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?”