:

  • Coaches must develop trusting, collaborative relationships with teachers.
  • Professional goals should be tailored to needs identified by teachers.
  • The approach to learning should be collaborative and inquiry-based.
  • Feedback should be content-specific in order to sustain partnerships.
  • The coaches’ role must remain supportive, not evaluative.

Mentor coaching should include activities such as:

  • Creating, implementing and reviewing goals for teachers to achieve through the mentor coaching process;
  • Observing teachers and providing feedback;
  • Sending video clips to teachers to review along with guided questions to answer;
  • Discussing the video clips and activities with teachers;
  • Providing the teachers with ongoing consultation and support.

Are you interested in a strengths-based approach to support teachers in becoming more effective in their interactions to improve children’s outcomes? Our mentor coaching services are based on the principles of practice-based coaching. We also offer a “Train the Trainer” approach by working with your Education Coordinator or other Management staff – to give them the tools and support to provide effective mentor coaching services to teachers.

Contact us at (704) 451-3255 or email us at kristinecortina@hsessentials.com to discuss your mentor coaching needs. Our mentor coaching services provides teachers with the guidance and support that they need to implement best practices as it pertains to teaching as well as high CLASS scores.

A Full Community Assessment: Your Essential Planning Document

A full Community Assessment will provide you with all of the data that you need to make critical programmatic decisions.  Examples of these programmatic decisions are:

  • Determining recruitment areas and selection criteria;
  • Selecting program options;
  • Determining the type of content area services that are most needed;
  • Creating long-range and short-range program goals and objectives;
  • Determining available community resources to support family stability.

Consider the following when creating your program’s Community Assessment.

  1. Collect a wide variety of data. There is a wealth of data available. Externally, there is the Census Bureau, State and County Departments of Health, American Community Survey, Kids Count Data Center, American FactFinder, State Data Centers, United Way as well as local school districts and early intervention programs, just to name a few.  Internally, there is your PIR, Annual Report, wait list and list of community partners. Surfing the Net, making phone calls and conducting surveys of your parents, staff, Policy Council, Board of Directors and community partners will yield a great deal of valuable data.
  2. Look for trends. When you are collecting current data, also gather information from recent years. This will give you an opportunity to compare data. By aggregating and analyzing the information, you will be able to identify key findings and trends. This will provide you with the information that you need to make critical programmatic decisions.
  3. Create a user-friendly format. Be sure that your community assessment is a document that is easy to read. It should also be user-friendly so that you can find needed information quickly. Include a combination of graphs and charts as well as text. With each graph, add a “Key Finding” that describes the data. After each major section, include a “Highlights and Considerations” section tht summarizes the key information. This will allow you to reference your Community Assessment frequently throughout the year.

We create Full Community Assessments that include all of the required items in the Head Start Program Performance Standards as well as any additional data that you request. If you need help creating a Community Assessment, give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com to discuss your needs.

The Intentional Teacher: Planning for Instruction

There is increased public attention on early childhood education and school readiness. It is essential that teachers are confident in data-driven instruction while maintaining a child-centered environment.  The environment should be one that engages children’s inquiry, creativity and problem-solving skills. We want every child who enters school to have the skills and ability to be successful. As early childhood education professionals, we know what high quality instruction looks like – and that academic preparation is only part of it. We also know that play is valuable to the social-emotional and cognitive health of children.

Here are a few suggestions for engaging children as active participants in the learning process.

  • Organize the classroom environment to promote exploration and hands-on learning.
  • Carefully monitor children’s data to guide planning and instruction.
  • Differentiate instruction for children who are at different levels of understanding.

Discover an integrated instructional approach in which the teacher organizes the learning environment. This allow for children to be immersed in experiences while using strategies that intentionally meet the needs of the group as well as the individuals within the group. This training will help teachers understand the role of individualization while also reflecting on the role of the teacher in play-based experiences.

Give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com to schedule training for your teaching staff on “Intentional Planning and Teaching.”

A New Look at Professional Development

With the proposed revisions to the Head Start Program Performance Standards, we notice a distinct shift in strategies to support staff. While most experienced and efficient trainers know that “one shot, sit and get” sessions are not as productive as we might wish, sometimes whole group trainings are best in light of budgets, calendars and staff energy! However, research and best practice confirm the value of a more individualized and personalized approach. Essential Elements is ready and willing to assist as you seek the most effective and creative way to offer training opportunities for your staff.

  • Small group sessions can be arranged to match skill and experience levels and can be offered multiple times in a day at your program. These sessions are highly interactive and participant-driven. Objectives are discussed early with the group and activities are specifically designed around what your staff needs and what you want to see in your program.
  • Observation and coaching on a more individualized level can address specific needs and work from a strengths-based perspective. This method can be accomplished either on-site or ultimately through computer-based sharing. “In the moment” experiences, whether by phone and email or in person, provide excellent examples and offer conversational illustrations.
  • Whole group trainings can still be an effective way to deliver program-wide information or develop skills among team members. Larger programs may have staff groups that can gain perspective from one another; smaller programs may wish to share material among all levels and positions to cross train. Peers working together with guidance by a quality facilitator can be instructional for all.

Essential Elements has experience in small group training, observation and coaching, and whole group training. We are ready to work with your program to design the most intentional and meaningful training plan to ensure quality outcomes for your program.

Looking for custom designed and highly interactive training, give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com.

Communicating with EEE’s: Building Relationships with Families

What is the most important thing that you want families in your program to know? Your answer indicates how the staff and program interact with and support families during their time in Head Start. Finding the most effective and comfortable way to build relationships with families and to partner with them for success is important in a program’s planning process. Think about these suggestions to create an “EEE”asy course of action for your group!

Empathize: Finding the right approach for effective work with families starts with an ability to extend empathy… to understand where they are and what their strengths and needs might be. Listen carefully and choose the kindest way to provide information. Partner with families to reach a goal. Both are examples of dealing empathetically with families.

Encourage: To encourage means to “walk along side of” and that is exactly how we want to approach our work with families. Take the time to extend assurance, to work together to create solutions and to offer support in a patient and helpful way that will lead to meaningful connections.

Empower: Creating capacity is a key component to empowering families and setting them up for success after their time in Head Start. Recognize the importance of their role as their child’s first teacher. Build partnerships as they enter the educational process. And assist as families grow in their ability to advocate for their children.  These actions will produce results which empower Head Start families toward success.

Each of these areas is correlated to the Parent/Family/Community Engagement Framework. Essential Elements offers training to build your Family Service Workers’ capacity and to create a strong and practical plan for an effective parent engagement strategy based on positive relationships.  Give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com to schedule this training for your staff.

Essential Elements of Learning

Did you know that your classroom is the third teacher? Your learning environment profoundly impacts skill-building, both socially and academically. Time is our greatest commodity. Therefore, as early childhood educators, we must make the most of our daily schedule (and our space) to increase children’s learning and impulse control.

The essential elements of learning involve intentional interactions that are developed through structure and a nurturing environment. If you want to improve either of these components in the classroom, but you don’t know where to begin, here are some great ways to get started.

  • Build on interests – Children’s interests are aroused when new learning is relevant to their lives and integrated across activities and content areas.
  • Respond to signals – Children’s feelings and attitudes are responded to throughout the day to build a sense of trust between the children and teacher and to increase connections as a school community.
  • Secure the Environment – Children will try new experiences more readily when working in a structured and safe environment where they are allowed to explore freely.
  • Support and Challenge – As children become more independent and self-regulating, the teacher changes interactions to scaffold students to a higher level of learning.

To receive training for Teachers on creating a classroom environment that supports effective learning, please give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com.

Essential Tips: School Skills for Families

Partnering with Parents for School Readiness

What is the most important thing that we want our children to remember about their school days? Is it following too many rules? Being told what to do? Testing, testing, testing? Of course not! And when we think about our own days at school, we remember more personal and experiential events – rather than test answers or when to raise our hands. Support for our children and their families as they enter their educational journey is an awesome and important reality for Head Start programs. How to make that successful requires thought and intention on our part. Consider these things:

Tip #1:  Developmental language may be new to families.

Not every family understands child development. They may not realize how the ages and stages of children relate to school success. Displaying newsletters, classroom notes and posters in a Family Service Worker’s office will provide your families with ongoing information about their children’s growth. Discuss their own child’s specific development at conferences or home visits. Talk with parents about what is typical and address any questions they have. Follow up with ways to encourage developmental stages with home supplies or materials as a great home-school connection.

Tip #2:  Publicize the great things that go on every day in your program!

Offer a training or parent event on the important skills that children are learning. Detail the sets of important skills –  social/emotional, gross and fine motor, cognitive and transitional – and give families a way to see their child as others do. We often slip “eduspeak” into our conversation. While it’s helpful to clarify terms, avoid it when possible. By giving parents an understanding of educational terms and phrases, we provide them with talking points for their first kindergarten parent conference and transition them into the public education sector.

Tip #3:  Start with success.

Parents have many strong supports already in place. They deserve validation and recognition for those successes. Give them an opportunity to answer questions that show how they work with their child at home: “What do you do at home to help your child be successful at school? How do you partner with your child’s teacher?” Help families understand that regular book time or a specific bed time schedule is far more valuable than any set of flashcards or purchased school skills booklet.

Working together with families for school readiness provides the most success as children move into elementary school. When families are comfortable with their role and empowered as advocates for their child, they will make an important difference throughout the school years.

Interested in staff training on working with families to promote school readiness? Give us a call at (704) 451-3255 or email us at kristinecortina@hsessentials.com.