2013 Mississippi County, Arkansas Economic Opportunity

Transcription

2013
Mississippi County, Arkansas Economic
Opportunity Commission, Inc.
Annual Report
Samuel Scruggs, Executive Director
Central Office
1400 North Division
Blytheville, Arkansas
As an employee of the MCAEOC, Inc. since May 1, 1978 and Executive
Director since March, 1979, I have seen many positive changes in our community.
Unfortunately, one unchanging factor is the ever increasing poverty of a
significant number of Mississippi County residents. Whether caused by economic downturns, aging without resources, or separation of families, the effects are overwhelming for those who find themselves in this grievous situation. Poverty is a very real fact of life which cannot be ignored. Poverty can
inflict itself on any one, regardless of color, race, age, creed or
nationality; and is one of the worst forms of discrimination.
The continuing mission of the Mississippi County, Arkansas Economic
Opportunity Commission, Inc. is one of great challenge. By utilizing funds
from federal, state, and local sources, programs are developed and geared to
assist the economically
disadvantaged so that they may maintain a decent standard of life. Our programs have
impacted the area of nutrition, fair housing, health care, education, employment, child care, fuel and food assistance.
For over 30 years, this agency has met and will continue to meet challenges in
Mississippi County. We look forward to assisting those in need, advocating on
their behalf. Mississippi County, Arkansas Economic Opportunity Commission, Inc. has services in three counties in Arkansas and two in Missouri for
our Migrant and Seasonal families.
Samuel Scruggs
Executive Director
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MISSION
MCAEOC is committed to alleviating poverty and assisting low-income individuals and families, to
secure knowledge, skills, and opportunities which will enable them to become self-sufficient,
and lead lives of dignity.
Program Services
Commodity Food Distribution
Surplus foods such as rice, honey, beans and selected can goods are distributed to help
supplement the diets of needy persons in eligible households. These foods are made available by
the USDA and distributed periodically at various authorized sites.
Emergency Food and Shelter
Provides funds to low-income families in emergency situations to assist in obtaining food, shelter,
and other necessities for a limited period of time.
Employment Services
Employment counseling and workshops, job referrals, employer contacts, and follow-up activities
are provided to those seeking employment.
Services for the Homeless
This program is geared toward homeless or displaced families and individuals. Food, shelter/
housing, transportation, emergency medical supplies, and/or basic necessities are provided, as
circumstances warrant. Referrals for assistance in employment, income maintenance, medical
treatment, and other transitional support services are also provided.
Early Childhood Education
(Head Start, Migrant and Seasonal Head Start, Arkansas Better Chance School for Success, Early Head Start,
Operation Parenting Edge, & School of the 21st Century of Yale University, HIPPY), The program provides
child development services and activities, health services, nutrition assistance, special services
for children with disabilities, parental involvement, volunteer participation, staff training and
other social and support services to over 1,000 children and their families.
Empowering Communities For Life
Empowering Communities for Life is a research study that offers health information, disease
prevention and screening for chronic illness to residents of Mississippi County.
Home Energy Assistance Program
Depending upon the availability of funds, payments are made on a one-time basis to energy
suppliers to assist low-income households in paying their energy bills.
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Program Services cont.
Income Counseling
Counseling sessions and workshops on income utilization issues, such as: planning nutritious
and economical meals, family budgeting, managing utility costs, etc., areprovided.
Youth Development
Cultural enrichment, social development, and recreational events are provided for youths.
Housing
MCAEOC operates a Housing Rehabilitation Program and provides affordable rental housing for
low income individuals. It also develops new multi-family units by using the HOME Program,
low-income tax credits, and the Housing and Urban Development Program (HUD) as well as
new single family Housing Down Payment Assistance.
Housing Preservation
Provides assistance to low-income home owners through USDA Housing Preservation program
to bring houses up to 502 Standards.
Community Participation
Low-income persons are assisted in participation and in local community activities
Healthy Start
Works to reduce infant mortality and low birth weight babies.
Good Samaritan Fund
Good Samaritan Fund is an Emergency Assistance Demonstration Program funded by
Blytheville First United Methodist Church. The funds are used to provide assistance on a
case-by-case basis to alleviate emergency needs of residents of the Greater Blytheville area.
Small Business Lending Program
MCAEOC operates a micro-lending program for small business development and expansion in
the Mississippi County Enterprise Community.
One of the homes built through MCAEOC,
Inc
4
Contents
Through the neighborhood services centers and special projects, MCAEOC provides a
community-based system of service provision to and advocacy for the poor to meet
their needs and to enhance the quality of lives, regardless of race, religion, sex, age,
disability or national origin. MCAEOC provides some services directly and refers
people to other available services. Some of MCAEOC’s activities focus on meeting
the immediate and basic needs of the poor (e.g., food and shelter); other activities
facilitate long term effects (e.g., education and employment).
ELIGIBILITY
Eligibility is primarily determined by income guidelines established by the U.S. Office
of Management and Budget. MCAEOC staff will assist families and individuals in
determining their eligibility.
RESOURCES
MCAEOC is a non-discriminating, non-profit organization which receives local, state,
federal, and foundation funds.
Early Childhood Education
Health and Nutrition Services
Head Start
Early Head Start
Healthy Start
Arkansas Better Chance
Housing Services
Arkansas Better Chance School for
Housing
Success
Migrant and Seasonal Head Start
Social Services
HIPPY
Emergency Food & Shelter
MIECHV HIPPY
Employment Services
Education & Training Services
Income Counseling
Workforce Development
Transportation
Information and Referral Services
Good Samaritan Food
Toys for Children
Energy Services
Home Energy Assistance Program
(HEAP)
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Youth Development
MCAEOC Governing Board
Public Sector
Terri Brassfield
Mayor James Sanders
Mr. Sylvester Belcher
Mrs. Marilyn Looney
Mayor Sissy Winford
Ms. Linda Donovan
Private Sector
Mrs. Faye Ford, Secretary
Rev. Eddie Echols
Ms. Beth Thomas
Ms. Gloria Phillips
Edward Richardson
Jackie Seals, Finance
Community Sector
Mrs. Eloise Moore, Chairperson
Ms. Mittie Carter
Mr. Steven Ledbetter
Ms. Saundra Greene
Mr. Letroy Gathen
Ms. Jennifer Alvarado
Consultant
Attorney Brent Martin
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MISSISSIPPI COUNTY, ARKANSAS ECONOMIC OPPORTUNITY
COMMISSION, INC.
COMBINED ANNUAL REPORT
As of December 31, 2013
Asset
. Cash in Bank
. Inventory
$1,035,931.00
11,073.00
. Cash Receivable Funnding Source
. Accounts Receivable: Clients
. Accounts Receivable: Other Programs
75,194.00
104,404.00
11,163.00
1,237,765.00
FIXED
ASSESTS
. Program Real Estate
. Facilities Building
. Accumulated Depreciation
2,567,509.00
1,758,719.00
-2,299,985.00
2,026,243.00
OTHER ASSETS
Utility Depos. its
148.00
Total Assets:
148.00
$
3,264,156.00
LIABILITIES AND
NET ASSESTS
Accounts Payable: Operations
205,872.00
Accounts Payable: Other Programs
103,178.00
Accounts Payable: Interest Income
State Income Tax Payable
State Unemployment Payable
. Group Insurance Preminum Payable
Cancer Insurance Payable-AI
Cancer Insurance Payable -AF
Employee Life Insurance
. Benevolent Fundd Payable
. Refundable Advances
. Notes Payable: LISC
Note Payable Other
1,884.00
18,838.16
22,317.20
26,448.94
16.24
1,517.10
52,761.54
3,758.82
420,906.00
17,672.89
22,475.11
Total Liabilities:
Net Assets:
$
897,646.00
Net Assests: Unrestricted
278,934.00
Net Assets: Temporary Restricted
2,087,576.00
TOTAL NET ASSETS:
$
2,366,510.00
TOTAL LIABILITIES AND NET ASSETS:
$
3,264,156.00
7
REVENUES
INGRESOS
GRANT INCOME
INGRESO DE OTORGAMIENTO
IN-KIND DONATIONS DONACIONES DE EN-BONDAD
EXPENITURES
GASTOS
Personnel
Fringe
Equipment
Supplies
Training
Others
Personal
Beneficios
Equipo
Suministro
Entrenamiento
Otros
$
3,191,616.00
FEDERAL FUNDS
Head Start
Early Head Start
Healthy Start
Commodities
Home Entergy Assistance
Community Service Block Grant
CSBG Discretionary Grant
MECHV (Hippy)
TOTAL FEDERAL FUNDS:
13,790,455.00
STATE FUNDS
Hippy
LOCAL & PRIVATE FUNDS
INKIND
TOTAL AGENCY
FUNDING:
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$
17,115,267.00
$
13,762,933.00
6,963,263
2,501,205
60,256
1,367,821
59,269
2,811,119
TOTAL EXPENSED:
TOTAL STATE FUNDS:
13,923,651.00
1,422,169.00
390,768.00
3,191,616.00
$ 18,795,008.00
Audit Report
According to an independent auditors’ report dated May 2, 2014, from
S & P Company, a Certified Accountants and Consultants firm located in Little
Rock, Arkansas; Mississippi County, Arkansas Economic Opportunity Commission, Inc. had no findings or questioned cost in its audits performed on the
fiscal year ending on December 31, 2013. Information from audits are
shared annually with the Policy Council, staff and reviewed with the Governing Board.
Según un informe auditoria independiente fechado el 2de Mayo del
2014, de S & P Company (Compañia S & P), una empresa de Contadores y
Consultantes Certificados ubicado en Little Rock, Arkansas; Condado de Mississippi, Arkansas Comisión de Oportunidad Económica, Inc., no hubo conclusions en sus auditorías realizados el año fiscal terminando el 31 de Diciembre del 2013. Información de auditorías se comparte anualmente con staff,
el Consejo de Póliza, y se revisa con el Consejo Gobernante.
9
Goal 1: Low-Income people become more self-sufficient
National Performance Indicator 1.1
Total
Employment
The number and percentage of low-income participants in Community Action employment initiatives
Unemployed and obtained a job
Enrolled in Programs
Planned
Outcomes
Percentages
39
55
39
Employment Supports
The number of low-income participants for whom barriers to initial or continuous employment are reduce or
Obtained skills/competencies
for employment
Enrolled children in before or
after school programs
924.00
Planned
200.00
Outcomes
Percentages
Enrolled in Program
924.00
0.00
Planned
50.00
Outcomes
100.000
Percentages
Obtained access to reliable
transportation and/or driver’s
license
784.00
Planned
Outcomes
300.00
796.00
Percentages
Enrolled in Program
Obtained health care services
for themselves or family member
Obtained safe and affordable
housing
Obtained non-emergency LIHEAP energy assistance
10
Planned
Outcomes
Percentages
2,021.00
800.00
2,021.00
9.00
Planned
Outcomes
Percentages
Enrolled in Program
8.00
9.00
3,642.00
Planned
2,000.00
Outcomes
Percentages
3,642.00
Planned
Outcomes
Goal 1: Low-income people become more self-sufficient.
41.00
0.00
Economic Asset Enhancement and utilization
The number and percentages of low-income households that achieve an
increase in financial assets and/or financial skills as a results of Community Action assistance, and the aggregated amount of those assets and
resources for all participants achieving the outcomes, as measured by
one or more of the following:
Number and percent of participants in tax preparation programs who
qualified for any type of Federal or State tax credit and the expected
aggregated dollar amount of credits
Number and percent of participants demonstrating ability to complete
and maintain a budget for over 90 days
Number and percent of participants pursuing post-secondary education
with accumulated IDA or other savings
Additional Measures
Number of Households which obtain
home ownership
Number of Households which maintain home ownership
Enrolled in Program
Total
331.00
Planned
Outcomes
Percentage
Enrolled in Program
300.00
331.00
Planned
Outcomes
Percentages
Enrolled in Program
25.00
15.00
Planned
Outcomes
Percentages
32.00
18.00
Planned
4.00
Outcomes
Progressing
Planned
5.00
0.00
4.00
Outcomes
Progressing
4.00
0.00
Planned
8.00
15.00
18.00
Goal 2: The condition in which low-income people live are improved
Community Improvement and Revitalization
Increase in, or safeguarding of threatened opportunities and community
resources or services for low-income people in the community as a result of Community Action projects/ initiatives or advocacy with other
public and private agencies, as measured by one or more of the following:
Jobs created, or saved, from reduction or elimination in the community.
11
Safe and affordable housing
units created in the communi-
Safe and affordable housing units in the
community preserved or improved through
construction, weatherization or rehabilitation
Number of Projects or initiatives
6.00
Planned
55.00
Number of Opportunities and/or
Community Resources preserved
or Increased
41.00
Planned
4.00
6.00
Planned
8.00
or increased
10.00
Planned
4.00
2.00
Planned
41.00
or increased
Accessible safe and affordable health care services/
facilities for low-income people created, or saved
from reduction or elimination
Accessible safe and affordable child care or child
development placement opportunities for lowincome families created, or saved from reduction or
12
4.00
Planned
2.00
11.00
Planned
800.00
or increase
2,087.00
Planned
3.00
3.00
Planned
15.00
Accessible before-school and after-school program placement
opportunities for low-income families created, or saved from
reduction or elimination
Accessible new or expanded transportation resources or those
that are saved from reduction or elimination, that are available
to low-income people, including public or private transportation
Accessible or increased educational and training placement
opportunities, or those that are saved from reduction or elimination, that are available for low-income people in the community, including vocational, literacy, and life skill training, ABE/
GED, and post secondary education
Community Quality of Life and Assets
The quality of life and assets in low-income neighborhoods are
improved by Community Action initiative or advocacy, as
measured by one or more of the following:
13
Number of Opportunities and/
or Community Resources preserved or increase
32.00
Planned
1.00
0.00
Planned
100.00
Community Resources preserved or increased
0.00
Planned
2.00
7.00
Planned
300.00
795.00
Planned
2.00
2.00
Planned
20.00
9.00
Accessible before-school and after-school program placement
opportunities for low-income families created, or saved from
reduction or elimination
Accessible new or expanded transportation resources or
those that are saved from reduction or elimination, that are
available to low-income people, including public or private
transportation
Accessible or increased educational and training placement
opportunities, or those that are saved from reduction or elimination, that are available for low-income people in the community, including vocational, literacy, and life skill training,
ABE/GED, and post secondary education
Community Quality of Life and Assets
The quality of life and assets in low-income neighborhoods
are improved by Community Action initiative or advocacy,
as measured by one or more of the following:
14
or increase
32.00
Planned
1.00
0.00
Planned
100.00
Community Resources preserved or
increased
0.00
Planned
2.00
7.00
Planned
300.00
increased
795.00
Planned
2.00
2.00
Planned
20.00
increased
9.00
Increase in the availability or preservation of community
facilities
Increase in or preservation of neighborhood quality-of-life
resources
Planned
8.00
Number of Projects
or initiatives
Planned
5.00
200.00
Number of Opportunities and/or Community Resources
preserved or increased
Planned
1,141.00
Number of Projects
or initiatives
Planned
11.00
Number of Opportunities and/or Community resources
preserved on increased
7.00
275.00
399.00
Community Engagement
The number of community members working with community Action to improve conditions in the community
Number of community members mobilized by Community
Action that participate in community revitalization and anti
-poverty initiatives
Number of volunteer hours
donated to the agency (this will
be ALL volunteer hour
Planned
675.00
Total contribution by
Community
Planned
496.00
5,775.00
Total contribution by
Community
4,589.80
Planned
4.00
Outcomes
41.00
Progressing
4.00
Exited
0.00
Additional Measures
Increase in value of homes as a result of rehabilitation projects (Reports number of homes with increased value)
(Count walk-a-way as exited)
Chart
15
Goal 3: Low-income people own a stake in their community
Community Enhancement through Maximum Feasible Participation
The number of volunteer hours donated to Community Action.
Total number of volunteer hours donated by low-income individuals to Community Action (This is ONLY the number of
volunteers hours from individuals who are low-income).
Planned
1200.00
Outcomes
2,083.50
Community Empowerment through Maximum Feasible Participation
The number low-income people mobilized as a direct result of
Community Action initiative to engage in activities that support and promote their own well-being and that of their community, as measured by one or more of the following:
Number of low-income People participating in formal community organization, government, boards or councils that provide
input to decision-making and policy-setting through Community Action efforts
Planned
Outcomes
Number of low-income people acquiring businesses in their
community as a result of Community Action assistance
Number of low-income people purchasing their own home in
their community as a result of Community Action assistance
Number of low-income people engaged in non-governance community activities or group created or supported by Community
Action
Planned
50.00
219.00
0.00
Outcomes
0.00
Planned
0.00
Outcomes
0.00
Planned
125.00
Outcomes
249.00
Goal 4: Partnership among supporters and providers of services to low-income people are achieved.
Expanding Opportunities through Community-Wide Partnership
The number of organization, both public and private, that Community Action actively
works with to expand resources and opportunities to achieve family and community
outcomes
Non-Profit
Faith Based
Local Government
16
Planned Number of Organizational Partnerships
Number of Organizational
Partnership
Partnerships
15.00
15.00
4.00
4.00
8.00
Number of Organizational Partnerships
School Districts
8.00
Planned Number of Organizational Partnership
4.00
Partnership
4 .00
CHART
Goal 5: Agencies increase their capacity to achieve results.
Agencies Development
The number of human capital resources available to Community Actions that increases agency capacity to achieve
family and community outcomes, as measured by one or
more of the following:
Number of board members
attending trainings
Hours of staff trainings
Hours of board members in
trainings
Planned
38.00
Actual
35.00
Planned
9,300.00
Actual
1,224.70
Planned
328.00
Actual
58.00
Goal 6: Low-income people, especially vulnerable population, achieve their potential by strengthening family and other supportive environments
Independent Living
The number of vulnerable individuals receiving services
from Community Action who maintain an independent living situation as results of those services:
Senior Citizens (seniors can be reported twice, once under
Senior Citizens and again if they are disabled under individuals with Disabilities, age 55-over)
Planned
200.00
Actual
72.00
Planned
1.00
Actual
2.00
Planned
28.00
Planned
35.00
Planned
42.00
Actual
0.00
Planned
89
Actual
79
Individual with Disabilities
Ages: 0-17
Ages: 18-54
Ages: 55-over
Total individuals with disabilities
17
Emergency Assistance
The Number of low-income individuals served by Community Action who sought
emergency assistance and the number of those individuals for whom assistance was
provided, including such services as:
Planned
Emergency fuel or utility payment funded by LIHEAP or
other public and private funding sources
Number Seeking
Assistance
Outcomes
1,430.00
1,445.00
1,436.00
Child and Family Development
The number and percentage of all infants, children , youth,
parents, and other adults participating in development or
enrichment programs who achieve program goals, as measured by one or more of the following:
Infant and children obtain age-appropriate immunization,
medical, and dental care
Infants and child health and physical development are improved as a result of adequate nutrition.
Children participate in pre-school activities to develop
school readiness skills
Children who participate in pre0school activities are developmentally ready to enter Kindergarten or 1 st grade.
Youth improve health and physical development
Youth improve social/emotional development
Youth avoid risk-taking behavior for a defined period of
time
Youth have reduced involvement with criminal justice system
Youth increase academic, athletic, or social skills for school
success
18
2,023.00
Planned
700.00
Outcomes
2,023.00
5,212.00
Planned
1,020.00
Outcomes
5,212.00
Planned
2,077.00
Outcomes
600.00
Planned
225.00
Outcomes
295.00
0.00
Planned
350.00
Outcomes
0.00
Planned
350.00
Outcomes
0.00
Enrolled in Program
0.00
Planned
350.00
Outcomes
0.00
Planned
350.00
Outcomes
0.00
Planned
350.00
Outcomes
0.00
Parents and other adults learn and exhibit improved parenting skills
Parents and other adults learn and exhibit improved family functioning skills
Parents and other adults
learn and exhibit improved
parenting skills
Parents and other adults
learn and exhibit improved
family functioning skills.
Planned
2000.00
Outcomes
2795.00
Planned
2000.00
Outcomes
2795.00
Planned
850.00
Outcomes
2,895.00
Planned
850.00
Outcomes
2,895.00
Enrolled
1,154.00
Planned
1,120.00
Outcomes
1,154.00
Enrolled
0.00
Planned
22.00
Outcomes
0.00
Planned
3.00
Actual
295.00
Planned
300.00
Actual
796.00
Planned
175.00
Actual
293.00
Planned
12.00
Outcomes
5.00
Planned
3,665.00
Outcomes
5,125.00
Planned
2,000.00
Outcomes
9,223.00
Family Supports (Seniors, Disabled and Caregivers)
Low-income people who are unable to work, especially seniors, adults with disabilities, and caregivers, for whom barriers to family stability are reduced or eliminated, as measured by one or more of the following:
Obtained food assistance(Pg.59)
Obtained non-emergency WX energy assistance( Pg. 60)
Service Counts
The number of services provided to low-income individuals and/or families as
measures by one or more of the following:
Food Boxes (Pg. 61)
Rides Provided (Pg. 61)
Information and Referral Calls (Pg. 61)
Number of participating families moving from homeless or transitional housing
into stable standard housing
Number of high consumption households realizing a reduction in energy burden
(example: weatherization, assurance 16, regular HEAP)
Other: Number of households realizing an increase in food-security (Example:
senior centers, congregate meals, Head Start
19
Other: Number of persons who’s health has improved since participating in
agency services (Example: dental clinic, family planning, home health care, and
drug treatment centers)
Planned
800.00
Outcomes
2,137.00
SUCCESS STORY
Blytheville Growing Healthy Communities Initiative
Second Quarter of 2013
The goal of the Blytheville Growing
Healthy Communities initiative is to
“increase awareness about having a
healthy lifestyle”. The team members
have made several presentations to
organizations encouraging physical
activity. They are also advocates for
healthy eating. Tamika Jenkins, one of
the team members, stated that, “We
encourage people to eat five to nine
fruits and vegetables every day and
motivate people to take advantage of
the community garden”. The Community Garden is located at 1100 Byrum
Road, which is located beside one of
MCAEOC’s Head Start centers. As of
June 30th, dozens of community
members have had the pleasure to
getter and collect plentiful fruits and
vegetables. The garden has an
abundant of harvest fruits and
vegetables such as corn, squash,
zucchini, hot peppers, tomatoes, okra,
crower peas, and watermelons.
20
MCAEOC IS PROUD TO ANNOUNCE ELIGIBILITY FOR 5 YEAR
NON-COMPETITIVE GRANT AWARD FOR HEAD START AND EARLY
HEAD START
21
Early Childhood Education Department
Head Start
Early Head Start
Arkansas Better Chance for School Success
Migrant and Seasonal Head Start
Operation Parenting Edge
School of the 21st Century of Yale University
Home Instructions for Parents Preschool Youngsters (HIPPY) USA
Maternal, Infant Early Childhood Home Visiting (MIECHV HIPPY)
The Department of Early Childhood Education
serves infants, toddlers, expectant mothers and preschoolers.
Quality Initiatives
Researched Based Curriculum
Computer Learning In Each Preschool Classroom
Abundance Of Classroom Supplies
Appropriate Playground Equipment
Low Staff:Child Ratio
Qualified Staff with Degrees In Early Childhood Education & CDA
Quality Individualized Education
State Approved Quality Centers—Better Beginnings
Low Family Caseload Ratio
To apply, all applicants must have:
Child’s Immunization Record
Birth Certificate/proof of birth
Verification of Family Income
Social Security Cards
Medicaid Card (if applicable)
22
Early Childhood Education Department Funding Sources
Head Start, Early Head Start, Migrant and
Seasonal Head Start,
Head Start is a national program that promotes
school readiness by enhancing the socialemotional, physical, language and cognitive
development of children through the
provision of educational, health, nutritional,
social and other services to enrolled children
and families. Mississippi County Arkansas, EOC
serve 174 migrant and seasonal children as a
grantee, 607 preschoolers, 352 infant/toddlers
and 24 pregnant mothers, 36 HIPPY USA and 50
preschoolers in the HIPPY MIECHV.
PROGRAM DESCRIPTION
In 1964, MCAEOC, Inc. program established a
Head Start program in Dell, Arkansas to provide
comprehensive child development services to
economically disadvantaged children and
families, with a special focus on helping
preschoolers develop the early reading and
math skills they need to be successful in school.
By 1981, the Migrant Head Start program was
initiated for 100 children who were mobile over
the past year and were involved in agricultural
related work. In 1998, the Early Head Start
program was established to serve children from
birth to three years of age in recognition of the
mounting evidence that the earliest years
matter a great deal to children's growth and
development.
Head Start programs promote school readiness
by enhancing the social and cognitive
development of children through the provision
of educational, health, nutritional, social and
other services to enrolled children and families.
They engage parents in their children's learning
and help them in making progress toward their
educational, literacy and employment goals.
Significant emphasis is placed on the
23
HIPPY, USA
The achievement gap appears well before
children enter kindergarten. Children who begin
school having missed critical early learning
opportunities are already at risk for failure in
school.
Home Instruction for Parents of Preschool
Youngsters (HIPPY), is funded for 36 children.
HIPPY is an evidenced-based early learning
program, addresses these issues by supporting
parents in their critical role as their child’s first
and most influential teachers. In the HIPPY
model, peer home visitors deliver 30 weeks of
high quality school readiness curriculum directly
to parents who then work with their own three,
four, and five year-old children. Using the HIPPY
books and curriculum, parents spend one-on-one
time each day reading books with their
children and teaching them school readiness
skills.
HIPPY helps parents empower themselves as
their children's first teacher by giving them the
tools, skills and confidence they need to work
with their children in the home. The program was
designed to bring families, organizations and
communities together and remove any
barriers to participation that may include limited
financial resources or lack of education.
involvement of parents in the administration of
local Head Start programs.
Toddlers during outdoor play
Early Childhood Education Department Funding Sources
MIECHV HIPPY
The MIECHV program is designed to strengthen and
improve programs and coordination of
services for at-risk communities and to improve
outcomes for those families. The Health
Resources and Services Administration (HRSA) and
the Administration for Children and Families (ACF)
see home visiting as one of several
strategies embedded in a quality early childhood
system that promotes maternal, infant and early
childhood health, safety and development, as well
as strong parent-child relationships.
MCAEOC received funding for 50 children beginning April 2012.
Based on our program research, HIPPY was named
one of seven home visiting models that meets the
evidence-based criteria of the
Maternal, Infant, Early Childhood Home Visiting program (MIECHV). Because of the positive
outcomes of our research, HIPPY is uniquely
positioned to help states and communities
Arkansas Better Chance For School Success
MCAEOC participates in the Arkansas Better Chance
(ABC) program. ABC is a state-funded
preschool program that provides high-quality
early care and education to Arkansas’ young
children, 3 to 5 years of age. Currently, the
program is funded for 316 children. MCAEOC’s ABC
program provides preschool children with the skills,
enrichment, and learning opportunities that increase their chances of future success in school. All
ABC teachers are highly trained in
developmentally appropriate practices for the education
of young children.
Teachers are required to meet higher education
guidelines set forth by the Division of Child Care and
Early Childhood Education, Arkansas
Department of Human Services and the State Board
of Education. Classrooms are evaluated
annually and must maintain high scores in
24
classroom environment and safety. Income
eligibility for the ABC program permits a family to
have an income of up to 200% of the federal
poverty level. This higher income level allows
MCAEOC to offer programming to families that
otherwise would not qualify under the Head Start
income guideline of 100% FPL.
The ABC program at MCAEOC began in 1992 with
6 classrooms with funding for 111 children. Since
that time, MCAEOC has continued to
expand its ABC program and currently offers program services to 316students in 19 classrooms
across Mississippi County, AR. Arkansas Better
Chance classrooms are located in the
following communities: Blytheville, Gosnell,
Leachville, Luxora, Manila, Osceola, and Wilson..
Why Head Start?
It may be noted that MCAEOC has been awarded
three stars for its quality rating. High quality child
care and early childhood education sets the stage
for how well our children learn, how they think of
themselves and how they interact with their
world. We as parents, early childhood educators
and a community have a responsibility to make
sure all of our children have the very best
experiences they can.
Why Choose Quality?
High quality child care and early childhood
education sets the stage for how well our children
learn, how they think of themselves and how they
interact with their world. See more at:
http://www.arbetterbeginnings.com/about-us/
why-choose-quality#sthash.SLkgcucb.dpuf
Better Beginnings Centers With Three Stars
Child Care Centers must complete all standards for Level 1, Level 2 and Level 3
Administrator Requirements
 Accrues at least 135 clock hours of education and/or training in child development/early
education and administration.
 Completes 25 clock hours or more each year of additional training in child development/
early education and administration.
 Completes a self-assessment of the program’s support for families.
 Tries new ideas to strengthen partnerships with families.
Staff Requirements
 Accrues 15-45 clock hours or more of training in child development/early education.

Completes at least 25 clock hours of additional training each year.

Maintains a portfolio for each child that shows the child’s progress over time.

A portfolio often includes samples of the child’s work, photographs and staff notes
about the child’s activities.
Facility Requirements
 Meets or exceeds a designated score on a rating of administrative quality.

Meets or exceeds a designated score on a rating of classroom quality.

Provides at least three interest centers in each classroom.

Interest centers focus on a particular type of play and learning, such as blocks, art, books
or pretend play.
Develops a current written curriculum plan and daily activities that include learning goals.
 A curriculum plan gives direction to planning and activities for all classes.

Daily activities in each class are planned to support the child’s learning and development.

Shares with families’ information on nutrition and physical activity for children.
- See more at: http://www.arbetterbeginnings.com/about-us/what-better-beginnings/centers/3star#sthash.UjtbSktE.dpuf
25
BETTER BEGINNINGS CERTIFICATIONS
CENTER
Date Certified
03.04.2011
ELIGIBLE FOR 3*
APPLICATION
LEVEL 3
CERTIFICATION
EXPIRES
Open
A-1 CHILD CARE CENTER
AEROPLEX MIGRANT
11.23.2012
LEVEL 3
Open
ANC-CHILDREN CARE CENTER
12.14.2011
LEVEL 3
Open
BUFFALO ISLAND CHILD CARE CENTER
11.23.2011
LEVEL 3
Open
BLYTHEVILLE HEAD START CENTER
03.30.2011
LEVEL 3
Open
EOC CHILDCARE CENTER
CARUTHERSVILLE, MO
HARRISON EARLY HEAD START
JOINER HEAD START COMMUNITY CENTER
KEISER MIGRANT HEAD START CENTER
NO QUALITY SYSTEM IN MISSOURI
CENTER
4-21-2014
12.15.2011
NOW
LEVEL 3
LEVEL 3
Closed
Open
12-15-2014
LEACHVILLE MIGRANT
HEAD START CENTER
LUXORA ABC CENTER
05-05-2014
LEVEL 3
Open
5-12-2014
05-19-2014
LEVEL 3
LEVEL 3
Open
Open
MCAEOC EARLY HEAD START CENTER
05-22-2014
LEVEL 2
Open
MCAEOC WILEY CENTER
05-12-2014
LEVEL 2
Open
OSCEOLA MIGRANT HEAD START CENTER
12-05-2011
06.15.2012
12-05-2014
ARKANSAS AEROPLEX REGIONAL
02.10.2014
LEVEL 3
02.10.2017
KEISER REGIONAL HEAD START
LUXORA HEAD START
CENTER
03.07.2014
NOW
LEVEL 3
CLOSED
03.07.2017
MANILA HEAD START CENTER
01.15.2014
LEVEL 3
01.15.2017
WILSON CHILD DEVELOPMENT CENTER
12.16.2013
LEVEL 3
12.16.2016
4-21-2014
LEVEL 2
OPEN
MCAEOC MIGRANT HEAD
START CENTER
BLYTHEVILLE PUBLIC SCHOOLS PRE-K (Early Childhood Partner)
KEISER MIGRANT –EARLY HEAD START
MCAEOC Early Childhood Education Program has obtained Level 3 certifications for 14
(70%) of its 20 operational facilities. Level 3 is the highest level of certification that can be
achieved. Three other centers have achieved Level 2 certifications. One site is located in Missouri and does not participate in the Quality Rating System. The remaining two sites are partners. The agency is working closely with these two partners in support of them in their efforts
to achieve a high level of quality as well.
*Indicates certificates are forthcoming
26
Head Start children: Who are we?
Head Start programs serve children and their families from
a variety of backgrounds:



53% were 3 years old at program entry and 47% were 4.
100% attended “full-day” Head Start program.
29% were younger than 1 year old at program entry 36%
older than 1 year old attended “Early Head Start” 35%
were 2 year old.
Children Come from Diverse Backgrounds
1%
0%
4%
3%
15%
White
African American
26%
Hispanic/Latino
American Indian or Alaskan Native
Asian or Pacific Islander
Multi-racial or Bi-racial
Other
51%
27
Head Start Serves children of all Abilities
By the end of their first year, approximately 10% of children are identified having
disability defined as having had a professional indicate that the child had a
development problem, delay, or other special need.
The vast majority of children with disability had a speech and language impairment
and 3.47% of children with an identified disability had multiple impairments. 52.08%
of children with disability had an individual Education Plan (IEP) or individual Family
Service plan (IFSP). Such plans create opportunities for teachers, parents, school
administrators, and related services personnel to work together to improve educational results for each child in need.
What Is a Special Need?
 Speech or Language Impairment includes difficulty in communicating.
 Cognitive Impairment includes mental retardation, autism/pervasive development
delay, and other developmental delays.
 Behavioral/Emotional Impairment includes behavior problems, hyperactivity, and
ADHD.
 Sensory Impairment includes deafness, other hearing impairment, blindness, and
other visual impairment.
 Physical Impairment includes motor impairments.
Types of Special Need
4%
3%
3%
2%
0%
Speech or
Language
28
Cognitive
0%
0%
0%
Behavior/
Emotional
Sensory
Physical
Feeling Good? Head Start Children’s Health
Health and Wellness
After completing 1 year of Head Start, 57% of children were reported by their parents as
being in “excellent” or “very good” health, 6% were “good”, and 37% were considered in
“fair” or “poor” health. After
Healthy Habits, Healthy Children
 Promote physically active games and play
activities
 Serve fresh fruit and water (rather than juice)
 Serve low-fat milk instead of whole milk
 Serve child-sized portions-a child’s fist=1
portion!
 Limit children’s TV and “non-active” time
Weight and Obesity
Childhood obesity is a growing health problem, linked to short– and– long– term negative
physical, social, and emotional outcomes . In the spring, 57% of children were within
normal weight ranges. However, more than 37% of children were considered
“overweight” or “obese,” defined as having a Body Mass Index (BMI) at or above the
37th percentile for age and gender.
When comparing children of different
backgrounds, 65% of Hispanics/
Latino children were above the normal weight range. In contrast, approximately of African– Americans
(51%) and Caucasian (15%) children
were above normal weight range.
Childhood obesity is a
growing health problem,
linked to short-and longterm negative physical, social, and emotional outcomes.
29
Obese
21%
Overweight
16%
Under Weight
6%
Normal Weight
57%
What Does a Typical Head Start Family Household Look Like?





4-5 family members
24% of children live with both of their biological/adoptive parents and
approximately 76% live in single-parent households.
57% of fathers were employed and half work full-time.
40% of mothers were employed and half work full-time.
43% of mothers and 57% of fathers had at least a high school education.
30
2013 Required Budgets to Meet Head Start Act
January to December
Migrant and Seasonal
2013 Fiscal Year
Head Start PY 02/1/13—
01/31/14
Support and Revenues
BUDGET
BUDGET
Funding Sources
1,394,820
1,411803
Total Support and Revenue
Expenses
Personnel Cost
Consultant & Contract Services
Education & Training
Travel
1,394,820
1,411,803
1,269,682
9,000
8900
7,182
1,128,453
23,504
1,800
47,796
Space Cost & Rental
38,012
103,688
Consumable Supplies
40,828
68,243
Equipment Maintenance and Rental
1,000
18,000
Communications
13,016
0
Other Costs
7,200
20,319
TOTAL EXPENSES
31
$ 1,394,820
$
1,411,803
2013 Fiscal Year
Head Start
Early Head Start
Budget
Budget
Funding Sources
3,282,013
4,451,045
3,282,013
4,451,045
2,720,359
3,749,612
25,000
63,000
56,592
134,470
Travel
88,100
77,009
Space Cost & Rental
127,667
145,679
Consumable Supplies
147,870
152,221
63,821
57,321
Communications
30,361
25,000
Other Costs
22,243
50,733
3,282,013
4,451,045
Expenses
Personnel Cost
TOTAL EXPENSES
32
2014 Fiscal Year
Head Start
Early Head Start
Budget
Budget
Funding Sources
3,282,013
4,451,045
3,282,013
4,451,045
2,720,359
3,749,612
25,000
63,000
56,592
134,470
Travel
88,100
77,009
Space Cost & Rental
127,667
145,679
Consumable Supplies
147,870
152,221
63,821
57,321
Communications
30,361
25,000
Other Costs
22,243
50,733
3,282,013
4,451,045
Expenses
Personnel Cost
TOTAL EXPENSES
33
USDA Nutrition Assistance Program
The USDA Nutrition Assistance Programs provide Head Start children access to a healthful diet
and nutrition education through the Child and Adult Care Food Program (CACFP) and disaster
assistance. CACFP plays an important role in improving the quality of services for Head Start
children and their families by making meals more affordable. Through CACFP, more than 3.2
million children receive nutritious meals and snacks each day.
CACFP reimburses centers at free, reduced-price, or paid rates for eligible meals and snacks
served to enrolled children, targeting benefits to those children most in need. Through the
USDA, CACFP provide breakfast, lunch and snacks for families enrolled in our Head Start
program.
2013 Head Start and Early Head Start USDA
Migrant and Seasonal Head Start USDA reimbursements are separate according to the State children
are enrolled. MCAEOC operates a center in Caruthersville, Missouri. Therefore, you will find that
the Migrant and Seasonal Head Start Program USDA report separated according to the State and
number of meals served.
34
2013 Migrant & Seasonal Head Start USDA Reimbursement
Missouri USDA Reimbursements
Arkansas USDA Reimbursements
35
2013 Head Start USDA Reimbursements
$90,000
$80,000
Lunch
$70,000
Snack
$60,000
Total Reimbursement
$50,000
$40,000
$30,000
$20,000
$10,000
$-
36
Breakfast
MCAEOC EARLY CHILDHOOD DEVELOPMENT
END OF MONTH ENROLLMENT
Section 641A(h)(2) of the Head Start Act requires all Head Start programs to
report on a monthly basis their actual enrollment and, if their actual enrollment is less than their funded enrollment, the reasons for this shortfall. In order to facilitate this reporting, the Office of Head Start has established a new
website in order to report enrollment each month.
700
600
500
400
300
200
100
0
37
Head Start
Early Head Start
Migrant & Seasonal Head Start
Head Start parent graduation
from Arkansas Northern College
Family and Community
Partnerships
Head Start offer parents opportunities and support for growth, so that they can identify their
own strengths, needs and interests, and find
their own solutions. The objective of Family
Partnerships is to support parents as they
identify and meet their own goals, nurture the
development of their children in the context of
their family and culture, and advocate for communities that are supportive of children
and families of all cultures. The building of trusting, collaborative relationships between
parents and staff allow them to share with, and to learn from one another.
Head Start serves families within the context of the community, and recognizes that
many other agencies and groups work with the same families. The objective of
Community Partnerships is to ensure that the program collaborate with partners in their
communities, in order to provide the highest level of services to children and families, to
foster the development of a continuum of family centered services, and to advocate for a
community that shares responsibility for the healthy development of children and
families of all cultures.
What Does a Typical Head Start Family Household Look Like?

4-5 family members

24% of children live with both of their biological/adoptive parents
and approximately 76% live in single-parent households.

57% of fathers were employed and half work full-time.

40% of mothers were employed and half work full-time.

43% of mothers and 57% of fathers had at least a high school education.
38
Parents attend End of
Year Celebration at
Head Start Center
Composition of Head Start Families
Working and/or in Training
Head Start
Migrant & Seasonal
Head Start
Early Head Start
Families participating in a goal setting process
resulting in a Family Partnership
Agreement
100%
100%
100%
Two parent families
22.79%
53.39%
18.06%
Single parent families
77.21%
46.61%
81.94%
Two parents employed
26.11%
100%
42.68%
One parent employed
52.23%
100%
41.16%
Both parents not working
21.66%
0%
15.85%
Parents in Training
12.74%
0%
9.76%
39
Parent Activities
Head Start hosts monthly parent meetings. Our parent meeting schedule
includes our calendar for the year. The training calendar explains what
training will take place and what month. Parents elect representatives to
serve on the Policy Council/Policy Committee. We encourage male
involvement every 2nd and 4th Friday of the month at different Head Start
Centers. We support literacy by way of the Lending Library and Parent
and Child Together (PACT) Time. We also had approximately 71
volunteers in our centers. We give our parents a monthly newsletter with
Information on various activities. At the beginning of the year, each enter
hosts an Open House.
40
41
Staff Education and Professional Development
Since the success of MCAEOC Head Start depends largely upon the qualification of its staff,
MCAEOC has implemented a system of professional development and educational opportunities.
MCAEOC supports staff in meeting these challenges by providing adequate and appropriate
supervision, regular feedback, and structured opportunities. It is important that staff are qualified to
carryout curriculums to meet the appropriate child development needs. Management and
administrative staff consist of highly qualified professionals with years of training and/or experience in
their area of expertise.
Currently, staff have begun pursuing degrees to meet the 2013 education mandates at least a
bachelor degree in Early Childhood Education (ECE). With the largest employment placement demand
for preschool teaching positions, preschool teachers currently exceed 90% degreed level and infant/
toddler staff creating a focus to attain more degrees in the infant/toddler teaching staff population.
Staff are pursuing degrees from Arkansas State University, University of Arkansas, Arkansas Northeastern College, Ashford University and Franklin University. Arkansas State University Childhood Services
and Arkansas Northeastern college has been awarded twelve (12) college hours for Child Development
Associates (CDA).
42
43
7 Family Outcomes from PFCE Framework
Family Well-Being
Positive Parent Child Relationships
Families as Life Long Educators
Families as Learners
Family Engagement in Transition
Family Connection to Peers & Communities
Family as Advocates and Leaders
44
45
Classroom Assessment Scoring System (CLASS)
Federal funding sources working together makes better School Readiness
outcomes for our children. This six month pilot program for migrant staff
will improve the teacher-child interaction.
Region XII Training and Technical Assistance of the
Migrant Branch providing 3 day training for CLASS to
MCAEOC Migrant and Seasonal staff during 2013 Pre-service.
46
CLASS OBSERVATIONAL TOOL
The Classroom Assessment Scoring System (CLASS) is an observational tool that
provides a common lens and language focused on what matters in the classroom which is
interactions that boost children learning process. Data from CLASS observations are used
to support teachers’ unique professional development needs and set agency wide goals.
This system is used with our Preschool classroom only at this point. The agency has five
staff members who are certified Trainer-of-Trainers. In addition, there are six staff
members who have been certified as observers. In which case, any of the preceding
qualify to conduct CLASS observation for the agency. During the prior program year,
CLASS observations were conducted in all classrooms two times.
Domains
Fall Averages
Spring Averages
National Averages
Emotional Support
Classroom Organization
Instructional Support
5.82
5.17
3.897
5.25
5.92
3.16
6.44
6.17
3.35
The chart above shows that the agency’s Spring scores are lagging behind the National Averages. In addition, the Spring Averages decreased in Emotional Support and Instructional Support. However, the agency is only two tenths of away from the National
Average in Instructional Support. This is the area noted to be challenging nation-wide. It
is expected that during the year to come that CLASS will be conducted in conjunction with
the child outcomes checkpoint periods. This data will be used for future professional development planning. Training is planned for August and September prior to the start of
our program year.
47
School Readiness
In our efforts to address the
educational needs of the children
and families in our program, Head
Start transitions children into
public school.
48

Head Start provides each school district the following: immunization record, medical record, Social Security number, birth certificate, and a current physical.

The constant flows of dialogue between school and Head Start is positive.

Head Start teachers spending a day in a kindergarten classroom is a plus.

The school librarian assisted with setting up Head Start’s library.

The kindergarten teachers provide a list of materials that Head Start children will
need to learn upon entering kindergarten.

All Head Start children receive a Kindergarten Readiness Calendar at the
beginning of the school year from the Arkansas Department of Education.

Head Start participates with all school districts in Family Night. Booths hold
displays for Pre-K through third grade that enhance math and literacy skills.

Each school district provides a kindergarten teacher/principal to visit the Head
Start centers to meet with parent.

At the end of the year, each Head Start child receives a transitional packet. This
packet include: ‘Parent’s Guide After Head Start, Kindergarten Readiness
Indicator’, Coloring Book with print enriched activities, Preschoolers Get Ready
to Read, and Kindergarten Learn to Read.
Spring 2013 Migrant & Seasonal Head Start
Child Outcomes
Birth to Three Data Analysis
The preceding are the results of the Child
Outcomes data as recorded by teachers for the
Spring marking period for the MSHS children in the
birth to three age groups. The data shows that the
children are matriculating as expected in more than
the majority of the seven areas of assessment.
Again, the agency has set as its goal for all children
to be ranking at or above the 80% in all areas. The
data shows that children are scoring at or above
the 80% in Social-Emotional, Physical-Fine Motor,
Cognitive and Literacy. The three areas identified
as concerns and are in need of improvement are
Physical-Gross Motor, Language, and Mathematics.
The education team has worked on the
school readiness goals to include these areas as
part of the plan for improvement and deficit removal. Teachers will continue to be monitored
closely to assure accuracy in the area of data input
so that the reports may be pulled at the appropriate times at the end of each marking period. In addition, data will be analyzed in more detail to assure that each observation is inclusive of enough
information and the appropriate time has been allotted in the observation of the skill to score children in the areas of met, exceed or below expectations. Education Coordinators and Education Specialists are slated for additional training in the
Teachings Strategies GOLD assessment system as
well as the Creative Curriculum.
49
Spring 2013 Migrant & Seasonal Head Start
Three to Five Data Analysis
Child Outcomes Report
The results of the Spring Assessment period for
the three to five year old children show that children are
at or above the 80% in all areas with the exception of
Mathematics. The cognitive area data shows that 78% of
the students are functioning at the met or exceed with
22% falling in the below ratings. The data also shows
that the language area shows a potential area of weakness with 19% of the children rated falling in the below
ratings. As a precaution, this area was addressed as a
weakness for the Spring reporting period. These areas of
weaknesses have been addressed in our school readiness
goals and a plan of action has been addressed.
As a point of reference, this is the first marking
period where teachers in the three to five, preschool,
category have used the Teaching Strategies GOLD rating
scale. This marks the official transition from the Core
Knowledge CK-PAT tool to the GOLD. In the CK-PAT tool,
children were assessed at two different levels, Level 1
and Level 2. With the GOLD, they are assessed on a continuum of growth, thereby, not warranting the need for
two levels of reports. All children were measured according to what is developmentally appropriate for their
age and stage of development according to research.
Teachers working with the preschool age children have experienced more exposure to using such assessment tools than the infant and toddler age children.
In addition, our more experienced staff has moved from
the infant and toddler area into the preschool area,
thereby, creating a continuous need to replace teachers
in the infant and toddler area. Many of the infant and
toddler teachers are less experienced whereas, the preschool teachers have Associates and Bachelors as opposed to CDA’s. I would like to attribute this to the
better performance in the preschool area of growth.
Fall 2013 Migrant and Seasonal Early Head Start
Child Outcomes
The Birth to Three Migrant and
Seasonal Program Summer 2013 child
outcomes assessment data shows that
children ranked in the 80% or above in four
of the seven areas in which they were assessed. Areas identified where children
were assessed and found to be performing
at or above the widely held expectations
are: Social Emotional, Physical-Fine Motor,
Cognitive and Literacy. Last marking period
showed the agency performing well in
these same four areas of development.
Within these four areas, compared to each
respectively for the previous and current
marking periods, there was a two to three
percentage difference in those performing
below expectation in all four areas. This
data shows that children assessed were
performing between the 81-94% in these
four areas over these two marking periods.
These areas are considered to be the agency’s areas of strength for the Birth to Three
Migrant and Seasonal population of children. The goal would be to continue with
this line of assessment and daily activities
that are being provided to the children by
the program staff.
The three areas that show children
functioning below widely held expectations
are: Physical-Gross Motor, Language, and
Mathematics. As is with the areas of
strength, these are the same areas identified as areas of weakness for the prior and
current assessment period.
50
Further training is warranted for teachers in these areas. Teachers will be mentored by their respective members of the Education Team. The color bands will be examined in order that teachers may obtain a
deeper understanding of what each level really means in connection with the actual assessed levels of performance. Additional information and materials will be explored in
order to make sure that teachers are properly equipped to make accurate determinations of assessment levels of children served.
Consultant and other resources will be utilized by Education staff members so that they
are able to provide the support needed by
teachers in these desired areas of growth.
FALL 2013 Migrant and Seasonal
Head Start
As shown in the preceding graph of
child outcomes data for the Summer 2013
marking period, one area is noted to be below
the targeted 80% goal which was previously
set by the agency. The area of identified
weakness is in Physical-Gross Motor skills
where 33% of the children assessed in this area were found to be functioning below the
widely held expectations for children of the
same age category across the nation. The
overall scores for all preschool-age children
assessed for Summer 2013 shows that the
agency’s children are performing as expected
across the spectrum, with the exception of the
area of gross motor skills.
Also, noted from the preceding graphs,
Language and Spanish Language assessment
scores are right on the border of the 80% set
by the agency. The remaining six areas shows
more than 80% of the children assessed by the
agency performing at the “met” or “exceed”
the widely held expectations. Since these two
areas are right on the border, they will be included in the agency’s areas that are in need
of improvement.
There were a total of four preschool
classrooms in session during this marking period. The staff in three of the four rooms has
remained at their assigned rooms for at least
three summer periods. In addition, these children remain with the same teachers during
the fall, winter and part of spring months
when they are identified as Head Start instead
of Migrant and Seasonal Head Start. This is
one positive factor that may be attributed to
the positive outcomes data for the Summer
51
marking period. One of the agency’s sites, located in Caruthersville, experienced quite an
unusual need for staff change due to illnesses,
staff vacations, and possibly other reasons. In
addition, the children’s enrollment at that site
resulted in number classes operated to be reduced from two to one.
The preschool teachers are scheduled to
receive additional materials and training on the
Creative Curriculum. The ‘Daily Resources’,
which is a part of the daily implementation of
the Creative Curriculum for Preschool, is the
new resource that they will be receiving. In addition, they will be properly trained on how to
utilize all of the different tools included. This is
the first time these teachers have used the Creative Curriculum GOLD assessment tool. They
are to be commended on their diligence in
getting all of the information into the software
for the identified marking periods. It is the goal
of the agency to have all teachers properly
trained in the implementation of the curriculum during this coming year. Properly trained
teachers should yield more favorable percentages of children performing in the ‘met’ or
‘exceed’ categories in the areas of PhysicalGross Motor, Language and Spanish Language.
Fall 2013 Early Head Start
Data Analysis and Summary
The Early Head Start Fall 2013 data
collection process shows that the agency did
well in four of the seven areas of assessment
and they are: Social-Emotional, Physical-Fine
Motor, Cognitive and Literacy. It may be
noted that these are the same areas of
development as the Migrant and Seasonal
Program where the agency is performing
above the 80% according to the widely held
expectations. Generally, children develop
Gross Motor skills much easier than Fine Motor, yet Fine Motor is not a problem area. The
education specialists will continue to support
teaching staff in these areas while providing
mentoring experiences for novice teachers.
This assessment period data shows that
the areas for improvement mirrors the data
for the Migrant and Seasonal program as well
in the areas of Physical-Fine Motor, Language
and Mathematics. The data show that between 24-28% of our children are performing
below the widely held expectations in these
areas. In the evaluation of assessment outcomes, physical-gross motor is the skill that is
first noted in the development of infants and
toddlers, however; it is the area that shows no
improvement from one marking period to
another. This occurrence could be the results
of children moving up to the preschool area
and younger ones are being assessed.
Possibly, the tool is not being applied properly
in relation to what is being captured in the
observations. Further examination of
observations and linking to the appropriate
skills will be done by the education
coordinators and specialists.
In the area of Language development,
the best teacher is daily practicing the correct
manner of communication. Teachers will be
practicing proper communication and
52
language at all times. Teacher will practice
scaffolding, use of extensions in conversation,
parallel talk, relating to daily life experiences
beyond dramatic play and reading stories,
introducing new words, asking open ended
questions and other research based activities
offered in the assessment tool in order to
facilitate rich language development in
children. There shall be books in all areas of
each classroom, words and pictures posted,
and reading throughout the day. Parents will
be involved in this skill because they have the
greatest opportunities for expanding the
child’s vocabulary and comprehension through
daily interactions and extending classroom
practices beyond the classrooms.
Math will receive more attention in skills
building. Teachers will be provided more
materials to help in its development such as
books, game ideas, and appropriate
manipulatives. Counting will occur throughout
the day. Teachers will be encouraged to use
daily, routine activities to enhance the fact that
math is all around us. They will be instructed
of new ways to write observations in a manner
that properly reflects what is happening during
the desired skill acquisition.
Head Start Child Outcomes Report
Winter 2013-14 Data Analysis and Summary
This is the second reporting period since
the Head Start teachers have been using the
Creative Curriculum Teaching Strategies GOLD
for assessing children. The Fall numbers were
not as pleasing as MCAEOC would like to see
them to be as compared to prior marking periods when the program was still using the Core
Knowledge Curriculum. During prior marking
periods where the program was using the CKPAT as an assessment tool, they were thoroughly familiar with the process of assessment
and documentation used with CK-PAT. Out of
the thirteen areas of assessment used by that
tool, there would routinely be two to three areas identified for improvement in any one marking period. This Fall, when the program
switched from using CK-PAT to TS-GOLD, the
data showed that six of nine areas assessed fell
below the agency’s goal and were identified as
needing improvement.
This information was used as a stepping
stone for improvement. All Education Coordinators are assigned to a center where they are
to mentor the teachers at the sites. Education
Coordinators were trained on how to use the
assessment tool, how to view the data as teachers input observations while linking them to
skills and how to support teachers by giving input on how to improve their skills. Implementation of the previously stated strategies reflects
more favorable results in the Winter data.
The outcomes data shows that the
percentages of children being scored in the met
or exceed the widely held expectations have
increased by an average of 22% in seven of the
nine areas of assessment. Children scored the
same in Spanish Language but experienced a
21% decrease in Spanish Literacy. The why of
the sharp decrease in the Spanish Literacy is yet
53
to be figured. One might also be interested to
know that only 19 children were assessed in
the Spanish Language and Literacy areas. While
we applaud the staff for their hard work and
dedication in the agency’s efforts to raise the
percentages in all areas, it is noted that there
are only three areas in which the agency
scored above the previously set goal of
80%.These areas are Physical-Fine Motor,
Literacy, and Spanish Language. Thus, there is
a need for improvement in the areas of Social
Emotional, Physical-Gross Motor, Language,
Cognitive, Mathematic and Spanish Literacy
Development. The strategic plan previously
implemented by the agency will be continued
with a focus on increasing acquisition of skill
development in these areas. Spring checkpoint
outcomes will be compared to Winter
checkpoint outcomes to determine the
effectiveness of these plans. It is the goal of
the agency to increase performance data outcomes to or above the levels noted in the
Spring 2013 data where Language and Math
Development were the only areas identified as
needing improvement.
Head Start Child Outcomes Report
Winter 2013-14 Data Analysis
and Summary
Attendance data was examined for the
Head Start children as well. This data shows
that 256 of the 531 children assessed during the
Winter marking period missed 10 or more days
from school. On the other hand, 224 of the children assessed missed 5 or less days during the
assessment period. In our two classes that are
located in the public school, children attendance
data was more promising. Of the two classrooms with 19 children enrolled at any one
time, 16 of those children missed 5 or fewer
days during the Winter assessment period. Although the attendance in our regular in house
Head Start classrooms had between 3 and 14
children in any one class to miss more than 10
days during the assessment period, it appears
that parents of children attending ‘public
school’ believes that regular attendance is important to their child’s education.
54
Early Head Start Spring 2013-14
SUMMARY AND ANALYSIS
The Spring Marking Period showed some improvement in some areas and some loss of percentages of students performing at or above the Widely
Held Expectations (WHE). The Spring Marking Period
showed that the agency fell below the previously set
goal of 80% in three of the seven developmental areas. These areas are the same for all three reporting
periods: Physical-Gross Motor, Language, and Mathematics. Physical-Gross Motor showed a one percent
decline from the first to the second and the second to
the third marking period. This was not such a devastating decline, but it so happens to be one of the areas identified as an area of improvement over a period
of time. Language remained the same from the first
to the second marking period but made a three percent decline between the second and third marking
period. Mathematic percentages made a sharp seven
percent drop between the first and second marking.
The numbers reflected in Chart 1 below shows that
there was a twelve percent favorable increase between
the second and the third marking periods.
55
EARLY HEAD START
FALL
WINTER
SPRING
Social Emotional
Development
86%
85% ▼
88% ▼
Physical- Fine Motor
Development
77%
76% ▼
75% ▼
Physical-Gross Motor
Development
89%
92% ▼
90% ▼
Language Development
73%
73% ˭
70% ▼
Cognitive Development
83%
87% ▼
83% ▼
Literacy Development
85%
85% ˭
82% ▼
Mathematics Development
72%
65% ▼
77% ▼
Chart 1
Even though there was an increase of twelve percent for Mathematics Development between the
second and third marking periods, it was not quite
enough for agency to count this as an area where
80% of the students are performing at or above
the WHE.
The previously identified areas of for improvement have already been identified in the
agency’s School Readiness Goals and will be updated to show this reporting period. Planning is in
progress for the month of August that will address
each of these identified areas. There has been a
reassessment of the duties of the Education Coordinators as well. These changes will afford the coordinator the opportunity to provide more individualized attention to teachers who are in need of
additional support and those who may be new to
the program in the coming year. The agency will
be adopting a mentoring model known as Practice
Based Coaching which is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children.
Early Head Start Spring 2013-14
Child Outcomes Report cont
Head Start Spring 2013-14
Attendance was also an area of concern which
was addressed during the Winter Marking Period
data analysis. The data showed that better that 54%
of the children assessed during the Winter Marking
Period were absent in excess of ten days. There was
a decrease in the WHE for three areas of development during that period. Two of the areas show up
to a 4% increase in the WHE and two areas showed
no change. However, during the Spring Marking period, less than half, 27%, of the children assessed
missed ten or more days during the marking period
and the percentages of WHE decreased in five of the
seven areas of development.
It is strange that the data showed a very high
increase in children attendance between the Winter
and Spring Marking Periods and decreases in the
percentages shown in the WHE were noted. Parents
were given additional materials on bridging the
achievement gap and it proved to have a positive
effect. It was also noted that there were 53 new
children enrolled during the Spring Marking period
with entry dates as late as April 24. In addition,
there was a number of children who enrolled as late
as February 24. A great deal of the children assessed during the Spring Marking Period were new
to the program.
The agency will continue to educate parents on
the effects of attendance and school achievement
and parents as prime educators and advocated.
56
Lots of hard work and efforts proved to
be quite rewarding over the last two reporting
periods for the three to five, Head Start, population. As has been indicated in previous data
analysis, this is the first year for implementation of the Creative Curriculum with this age
group and teachers. From the beginning, the
Fall Marking Period percentages of children
performing at or above the WHE was less than
what was desired. The Spanish Literacy and
Spanish Language were the only two areas of
development that were at the desired levels.
However, only one child was being assessed in
that area.
The percentages of increase between the Fall Marking Period and Winter
Marking Period increased as much as a remarkable 26% as noted in the Chart 2 below. Although the percentages of increase were impressive, it was not enough to bring the agency’s scores above the 80% goal in but two areas of development. Since the Head Start teachers were experiencing difficulties on implementation of the curriculum, plans were placed in
motion to get the percentages up to the desired levels.
Chart 2
HEAD START
Social Emotional
Development
Physical- Fine Motor Development
FALL
53%
WINTER
73% ▲
SPRING
88% ▲
48%
71% ▲
85% ▲
Physical-Gross Motor
Development
61%
86% ▲
90% ▲
Language Development
49%
72% ▲
84% ▲
Cognitive Development
50%
76% ▲
86% ▲
Literacy Development
75%
90% ▲
92% ▲
Mathematics Development
62%
73% ▲
83% ▲
Spanish Literacy
100%
100%˭
100%▲
Spanish Language
100%
79%▲
81% ▲
The Education Team was trained further on the Teaching Strategies GOLD assessment
tool. This provided an additional level of support in the classrooms. There were additional Daily
Resources ordered and training on these resources was provided to the teachers. Documentation notes were printed out by the Education Team. These notes were discussed with the
teachers and examples and pointer were given on ways to write notes more clearly and have
them serve the purpose for which they were written. The results of all of the hard work and
attention to detail resulted in all of the areas of development percentages being above the 80%
for the Spring Marking Period.
The attendance records of each child were reviewed. These records showed that there
were 18.5% of children enrolled absent for more than 10 days during the Spring Marking Period
as opposed to 45% during the Winter Marking Period. There was a noted increase in the percentages of children assessing at or above the WHE in the Spring as opposed to the remarkable
difference noted between the number in the Winter opposed to the Fall. Parents will continue
to be informed of the importance of their role as the primary and first educator of their children. Although there are no areas that are on record as being in need of improvement, the
agency will remain on the same path of on-going training and mentoring in the classrooms.
57
ENERGY SERVICES
Income Counseling
Counseling sessions and workshops on income utilization issues, such as:
planning nutritious and economical meals, family budgeting, managing
utility costs, etc., are provided.
Workforce Development
Employment Services
Employment counseling and workshops, job referrals, employer contacts,
and follow-up activities are provided to those seeking employment.
Information and Referral Services
Low-income persons are assisted in participation and in local community
activities.
HEAP
Program Description
The Home Energy Assistance Program (HEAP) helps low-income households with home energy costs by
administering Regular Assistance and Crisis Intervention Programs. Each program provides financial
assistance to eligible households with a one-time per year payment to the household's energy supplier
or, under certain circumstances, to the applicant. The Crisis Intervention Program provides assistance to
eligible
households facing energy-related emergencies.
In order to qualify for this benefit program, you must be a resident of the State of Arkansas, you must
need financial assistance for home energy costs and your household's annual income before taxes
must not exceed $12,762 if one person lives in the household; $17,112 if two people live in the household; $21,462 if three people live in the household; $25,812 if four people live in the household;
$30,162 if five people live in the household; $34,512 if six people live in the household; $38,862 if seven
people live in the household; or $43,212 if eight people live in the household. For larger households,
add $4,350 for each additional person in the home.
58
HEALTH and NUTRITION SERVICES
Surplus foods such as rice, honey, beans and selected can goods are distributed
to help supplement the diets of needy persons in eligible households. These foods
are made available by the USDA and distributed periodically at various authorized
sites.
HEALTHY START
Healthy Start Initiative
Works to reduce infant mortality and low birth weight babies.
Healthy Start Initiative 2013
Mississippi County has approximately half of its population
residing in the principal towns, Blytheville and Osceola. African
Americans are disproportionately residing in these two
communities, while whites are moving out of the cities to newer
developments in the surrounding rural areas and smaller towns. Poverty remains a
pervasive reality in the county, especially for single parent families and children.
African Americans consistently are two to three times more likely than whites to be
living in poverty.
59
Housing Services
MCAEOC operates a Housing Rehabilitation Program and
Provides affordable rental housing for low income individuals.
It also develops new multi-family units by using the HOME
Program, low-income tax credits, and the Housing and Urban
Development Program (HUD) as well as new single family
Housing Down Payment Assistance.
Single family home constructed
with the help of the MCAEOC
Housing
One of many single family homes
constructed with the help of MCAEOC
Housing
60
Mississippi County Arkansas E.O.C., Inc. Housing Department
The Mississippi County Arkansas E.O.C., Housing Department mission is to serve and educate housing
counseling clients in a confidential , non-judgmental manner, empowering them to identify and attain
individual and family housing goals within a positive, supportive counseling experience.
All clients go through an initial intake with our Housing Counselors, who can determine which type of
counseling would be most appropriate. Our Housing Counselors develop a counseling plan detailing what
steps will be taken to help the client reach their goal. Mississippi County Arkansas E.O.C. Housing Department
assist low-income, moderate-income and over-income families obtain the home of their dream.
The Housing Department has been approved by Arkansas Development Finance Authority (ADFA) to build five
single family homes to qualified low and low-to-moderate homebuyers in the Blytheville Area. The sales price
for these newly constructed homes are $110,000.00 per house with the option of homebuyer subsidy for
qualified buyers.
The pictures shown below are two of the five houses Mississippi County Arkansas E.O.C. Housing Department
has built with Arkansas Development Finance Authority (ADFA) funds.
61
Mississippi County Arkansas E.O.C. is a U.S. Department of Housing and Urban Development (HUD)
approved Housing Counseling Agency. The Housing Department offers pre-purchase housing counseling,
post-purchase housing counseling, credit counseling, foreclosure counseling, financial counseling,
homebuyer education classes, new construction, reconstruction, assist the clients with purchase existing
homes and marketing.
Housing Counseling Outcomes
New Construction Started - 3
Existing houses purchased -89
Rehabilitation -1
Pre-purchase counseling 266
Financial counseling - 41
Client that attended the Homebuyer Education Class -256
One-on-One Counseling - 266
Foreclosure counseling – 1
62
HOUSING PRESERVATION
MCAEOC proposes to rehabilitate eight (8) homes within Census Tract 101, 103, and the southern half of
Census Tract 102 in the City of Blytheville. Approximately 40% of the homes in these two Census Tracts are
owner occupied; however, many are in poor repair. Almost all the owner occupied homes in this area are
over 25 years with most homes valued at under $50,000. Repair problems in these older homes include
structural discrepancies, drafty windows, doors, and floors, incomplete or faulty plumbing electrical
problems, leaking roofs, and access problems for owners with physical limitations.
According to the 2000 Census, over 36.3% of households live below the poverty level in Mississippi County
Enterprise Community. Within the targeted Census Tracts, the concentration of poverty within these
neighborhoods is high. The target population for the Housing Preservation Grant (HPG) assistance are those
very low-income families whose homes are substandard, but repairable. Basic health and safety needs,
warmth, shelter, and sanitary plumbing concerns will be given priority, along with handicap accessibility.
Due to the concern of local elected officials, area ministers, and residents of the target area; there is
considerable support for a Housing Preservation Project. Without HPG assistance, the homes of these lowincome families will continue to deteriorate due to financial limitation of the homeowners.
None of the housing units to be repaired by the Housing Preservation are on the Historic Register, nor do any
appear to have potential for inclusion. The planned rehabilitation will not conspicuously change the exterior
design of the
residences.
See Section 1944.683(b)(2) for information which will be maintained on file for each housing unit
rehabilitated through this project.
Project evaluation will include a quarterly review of the impact made by the Housing Preservation Grant activity in Census Tracts 101, 103, and the Southern half of Tract 102.
SOCIAL SERVICES
Mississippi County Neighborhood Service Centers
The Mississippi County Services offers the following services based on income and household sizes:
LIHEAP Utility Assistance
Crisis Intervention Assistance
Salvation Army Program
Commodity Food Assistance
LI HEAP Utility Assistance
This assistance starts in January each year and helps clients with electric, gas and propane bills. When
Approved, the money is sent to the utility company of the clients’ choice.
Funds are received two times per year to assist low-income families in emergency situations to assist in
obtaining food, shelter and other necessities for a limited period of time.
63
Employment Services
Employment counseling and workshops, job referrals, employer contacts, and follow-up activities are
provided to those seeking employment.
This program is geared toward homeless or displaced families and individuals. Food, shelter/housing,
transportation, emergency medical supplies, and/or basic necessities are provided, as circumstances
warrant. Referrals for assistance in employment, income maintenance, medical treatment, and other
transitional support services are also provided.
MCAEOC operates a micro-lending program for small business development and expansion in the Mississippi County Enterprise Community.
Transportation
Provides a means of affordable transportation to area residents for employment, health care, and educational services.
Good Samaritan Food
Good Samaritan Fund is an Emergency Assistance Demonstration Program funded by Blytheville First
United Methodist Church. The funds are used to provide assistance on a case-by-case basis to alleviate emergency needs of residents of the Greater Blytheville area.
Toys for Children
Provides toys for needy children.
Youth Development
Cultural enrichment, social development, and recreational events are provided for youths.
Staff from UAPB visits local Schools and
workforce
64

2013 Mississippi County, Arkansas Economic Opportunity

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