LCCAA Head Start Bridging 2015

Stocker Arts Center, May 18

Lorain Palace Theater, May 19

Parents, friends and loved ones showed up in impressive numbers to cheer on our Head Start and Early Head Start children for this year's special evening bridging ceremonies. We nearly filled Stocker Center twice on Tuesday and the Palace three times on Wednesday. A conservative attendance estimate is 3,200, including our students.

Our teachers, family service workers and Head Start management team staffed the events and did a phenomenal job. The events were joyous celebrations of all our children have accomplished this year and Head Start's turning 50. I thank them and the staffs at Stocker and the Palace for all they did on behalf of our children and families.

The pictures shared here were taken by our Communications Director, Carla Rodriguez. The smiles on the faces of children and their families speak volumes. Every child crossing the stage and having their moment on the bridge was uniquely special. There were chuckles as some children hammed it up. Even our shyer children soaked in the applause and cheering that came with every name called. The children who marched made me smile the most. They walked with such purpose and truly commanded the stage.

For us, bridging marks the beginning of summer. It is our last day with children until fall. We are pleased that our children bridging to Kindergarten did so well this year. Our 2015 Head Start Outcomes Report goes to press in four weeks. We also are pleased with the high number of children returning next year. For all who attended, thank you for helping to make this year’s bridging ceremonies extra special.

 

 

No Substitute for First Hand Experience

I was in classrooms last Friday, they just were not Head Start classrooms. I was invited to tour two high-performing community schools in Cleveland. One was Kindergarten through 8^th grade, the other a 9 through 12 high school. Sponsored by the Nord Family Foundation and the Elyria/Lorain YWCAs, the day was an opportunity to focus on the education of low-income and minority children. 

At the schools, we met with senior leadership, teachers, staff and students. Throughout the day, I felt a sense of kinship with our hosts. Both schools and all levels of staff had a deep passion for making sure children learn. I especially appreciated that they were candid about their challenges and efforts to act on what experience is teaching them. They were clearly not willing to settle for less than the best that can be achieved for every student.

At the high school, St. Martin de Porres, it was clear that EVERY student was being prepared to attend college. Everywhere I looked and everything I heard fed into that message. Nowhere was that more evident than at the College Counseling office. Located at the end of a busy hallway, the entry to the office was decorated wall-to-wall and ceiling-to-floor. Surrounding the door was the path of all the steps it takes to be successfully admitted to college. The counseling entry door stood right in the center of that powerful oversized instruction guide. As a student, I would feel good about the help available through that doorway.

At the grade school, a Breakthrough school, there was an energy that reminded me of our Head Start centers this year. Teachers there were focused on lessons and responding to student needs. They even had team teaching for grades K through 3. One first-grade teacher said she is a big advocate of team teaching and appreciates how it allows her to work individually with children and share in managing the classroom.

Hamilton 2014 Bridging Ceremony

Today’s Head Start is about school readiness. Of the 3,147 children who entered Kindergarten in Lorain County this year, approximately 375 of them were center-based Head Start children—slightly more than one in ten. Another 200 or so were part of a Head Start collaborative with Lorain City Schools, Elyria City Schools, Horizons or Little Lighthouse Learning Center.

Throughout the county, we have 44,000 K-12 children enrolled in district and community schools. According to Ohio Department of Education reports, approximately 19,200 of those children are economically disadvantaged. That is enough children to nearly fill Quicken Loans Arena.

Poverty and lower academic achievement may correlate, but they are not synonymous. The low-income students attending high-performing district and community schools prove that. It was so good to see that first hand. For me, Friday was a big reminder that all children need an advocate and we at LCCAA must focus on doing our best for the children our funding allows us to reach.  My thanks go out to two of the day’s organizers:Jeanine Donaldson and Tony Richardson.

 

Between the Cleveland tour and a trip to Columbus today, my classroom visits are done for this year. By my calculations, I made it into all but three of our center-based classrooms. My intent at the beginning of the year was to get to know staff, see what their jobs are like first-hand, and shine a bright light on all the good work being done in Head Start and Early Head Start. 

I also wanted to see the impact of our decisions – intended to improve quality – on our center’s day-to-day operations. Like those high performing schools in Cleveland, we have our challenges. We are acting on what we learn and are working to keep getting better. Our amazing, dedicated staff help make that possible. Working beside them has been a pleasure, and I am justifiably proud of what they regularly accomplish on behalf of children and families. 

Evening the Odds

Hopkins-Locke Center – Room 15
Mr. Mark Eichholz– BA-ECE, Hired 2014
Ms. Judy Broud – AA-ECE, Hired 1992


Mr. Mark and Head Start student Jaequan Edwards at the Wild About Learning Event

I was pleased to get back into a classroom this week. I picked a good one. Back in August, I stopped in the same classroom and the teaching team of Mr. Mark and Ms. Judy were on a mission to get the room exactly the way they wanted it. This time, the children were in small play groups using every bit of the space when I walked in. All that work done anticipating the arrival of children was still making a difference even as the school year winds down.

The hour and half I was in the room went very quickly. I played with Legos and Kinects, did yoga for Fun Fit Friday, had a Spanish lesson, completed a tornado drill, and sang some songs. Almost all of my time was spent with the children.

Before going to Fun Fit Friday, Mr. Mark asked the children to pair up. When they were done he asked if everyone had a partner. One young girl did not. Mr. Mark asked the children if this meant we had an odd or even number of children. Two children immediately called out, “odd.” The children are no way near being able to count by twos and yet they are already learning number theory from real life examples. Happily, I got to partner with the young girl. Sometimes when you are in the right place at the right time, you get to even up the odds.

WHAT I LEARNED FROM MS. JUDY
In watching over the children, Ms. Judy took every opportunity she could find to have one-on-one time with them. She had a knack of interceding at just the right moments. She used the time to give individual care and individual encouragement to each child.

WHAT I LEARNED FROM MR. MARK
Mr. Mark had a special way of talking to children. When they asked him questions, he tended to take a thoughtful pause before responding. As often as not, his reply came in the form of a leading question that helped the child figure out the answer on their own. There was one exchange with a child about classroom rules in which the child tried a Mr. Mark-approach on Mr. Mark in order to get permission to reclaim a toy. Turns out sharing rules are sharing rules no matter how the discussion goes.

MEMORABLE MOMENT
In explaining “yoga breathing” to the children Mr. Mark told the children it is like “sniffing a pizza and blowing out candles.” Admit it, you almost feel compelled to breathe in through your nose and out through your mouth.

LINKING IT TOGETHER

Head Start, from its inception, has been about improving the odds for at-risk children. It has grown from a summer pilot in 1965 to a comprehensive early childhood education program being delivered by highly-credentialed and experienced staff in 2015.

Recruitment for next year kicked off a couple of months ago. I asked Mr. Mark if Room 15’s three year olds would be returning next year. He believed that every child not heading to Kindergarten planned to return. I consider that a testimonial. We know from our assessment data that the more services young children get the better their chances are of meeting expectations for children their age. Plainly speaking, Head Start has used the last 50 years to become exceptionally good at helping families overcome some pretty tough circumstances, and yet it feels like we have just gotten started.

Friday, May 1, I will be in Columbus for Community Service Block Grant training learning about new federal organizational performance standards for CSBG-funded agencies. CSBG funding is used in Lorain County for food pantry partnerships, winter coats for children, workforce development, computer training, the vehicle match program, and emergency home repair. I will be back in a classroom the following week.

Head Start Disability Services

Policy Council Meeting for April
at the Hopkins-Locke Center in Lorain

My visit to a center this week came after hours. I attended Policy Council on Thursday evening at Hopkins-Locke. Policy Council is made up of parents and community members. It has specific responsibilities for program oversight and is a formal part of our governance structure. It functions by consensus. Individuals bring their perspectives and knowledge. They ask questions and discuss topics before making group decisions on how to proceed. A majority vote is needed to take action.

Thursday, we discussed how our program serves children with disabilities. Head Start’s national performance standards require programs to allocate 10 percent of their funded slots for children with disabilities. Our overall enrollment is down slightly this year and, as such, so is our number of children with disabilities. In the course of discussing how we are working to boost enrollment for all children and fulfill requirements, Policy Council reviewed disabilities services.

Head Start programs must screen all children for potential disabilities within 30 days of enrollment. As in years past, we fully met this requirement.

The first step is a three-part screening done by our teachers:  cognitive skills are assessed to detect learning disabilities, social-emotional skills are assessed to detect behavioral disabilities and each child’s speech is evaluated for appropriate development. Each student is given either a pass or fail on these assessments. (I prefer “needs further evaluation” to fail, but the official documents are more blunt.)

All results are shared with parents. For concerned parents of children with passing results, further evaluation will still be done if requested. Teachers also use the screening results as appropriate to monitor children’s development and may make later referrals to one or both of our specialists as needed.

Children receiving further evaluation are seen by one or both of our program’s two contracted specialists:  a mental health professional and speech pathologist. After our specialists complete their evaluations, we make referrals – if needed -- to the appropriate school district as required.

In Ohio, local school districts determine and detail special education services for children aged 3 and older on a child-by-child basis. This applies whether a child attends public school or not. The schools create what are called Individual Education Plans (IEPs).  An IEP is what a parent needs to secure publically-provided special education services for their children.

It is not uncommon for parents and family members to deal with feelings of denial and uncertainty. For those families, there may be a delay while more information is gathered and agreement on how to proceed is privately reached. Our program works to support families during this time recognizing that early intervention is critical to a child’s development and growth.

Head Start staff do work with the school districts and provide our assessment results upon signed release. No two school districts in Lorain County have the same application and assessment process for special education services. Paperwork and additional assessments are typical.

Recently, our Practice Based Coach Samantha Testa transitioned into a new role as our Disabilities Manager. The position was expanded from a coordinator position based on current needs and budget. Ms. Testa has some great advice for parents who have disability-related concerns:

·       Let others help. Any Head Start staff member will gladly answer questions or help get needed answers.

·       Pay close attention to paperwork and requests for information. Make sure forms are completed, signed and submitted on time to avoid delays.

·       Be positive. A large number of children overcome their developmental delays, even those that require more intensive services or services for a longer duration, and most children do begin to meet expectations for children their age with the proper help.

Head Start performance standards do require every child to have an IEP before special education and related services begin. This ensures that information acted on is comprehensive and appropriate for each child. Our program has established relationships and interagency agreements across the county and districts which bring services right into our centers. Services may also be received at a provider’s location.

Most of the information above was at least touched on at the Policy Council meeting. In talking through our systems and related requirements, it became clear that getting a better idea of what has to happen, in what order, and why makes for good, productive discussion. The pivotal role parents’ play was especially evident. What I heard was a consensus that screening every child, helping parents navigate access to services, and being part of a child’s disabilities services team is one more way that Head Start’s comprehensive services get children and families well on the way to long-term school success.

Innovation, Culinary-Style



Central Kitchen Staff Present: Tyjaunna Lisa Cuellar (Food Service Worker), James Lucky (Food Service Driver), James Nelson (Food Service Driver), Becky Rodriguez (Health and Nutrition Manager) and Natasha Rodriguez (Food Service Worker). 

Natasha helps prepare school lunch.

I showed up at our central kitchen unannounced to get a better sense of what goes on every day. I must say, there was no shortage of things happening. Carrots cooked on the stove, Sloppy Joe's bubbled in a commercial-sized kettle, and a large quantity of paperwork lay out on a work table. Our Health and Nutrition Manager, Rebecca Rodriguez, served double duty since our cook was out sick. The kitchen staff rallied well to finish morning tasks. With washed and gloved hands, I was working within five minutes. Under Rebecca’s supervision, I packed meal substitutions for children with food allergies following a highly detailed report.

Food was transferred to trays and hot boxes for delivery to the centers, phone calls from the centers came at a steady pace, and the drivers checked for final instructions before heading out for the day's first run. In between Rebecca explained the program’s use of a five-week rotating menu system and the corresponding color-coding method used to track pantry and freezer items. We discussed food safety, spoilage and nutritional guidelines.

Facing the same requirements as other providers, our U.S. Department of Agriculture food program is subsidized with Head Start funding to make ends meet. Guidelines designed to insure adequate provisioning and food safety rightly come first. We prepare food based on actual enrollment as dictated. One of the challenges is that we only get reimbursed for meals served. So a meal prepared for an absent child gets wasted in more ways than one.

Our menus have been evaluated by licensed dieticians for good nutrition and the introduction of healthy food choices for children. At pre-service training last August, Rebecca prepared a tasty quinoa dish for the teaching staff to sample. Quinoa is on this year's menu and a surprising number of children really like it. Teachers get equal credit for that. Attitudes about food are largely learned. Teachers work to make mealtimes fun.

The five-week menu system is not only healthier, it also allows for better planning and pantry controls. The system is already cutting down on food waste. By summertime, we will be able to buy in larger quantities and negotiate better prices. Less waste and lower costs will help offset general food price increases and unreimbursed meals. It is innovation, culinary-style.
 

The drivers of our culinary innovation are all within Head Start itself. It is easy to think and say that one employee cannot make much of a difference. That is so far from the truth. The food service team is proof positive that taking ownership of your area of expertise can lead to significantly good things. 

I walked in to the central kitchen on a challenging day for them. I am sure they would have preferred my visit to have been on a day where everything was textbook perfect. Perfect days may happen. When they do, taking note and savoring the moment is good. More frequently, coworkers will call off sick, and their absences will be felt. One-off events will create delays and the need to adapt quickly. These are not issues unique to our agency. What is unique and growing in our agency is a willingness to take on our issues. As food service demonstrated, thoughtful and purposeful action trumps momentary obstacles every time.  

New Traditions

Hopkins-Locke Center
Classroom 5
Jaclyn Fullerton, BA-ECE, Hired 2014
Dianna Gifford, BA-ECE, Hired 2014

Head Start turns 50 on May 18, 2015, and our centers are going all out for bridging ceremonies this year. We hope we are starting a new tradition of getting the community more involved in what is a very special time for our children, their families and all the Head Start staff as our students transition into Kindergarten well-prepared. You are all cordially invited to join us in celebrating the achievements of Hamilton and Wellington students on Tuesday, May 19 at LCCC’s Stocker Center. We hope for an equally strong turnout on Wednesday, May 20 at Lorain Palace Theatre for the students of the Hopkins Locke and the Child Developmental Center. Please save the dates.

Planning these celebrations tie neatly to my classroom visit this week. All sorts of new things are happening at Hopkins-Locke, including in Ms. Fullerton and Ms. Gifford’s room. Both teachers shared how they are discovering new ways to meet each child’s needs and make adjustments as the children progress.

 

While separately accomplished, these two teachers have similar teaching styles. They are at ease with the children. They speak firmly but kindly. They issue instructions to the children in short, clear sentences. They listen intently to the children. I saw both react with amusement more than once at something a child said. At the same time, they are both very attuned to the preferences and abilities of each child.

What I Learned from Ms. Fullerton and Ms. Gifford

These two teachers are permissive in the best ways. They consistently gave the children choices. Something as simple as being excused from the lunch table to get water instead of having milk may not seem like it is worth noting. I thought it was amazing. If the children respectfully asked, all reasonable requests were granted. It helps children gain language skills and build self-confidence.

Memorable Moment

After leaving Classroom 5 I was approached by Kim Algood, one of our four Home Visitors who serve home-based students. Twice a month parents in the home-based program are invited to bring the children for group play. About seven children were playing in the center play space while parents talked among themselves. There seemed to be a great deal of information being exchanged. Our home-based program is back this year since federal funding lost during the sequestration was restored. It truly came back better than before thanks, in large part, to staff who understands how to best use home-based services for children and families.

Linking It Together

I have been asked if I will continue blogging next year. With the snow finally melting and plans for bridging well underway, there is no avoiding the reality we are just a few months away from the end of the school year. Blogging about bridging will be my last entry until school resumes in September. I am thinking of making it a photo blog so that those unable to attend get a sense of all they missed.

Blogging helps keep me connected in ways that matter. I want to retain that and yet do something slightly different next year. I have not figured out exactly what yet. Just like our teachers keep updating what they are doing in their classrooms, I want to do that, too. That is what Head Start has done through the decades. The program is turning 50 and yet it remains relevant and vital. It comes down to purpose and being open to creating new traditions as needed. It will be fun to see what September brings.

Sunny Skies and Sunny Smiles

Ms. Jones, Head Start teacher, pictured with her students. 

Children’s Developmental Center, Amherst

Ms. Jones, AA-ECE,
Hired 1995
Ms. Shelly, BA-ECE
Hired 1994
Ms. Watkins, Family Service Worker, Hired 1998

My visit to the Children’s Developmental Center was my very first ever visit to that facility. So I took the opportunity to approach it from the viewpoint of a parent seeking Head Start services for the first time. My very first impression getting out of my car was one of being welcomed. There was a colorful, fenced play space that made me wish it was warm enough to be outside. The center is nestled in a somewhat wooded area and there was a woodpecker making quite a racket. I immediately envisioned teachers’ taking the children on short nature walks in the warmer weather.

Inside the building were wide hallways and plenty of windows. Children’s artwork was affixed to the glass and walls. I entered a room that was well equipped and well organized. The light blue walls reflected the sun pouring in the windows and many of the children were smiling. It was sunny skies and sunny smiles.

There was a parent in the room meeting with Ms. Watkins, the classroom’s Family Service Worker. Both teachers were working in small groups with the children. As a prospective parent, I would have been impressed and want to know more.

I stayed for about an hour and a half. Ms. Watkins was in and out of the room. There was a tornado drill that went off without a hitch. The Spanish teacher came and gave the weekly lesson. We also had structured learning and free play. Through it all, the teachers interacted with every child and children were consistently thanked for making good choices.  

Memorable Moment

I played with a magnetic construction set with one young boy. After about 20 minutes of play he wanted to know if I was in love with him yet. Both Ms. Jones and Ms. Shelly let me know he would ask me that question. I truthfully told him that I found him very lovable.     

What I Learned from Ms. Jones, Ms. Shelly and Ms. Watkins

The teamwork at CDC was so woven into how they interact that tasks were handed back and forth with very few words; the day’s lesson plans rolled seamlessly from one thing to the next. Even when activity levels rose, the tag-teaming kept everything on an even keel. There was a very high level of interaction among the children. They were clearly emulating what their teachers and family service worker do every day.  

Having seen the team in action, I can better envision details of that nature walk. Before taking the children out Ms. Shelly would read the children a woodland creature’s pop-up book from her personal library. Ms. Jones would make sure the children were asked thought-provoking questions during the walk. Not one child would be left out. Once back inside, Ms. Watkins would be right on hand checking in and helping as needed. 

Linking It Together

With the State of Ohio expanding services this year, thankfully, families have more choices. Families with young children are also leaving the county as work becomes available elsewhere. Those factors plus lower birth rates in some communities and transportation challenges, have resulted in space available in our Head Start classrooms. After more than seven years of being full with waiting lists, this is new for us.

Of course, I am biased about Head Start. I see how having developmentally appropriate learning, nurturing environments and supportive services to families make for a program that really does uniquely prepare children for school success. I cannot help but think that if we could get parents of young children, both those in center-based and home-based settings, to visit a classroom we would quickly make them Head Starters. “Come see for yourself” does not seem like a very compelling message. Maybe our new outreach slogan should be more along the lines of “Are you in love with us yet?” 

Self-Discovery

Hamilton Learning Center

Room 105

Ms. Wonder, AA-ECE,

Hired 2013

Ms. Goodwin, MA-ECE,

Hired 2014

 

 

Morning greetings were happening as I entered Room 105. Everyone--even me--was greeted by name. The class looked at the calendar and reviewed the date. One friend did a visual check on the sky through the window. At first he looked perplexed, then he reported the happy and surprising news it was sunny. The children answered the question of the day: “Have you ever had a fortune cookie?” (most had) and they were off to hand-washing before breakfast.

Shauna Matelski, our Head Start Director, joined us right before breakfast. When she asked the children at her table if the pears being served were sweet, one child matter-of-factly offered her some. No middlemen to learning in Room 105. They are all about self-discovery.

Between breakfast and Fun Fit Friday were teeth-brushing, journaling and free play. For me, free play was a group reading of all types of books including the “Croaky Pokey.” They knew the refrain from earlier in the week, so my job was really to help the children keep their rights straight from their lefts. A special thanks to Elyria Rotary’s Literacy Committee for reading the Croaky Pokey to all the children on February 24. They also provided each child a copy to take home.

 

At Ms. Goodwin’s suggestion, one youngster read me the classroom’s self-published book “Our Color Walk.” Laminated pages showed color-specific pictures photographed by the class while on a walk through the center. The youngster claimed that he was not a good reader, but he knew every color and told the story with a strong voice. He also shared the back-story of some the photos. The children knew which photos they were in and did quite a bit of pointing. Our reader gave them their moments but never let go of the book. He pushed right through to the end and finished with a big, big smile.

Memorable Moment

The coat rack in the room included a shelf. Proudly stashed above one boy’s coat was a stuffed replica of a superhero with whom I was not familiar. I was introduced. His name was Knuckles. The cherished toy apparently is a frequent guest that stays firmly on the shelf during class. Perched as he was, Knuckles provided a watchful eye.

What I Learned from Ms. Wonder

Ms. Wonder has a relatively quiet voice, but the children hung on what she had to say. Her topic and word choices invited each child to open up and share ideas or experiences. She was surrounded by chatter. Much of it was nonsensical, but her delight in what was being said showed that did not matter. Taking a page out of Ms. Wonder’s book, the children talked among themselves, too. It made for a very verbal classroom that was also fun and respectful.

What I Learned from Ms. Goodwin

Ms. Goodwin struck me as a teacher’s teacher. The exchanges between her and our Director had that “we could finish each other’s sentences” kind of quality. You know. Like when there is head nodding at the simple use of a phrase for a whole subtext of information. I noted that she was consistently purposeful. She was also kind, encouraging and trusting. That last part is what struck me the most. She knew the abilities of the children and encouraged each to work and act at their best. The trust she places in them causes them to blossom in her care.

Linking It Together

We received the resignation of a long-term employee this week. After 28 years, Barb Williams has retired. Most recently, she has been our food service supervisor. Her dedication and knowledge made a difference and helped create the great food service team in place today. I thank her for her service and count myself among the many that will miss her. We hope she discovers all the well-deserved joys retirement can bring.

Little Ambassadors

Hamilton Center, Classroom 104
Miss Linda – BA, Hired 2014 (pictured )
Miss Yolanda – AA, Hired 2000 (Substituting)

Not long after I entered Room 104, I found myself with an armful of child sharing a hug. I must have looked like I needed one. It was a really nice welcome.

I walked into a room in full gear. While attendance was light—just six children from a roster of 11—there was still plenty of energy in the room. The morning routine dictated a trip to the restroom complete with hand washing tasks before breakfast. By this time of the year, with one exception, the children showed themselves to be well-versed in the order of things. The exception was a newly enrolled child. She was a four-year-old given to daydreaming. Using her name effectively got her attention. She had a ready smile once her attention was gained. In addition to daydreaming, she was given toward touching anything that captured her eye. While it is too soon to tell, that may be an indication she will be a hands-on learner.

A classroom veteran was her buddy in the hall on the way to the restroom. Miss Linda shared that he appointed himself the classroom rules ambassador. My sense was that empathy guided his actions. He was a very kind child. While his new friend reached out for posters and artwork hanging outside of each class, he steadfastly held her hand and kept her with the group. That little guy even escorted her to where the children wait at the end of the hall. I was struck by how we start taking care of each other at a very young age.

What I Learned from Miss Linda

You probably guessed that Miss Linda encourages hugging. The children always initiate, but her response is designed to ensure repeats. No matter what the hug interrupted, she consistently leaned into the hug being given and genuinely smiled at each child. The “thank you” that crossed her lips every time was heartfelt. Her children’s fond memories of Head Start will likely recall hugs for the taking.

Memorable Moment

We attended Tae Kwon Do class in the gym. One exercise was for the children to punch hand-held pads and then duck as the instructor slapped the pads together over their heads. I was standing with Miss Kara, a teacher from the other class receiving instruction, when one little girl went through the exercise un-coached and unafraid. Miss Kara shared that up until a couple of weeks ago the same little girl had been very timid. The little girl I saw practically skipped away from the instructor. I am not sure if the child will go to Kindergarten this fall or next. Either way she is one step closer to being ready for new things, including going to school.

Linking It Together

Scheduling conflicts put me in the classroom on a Tuesday. I will not get back again until Friday, February 27. I will be back at Hamilton as a Rotary reader on February 24. The Literacy Committee of the Elyria Rotary will be visiting with a book for every child. I will not give away the title, but I will say the book is positively “rebbit-ing.”

Three years ago we conducted an employee survey where it became clear that staff wanted more communication. Since then we have implemented global address lists to make sending messages out more timely and consistent, revamped our website, started an electronic monthly newsletter, launched an intranet site, and linked meeting agenda content so that information cascades into the organization. We publish an annual report and have added a yearly Head Start Outcomes Report started in 2012. Oh, and yes, I am blogging this year.

Yet just this week our Communications Director said she has been planning what comes next. I was all ears. Some of her ideas are additions to what we are now doing; others will take time and resources to implement. What I see in the centers is similar: employees taking initiative, personalizing their jobs and making new things possible by working together and taking each other by the hand when needed.

Bridges to Success

Hamilton Center
Family Service Workers’ Office
AM FSWs: (pictured from left to right) Jessie Smith, Dana Daniels, Jackie Verda, and Kim Shannon (not pictured).

I changed it up this week. Instead of a classroom, I spent time in the Family Service Workers’ office at our Hamilton Head Start Center. Our Family Service Workers (FSWs) have a unique job that does not readily compare outside of Head Start. Part of the job is registration, not unlike the staff at the hospital who gather all your information before testing or admittance. It also involves front-line advocacy. That role reminds me of the fitness staff circulating on the floor at a gym. The ones right there to show you the ropes and help you get the most out of your membership. The most visible part of the FSW’s job is enrollment recruitment. Anyone who has attended a school or training of their choice has encountered a recruiter; your experience with the recruiter was likely one of the deciding factors in making your application.

I worked at the meeting table just inside the door. Maria Vasquez, the supervisor, put me to work monitoring student files. She gave me a crash course on how to review and set me loose. The files are divided by requirements:  a section for enrollment and eligibility, a section on health and assessment, a section on authorization for student release. A complete file easily has 20 to 30 required documents. Most documents have multiple sections and fields with asterisks indicating leaving the spaces blank was not an option.

File-keeping and proper documentation are big deals in the Head Start world. Incomplete records result in findings by auditors and licensing authorities. Missing assessments or out of date records can also yield findings. When you realize that almost every piece of information is used daily in some way, you know this is not an unreasonable standard. Most importantly, this information is used to serve children and families in the best way possible. Its accuracy is important.

The FSWs are a study in task management and perpetual motion. They popped among phones and email and parents tapping on the door. There was a literacy event with fathers that had each FSW staying in contact with teachers. Attendance was done by the time I arrived, but attendance follow up was in progress. FSWs have responsibilities related to meal counts. We also continue to recruit. Two new placements were being processed which was the source of happy smiles. Giving a child and family a new beginning never gets old.

What I Learned

The morning held few surprises, but was valuable nonetheless. I hear from the Head Start supervisors and managers about the importance of family engagement. When one of the FSWs said that being accessible to parents is an over-riding practice for her, I was pleased to see how priorities are shared. That FSW said that she gets out into the hallways when parents are in the building just to make contact. I have been told in the past that helping parents set goals is all about understanding what they are dealing with on a daily basis. Being in the hallway is a very smart approach and provides a FSW ripe opportunity to be of service.

Linking It Together

Our administrative offices are in downtown Lorain. I drive over the lift bridge on Erie most mornings to get to work. This time of year it is rare to get stopped because the bridge is up. The center lift sections of the bridge are actually grated metal and driving over the metal makes your tires rumble. I think Family Service Workers act like that bridge. They help parents get where they are going. They reassure parents that stops and starts are to be expected and that you can still usually hear the radio over life’s rumblings. When turning up the volume is not enough, it is good to know that help is at hand to figure out what else to do. 

When Stars Align

Hopkins-Locke Center
Room 6
Mrs. Jennifer, Masters-ECE, hired 2014
Mrs. Geetha, BA-ECE, hired 2008

When Stars Align

The State of Ohio implemented the Step Up to Quality rating system for preschools and day care centers several years ago. This year the system was updated from three starred levels to five starred levels. SUTQ already influences which programs are selected for additional funding opportunities. It is also driving improvements in training and credentials of both teachers and administrators.

Currently, all LCCAA's Head Start centers have earned three stars. While pleased and proud, we are already looking and working to increase our rankings. We have locations that will move up to five stars within the next 12 to 18 months.

This brings me to my weekly classroom visit at Hopkins-Locke, which received notice that its three star rating was renewed while I was on site. I walked into Room 6 mid-morning to find students "ice skating" on carpet using paper plates as skates. The theme of the week was ice and snow. There was snow in the water table with utensils and toys to manipulate it into shapes and structures. We ate ice cubes filled with fruit and fruit juice. All of these activities grew from the creativity and dedication of the two teachers. We played in the gym area where every child found fun in pedaling, climbing, sliding, throwing balls or balancing on movable stepping stones. In the course of playing we identified colors, counted and shared quite nicely. Gym was followed by time with the Spanish teacher who visits all classrooms weekly. It sure felt like a five-star experience.

What I learned from Mrs. Geetha

Geetha personally shopped for the fruit and made the ice cubes as a treat for the children. Those fruity ice cubes sparked plenty of conversation. However, some of it involved the candor of young children and their well-voiced fruit preferences. I admired how Mrs. Geetha handled the feedback. She was graciousness personified.

What I Learned from Mrs. Jennifer

I asked Jennifer about the new curriculum we invested in this year. The curriculum aligns to our classroom evaluation methods and student assessment systems. Our objective was to strengthen lesson planning and help teachers more readily link children's learning with intended outcomes. Her observations were balanced and clearly stemmed from seeking to understand and use the materials in the best way possible.

Memorable Moment

I had two memorable moments. The first was in another room. A teacher, Mr. Mark, did a science experiment with the children using eggs. Submerse an egg in pure vinegar for at least 24 hours and see what happens. You can also add food coloring to the vinegar like Mr. Mark did. I don’t want to give anything away but I will say the students used the word "squishy" at one point.

The second memorable moment involved playtime in the gym. I played basketball with a very focused boy. He slam dunked and threw for three pointers and made up both his score and mine as we went along. His scoring was creative but surprisingly fair. When I made a more difficult shot, he gave me three points. He cannot add and subtract yet so the numbers were all over the place. Following one of his all-star, long-distance throws that caught the rim and circled twice before dropping through the net, he declared himself the winner. I conceded.

Linking It Together

When I am at the centers I notice all of the things that still need addressing. Sometimes it is little “just do it” types of things. Other times I know that we have to finish addressing underlying issues before the changes being made result in day-to-day differences.

As part of Step Up to Quality, we are required to do an annual staff survey. We conducted ours earlier this month. We did so knowing we were only 80 working days into a significant staffing change (adding team teaching and bachelor degreed teachers). Our Educational Services Team used a survey designed specifically for early childhood environments and 57 employees took it anonymously.

Many valid frustrations were documented. Some related to recent changes and others related to areas we are working to improve. For instance, we are working through a plan to provide stronger employee recognition and performance evaluation. It has not been a small undertaking; and it will be several months before we begin training management staff on new forms and procedures. All staff will not be involved until the new school year in the fall.

There was one shining statistic that says we are and will continue to make progress. One of the last questions in the survey asked staff to rate their commitment to teaching in early childhood:  92 percent said they are committed to doing what they do as their life’s vocation. A whopping 74 percent of those rated themselves as “very committed.” A full 53 percent rated their commitment a 10 out of 10.

This high level of commitment shows itself with eggs in vinegar and paper plates as skates. It shows itself as meaningful lesson plans. It shows itself with children who feel safe and secure to learn. It is demonstrated in the encouraging words and patient addressing of behaviors. It is a commitment born inside each individual teacher and no amount of training will create it or make up for if it is lacking. We talk about the new energy in our program. The buzz is coming from teacher commitment; and I believe the strength of it will allow us to work out the rest.