Annual Report 2012-2013 Head Start and Early Head Start

Programs

New York Foundling Center for Parent and Child Development

Puerto Rico

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TABLE OF CONTENTS

I. Introduction. 3 II. Vision .. 4 III. Mission 4 IV. Organizational Values ... 4 V. Organizational Goals .. 4 VI. Governing Board

A. Executive Board ... 5 B. Policy Council . 6 VII. Fiscal Administration Budget . 7 VIII. Administration Systems -Enrollment and Attendance . 9 IX. Families Profiles .. 10 X. Community Collaboration Efforts .. 10 XI. Education and Child Development Services . 11 1. Children with Special Needs .. 12

- Health and Nutritional Services .. 13

- Medical-Dental Services .. 14

- Services to Pregnant Women . 15

- Nutrition .. 16

- Mental Health 17

2. Transition . 17

3. Family Literacy 17

4. Child Care Program .. 18

5. Psycho-ballet . 19

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6. Mortimer J. Harrison Foundation .. 20

XIII. Strengthening Partnerships and Resources in Communities 20 XIV. School Readiness in the Head Start Program .. 21 XV. Children's Outcomes .. 22

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I. INTRODUCTION

Since 1984, New York Foundling (NYF), catholic, multifaceted, non-profit and voluntary family

organization became a grantee for the Head Start Program of the Administration for Children

and Families, Department of Health and Human Services. In 1991, NYF was chosen to serve

children 0 to 3 years old and pregnant women. In 1995, the Federal Government established

the Early Head Start Program, and again the New York Foundling was chosen to serve and

expand services among this population.

Head Start and Early Head Start are comprehensive child development programs which serve

children from birth to five, their families and pregnant women. They are child focus programs

and have the overall goal of increasing the social and educational competence of young

children of low-income families. Head Start and Early Head Start services are also family

centered following the tenets that children develop better in the context of their family culture,

and that parents are respected as the primary educators and nurtures of their children.

During the fiscal year 2007-2008, New York Foundling had an expansion in the Head Start

Program to serve an additional 418 Head Start children. In PY 2010-2011, NYF also obtained

an expansion of 60 slots for the Early Head Start Program. Consequently, New York Foundling

has an assignment to serve a total of 975 Head Start children, 177 Early Head Start children,

and 38 pregnant women; a total of 215 participants in Early Head Start.

The New York Foundling has a long tradition of delivering comprehensive and high quality

services designed to foster healthy development in low-income children. The annual report for

Program Year 2011-2012 offers an overview of the work done in Puerto Rico to increase and

improve the opportunities available for these children, and the efforts to empower families

through the Center for Parent and Child Development.

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II. VISION

New York Foundling is a community service organization that strengthens to an optimal degree

the lives of families by promoting their integral development.

III. MISSION

Strengthen the lives of families through the provision of preventive and educational services to

support and stimulate their integral development.

IV. ORGANIZATIONAL VALUES

Leadership- We proposes influence and impact other with our behavior toward the achievement of the goals and objectives of the organization. Respect - We recognize the human dignity of the other, as a reflection of human dignity itself. It is our undeniable moral and social commitment. Loyalty - Is one of love that allows us to remain faithful to the organization and its clients. Commitment toward Excellence - We strive to make our work always well from the beginning and consistently, we want that the customers appreciate the quality of the services offered. Our commitment is to the work that is performed with the goals of the organization, with the internal and external customer and with us. Teamwork - Join our talents, skills, knowledge, abilities and efforts for the welfare of the organization. This is the main characteristic that identifies the way in how we work in the organization. Integrity: Is the union of all our values. It is the ability to define how we harmonize everything we are, and everything we do with our personal values, with the values of the organization and our professional values.

V. Organizational Goals 2012-2015

Goal I: Align the Role and Functions of Supervision Levels with the Challenges of the Organization.

Goal II: Maintain the Sustainability of the Organization to Face the Future with Success. Goal III: Obtain Successful Results toward School Readiness for Children and Families in

Accordance with the Regulations of the Head Start Program. Goal IV: Maintain the Stability of the Assigned Enrollment in the Head Start and Early

Head Start Programs in all the Different Communities Served.

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VI. GOVERNING BOARD

The area of Governing Body is under 1304.50 Performance Standards of Programs Structure

of the Head Start Policy Council, Policy Committee and the Parents Committee.

The Governing Board has the legal and fiscal responsibility of the Head Start/Early Head Start

Program, from the headquarters offices located in New York. This Board is comprised

of twenty-two (22) members.

COMPOSITION OF THE GOVERNING BOARD

Robert E. King, Jr., Chairperson

Jane Iannucelli, S. C., Vice Chairperson

Juanita O. L. Brown, Treasurer

Carol A. Barnes, S. C., Secretary

OTHER MEMBERS OF THE EXECUTIVE BOARD

1. John H. Banks 2. Jorge L. Batista, Esq. 3. Charles R. Borrok 4. Frank Natja Brunckhorst 5. Robert J. Farrell 6. Kenneth R. Horner 7. Louise Jones 8. Vivienne Joyce , S. C. LCSW, NCPsyA 9. Michael LaBranche 10. McCooey Michael P. 11. David M. Mullane 12. Patricia A. Mulvaney 13. Steven J. Musumeci 14. Linda O'Neill 15. Charlotte Raftery, S. C. LCSW 16. Andrew S. Roffe 17. Frank Villain 18. Kathleen L. Werner 19. Jesus Rosario - Puerto Rico 20. Jessica Nauiokas, ECE Specialist

During the year 2012-2013, the Board held a meeting with the Director of Puerto Rico, the

Manager of Design and Management, the participation of a mother and the Delegate of the

Board that represents the parents and they are responsible for the entire enrollment of Head

Start/Early Head Start. In this meeting, the team presented the services provided by the

organization in Puerto Rico; in addition, there was a discussion of the reduction of 5.27%, in

accordance with the disposition made by the United States Congress. The Board approved the

continuation of the Program during the month of January 2012.

Robert E. King, Jr. Chairperson

Board of Trustees

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POLICY COUNCIL COMMITTEE

The Policy Council consists of twenty -five (25) members of whom 51% are the parents that belong to the geographical areas of Catao, Coamo, San Juan and Vega Alta. The other 49% consist of representatives of the community, private and public agencies.

COMPOSITION OF THE COMMITTEE

Eunice I. Snchez, President

Alexis Rivera, Vice-President

Yajaira Otero, Treasurer

Joselyne Fairlie Nieves, Sub-Treasurer

Hirelsie Claudio Maisonet, Secretary

Mariana Lima Mimoso, Representative of the Executive Board

Delegates of the Policy Council Deniz M.Vlez Inz R. Ortiz Ros Irving David Marleen Negrn Coln Chainia Cebollero El Manuel Rodrguez Carla Marie Santiago Martnez Brendanette Rivera Prez Glorie Gmez Arroyo Yaritza Marrero Davila Vanessa Santiago Noemily Figueroa

Community and Agencies Representatives

1. Herenio Correa Rodriguez 2. Mary Castrillo 3. Maria de Lourdes Crespo Romero 4. Dialma Ortiz 5. Ramn A. Mndez Snchez 6. Johan E. Burgos Prez 7. Julio Cruz Reyes

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Eunice I. Snchez President

President of the Board of Trustees, Delegate of the Council and the Director

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VII. Fiscal Administration

The funds of the Head Start and Early Head Start Programs were awarded on May 1st 2012 to

April 30, 2013 with the following funds allocation:

Table I

The total enrollment approved was 1,190 which are subdivided in the following way:

Table II ENROLLMENT 1,190

Center Based

Head Start Early Head Start

832

146

Home Based

143

31

Other Pregnant Women

0

38

Totals 975 215

BUDGET DISTRIBUTION AND ENROLLMENT

Programs Budget Assigned Assigned Enrollment

Head Start

7,543,484

975

COLA 54,313

Technical Assistance and Head Start Training

82,075

Early Head Start COLA

2,646,271

19,053

215

Technical Assistance and Early Head Start Training

66,633

Total $10,411,829 1,190

Budget

Federal contribution

Head Start Early Head Start

$7,679,872

$2,731,957

Non-Federal Contribution

1,919,968

682,989

Total federal contribution and non-federal

$9,599,840

$3,414,946

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Graph I

CONTRIBUTION OF NON-FEDERAL FUNDS "IN KIND"

The non-federal contribution or in-kind was of $ 2,602,957.

Indirect Costs

The New York Foundling obtained an approval for 8.5% of the budget to cover the

administration indirect costs of the proposal; the approved amount was $885,005.47. However,

NYF only used $520,591., the equivalent of 5% of the approved indirect cost.

Other Funds Received

Funding Source Budget Requested October 1st 2012 to September 30, 2013

Amount Received

Child Care ACUDEN (Administracin para el Cuidado y Desarrollo Integral de la Niez)

$122,127 $122,127

Agencia Estatal Servicios de Alimentos y Nutricin del Departamento Educacin de Puerto Rico - Programa de Alimentos (USDA)

$730,000 $710,381

Total $852,127 $832,508

Annual Single Audit

The annual audit or "Single Audit A-133" for 2012-2013 was conducted by the multinational

company of auditors, the BDO, obtaining no financial findings and great results in the operation

of the program in Puerto Rico.

$1,919,968

$682,989

0 500,000 1,000,000 1,500,000 2,000,000

Head Start

Early Head Start

Head Start Early Head Start

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VIII. Administration Systems

The area of Design and Administration of the Head

Start and Early Head Start is composed of a series of

systems that facilitate the process of planning and

development of the Program. The main purpose is to

offer services of excellence to all children and families

that are served by the HS/EHS Programs.

These systems are:

Planning

Communication

Human Resources

Records and Reports

Continuous Monitoring

Government of the Program

Self-assessment

Fiscal Administration

ERSEA

The total enrollment approved was 1,190 participants, who are divided as follows:

ENROLLMENT AND ATTENDANCE

ASSIGNED ENROLLMENT

HS

ASSIGNED ENROLLMENT

EHS

PREGNANT WOMEN

TOTAL

975 177 38 1,190

TOTAL POPULATION SERVED AND ATTENDANCE

GEOGRAPHIC AREA TOTAL ENROLLMENT

SERVED HS

TOTAL ENROLLMENT

SERVED EHS

TOTAL PREGNANT

WOMEN SERVED

% OF ATTENDANCE

Catao 121 21 5 86%

Coamo 207 20 6 88%

San Juan 440 75 17 86%

Vega Alta 277 77 12 91%

Totals 1,045 193 40

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IX. FAMILIES PROFILES

HEAD START EARLY HEAD START

EDUCATIONAL LEVEL

Less than High School 169 34

High School 389 91

Associated Degree 0 0

University Credits 343 70

Bachelor /Master/Doctor Degree 116 29

HEAD START EARLY HEAD START

EMPLOYMENT STATUS OF THE HEAD HOUSEHOLD

Working 526 156

Unemployed 76 5

Studying 76 178

Housewife 415

X. Community Collaboration Efforts

The NYF establishes alliances with the agencies of the communities served, organizations or professional associations and peer groups, to promote and improve the provision of services to families and children of the Head Start and Early Head Start Programs.

Outcomes:

There are currently 115 collaborative agreements of which 76 agreements are applicable

to the EHS Program; this represents 66%; and 101 that are applicable to the HS

Program, or 88%.

New agreements were formalized with Hogar Santa Mara de los ngeles that

provides pediatric, psychological, counseling and social work services, immunizations

and physical examinations.

HEAD START EARLY HEAD START

FAMILY COMPOSITION

Families with both parents 381 78

Families with only one parent (mother or father, only)

636 146

Other family members 0 0 0 0

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Maternidad Feliz that offered orientations and workshops about childbirth,

breastfeeding and feeding during pregnancy.

National Gallery/Museum of White House, Museum of Felisa Rincn de Gautier,

Museum of Wildlife, and Children's Room - My Reading Corner of the Municipal Library

of Ponce and Municipal Library of Catao.

A total of 15 families were identified and referred to the Creation of Micro-Business

Project in the Peninsula de Cantera, Santurce.

The following agreements in the area of health and early intervention were renewed:

Avanzando Juntos, Part C of IDEA, School of Optometry, Inter-American University of

Puerto Rico, School of Pediatric Dentistry at the University of Puerto Rico and the

School of Medicine and private dentists.

In the area of education, agreements have been made with the followings programs and

schools: Special Education Program, Sofia Rexach, Luis Muoz Rivera in Ro Piedras

and Luis Muniz Souffront, Luis Muoz Rivera of Santurce and Rafael Lpez Sicard.

XI. Education and Child Development Services

Educational Area

The Educational and Child Development services of the EHS and HS Programs are regulated by sections 1304 and 1308 of the 45CFR. The main objective of the Education and Child Development Area is to provide all children, including children with special needs, with a safe and educational environment, sensitive through a pleasant care that prepare them to succeed in their current environment and helps them develop the skills required, and that will provide self-confidence that endow them to be happy and productive human beings in our society.

The Educational Area for Head Start is comprised of one (1) Educational Coordinator, seven (7)

educational supervisors, 48 teachers, 48 teachers assistants, and twelve (12) home visitors.

The educational area of Early Head Start is composed of one (1) specialist, three (3)

educational supervisors, 66 teachers, including three (3) and nine (9) for the extended hours

Program and 13 of the Child Care Program. The child development services are provided using

two options or modalities (1) Center Based and (2) Home Based. These services were offered

to 40 pregnant women and 1,278 children from 0-5 years of age, including discharges and

substitutions.

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EHS program used the Creative Curriculum for Infants, Toddlers and Preschoolers (5th

Edition). The Gold On-line evaluation system was used in all the Head Start classrooms. NYF

also started to use the Gold On-Line evaluation system for the EHS children; as well as the

alignment activities of the Head Start Child Development and Early Learning Framework

with the Excellence Standards and Development Expectations of the Department of Education

of Puerto Rico, Creative Preschool Curriculum and the Gold On-Line evaluation system.

The operational plan of Health and Early Childhood Development of the Early Head Start and

Head Start Programs for FY 2012-2013 provided comprehensive services in the areas of

services such as: Children with Special Needs, Medical-Dental Health, Mental Health, Nutrition,

Education, Mentoring and the Results in Early Head Start and Head Start Children. Special

projects such as: Recycling Green Flag Parents as Readers were developed.

Children with Special Needs

The area of Services for Children with Special Needs is an integrated section of the regulatory sections of Part B of Head Start, 45CFR-1304 and 1308. NYF serves children from 0-5 years old that are identified with suspicious of having a condition or already diagnosed with special needs. The Agency is responsive to all state and federal regulations such as: Americans with Disabilities Act (A.D.A.) and Individuals with Disabilities Educational Act (I.D.E.A.) that protect

the rights and guarantee services to the persons with disabilities. The children received services in collaboration with other agencies and organizations.

Children who received services at the centers had the opportunity to participate in therapies in

their natural environment. The partnership with the Department of Health - Advancing

Together (Avanzando Juntos) maintained active involvement in the development and

revision of the PISF. All the related services were coordinated and have been achieved thanks

to the efforts of collaboration through the interagency agreements among the Department of

Health, the Department of Education, Office of the Attorney of Persons with Disabilities of

Puerto Rico and the Early Head Start and Head Start programs of our organization.

New York Foundling has specialized staff to serve as facilitators, in addition, it has speech

pathologists to identify and provide direct services to children. In the same way, these staff

monitors that all the services offered are carried out efficiently. Speech pathologists are the only

specialists who evaluate children in the organization. Therefore, the NYF staff counts with the

evaluation from the Puerto Rico Department of Education and the Avanzando Juntos

Program for other areas of needs, to conduct comprehensive and intensive services.

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0

20

40

60

80

100

120

Catao Coamo San Juan Vega Alta

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40

114

74 Catao

Coamo

San Juan

Vega Alta

Frequency of Children with Special Needs by Geographical Area

The main diagnoses were: 202 Children problems with speech-

language 27 Children with development delay

9 Children with autism 12 Children with other types of

diagnosis

Outcomes:

During the program year 2012 - 2013, services were offered to:

223 Head Start children with diagnoses and PEI for a 20 %.

27 Children of Early Head Start with diagnostics and PIFS, or 17% and they were

registered in the Avanzando Juntos Program.

65 Families accepted the referrals and registered their children in the Department of

Education.

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XII. Health and Nutrition Services

The services offered are:

Children screening in accordance with the Prevention Services

Guidance on topics of health and hygiene, and referrals to

medical and dental services providers.

Medical/dental assessment through referrals made to services

providers, laboratory tests or other special tests required for the

children.

Orientations and workshops for parents, pregnant women and

the communities served.

Health clinics and community activities in the areas of health, prevention and safety.

Orientations and follow-up services to pregnant women (pre/post natal) served in the

Program.

Outcomes:

Partnerships with private and public agencies were established to provide services, such as:

School of Optometry, Inter-American University of Puerto Rico

School of Pediatrics-Dental of the University of Puerto Rico

Department of Health

School of Medicine and private dentists

Center of the Doctoral Internship Program of the Carlos Albizu University

The 100% of the Early Head Start and Head Start children held their immunizations up to

date.

A total of 1,045 Head Start children and 209 children of Early Head Start had physical

examinations.

A total of 300 Head Start children were referred and 295 children completed their

treatment.

A total of 42 Early Head Start children were referred, of which 100% of them completed

the treatment.

Health Fairs in the geographic areas of San Juan and Catao

Community Fair at the Paraso Infantil Center (Puerto Nuevo), topics about influenza were

discussed by Dr. Omar Ortiz

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Medical-Dental Services Once the tests and assessments of children are done, the

information in all areas is transferred to the control sheet and

followed up services are conducted. Children with deviation of

norm data are point out, as well as children with special needs

with the purpose of alerting about those matters that need

priority of services and to give them greater monitoring. In the

interviews with the parents, the nurses offer guidance and

follow-up to the children. In addition, they have the opportunity

to coordinate the services activities with specialists from the

different areas. If the children are in transition to kindergarten,

the summary of results is discussed with the teacher that

receives the children.

Outcomes:

A total of three (3) Early Head Start children and 922 Head Start children benefited from

dental examinations in the Pediatric Dentistry Clinic of the Medical Sciences Campus.

An 84% of the 90 Head Start children identified with dental problems completed their

treatment. A 100% of Early Head Start children completed their preventive treatment.

Services to Pregnant Women

Services were offered to pregnant women in the EHS Program with the

following results:

A total of 40 pregnant women were served.

A total of 32 women received dental assessments.

The 100% of pregnant women received services of weight and high blood

pressure screening and post-partum visits.

The Program conducted orientations to pregnant women in the following

topics:

- Pre and post natal care

- Birth Process

- Harm in the use of alcohol/cigarettes/drugs

- Dental Health

- Breastfeeding

- Fetus Development

- Mental Health

A total of 15 pregnant women received orientations about high-risk conditions.

The March of Dimes organization trained and certified four (4) nurses and four (4) social

workers in the Comenzando Bien Curriculum for pregnant women

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Nutrition

The main goal of the nutrition services is to contribute to the

welfare of children by supporting and complementing the

nutritional services received at home and in the community.

These nutritional services are targeted to families to fulfill the

needs of their children through proper eating habits that will result

in the safeguarding, good health and disease prevention. Our

efforts in the clinical area were concentrated in the intervention of

children with health problems such as: low/overweight, low levels

of hemoglobin and special diets, among others.

Outcomes:

1. The area was directed to clinical interventions with children identified with problems such as:

overweight, low weight, low levels of hemoglobin, and special diets.

2. The team worked the Good Health Club Program with 31 children identified with

overweight problems, which succeeded in improving their Body Mass Index percentile.

3. A total of 170 EHS/HS children were identified with low hemoglobin and the nutritionists

Intervened in 100% of the cases.

4. The educational materials used and discussed were a donation from the Triple S Health

Plan Program.

5. March - Month of Nutrition, activities were conducted with the topic: Eat Healthy Your Way,

Every Day.

6. Activities in the center - Eating as a Family, with the participation of parents and their

children.

7. Health and Employment Fair in the Cataos community.

8. The ADIME format was formalized in all centers, as the new model in the process of

nutritional care.

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Mental Health

The vision of the Mental Health area is based on promoting the integrated well-being of all

participants through the development of collaborative relationships between children, families,

the community, staff and the mental health professionals.

Outcomes:

Established collaboration agreement with the Carlos Albizu University to serve as a

practice center for their Internship Doctoral Program.

Implementation of the Pyramid Model of Socio-emotional Development.

731 fathers/mothers received orientation on the development of their children, as part of

the interview for the behavioral screening.

473 children that were referred have strengthened their emotional development through

self-regulation, recognition and management of emotions in conjunction with the families

and staff.

2. Transition

A total of 552 children achieved a successful transition to the school system during the program

year 2012-2013. The Program gave to each family a summary of services and Transitional Report

to be delivered to the school. In addition, the Program referred a total of 250 children to the

Special Education Register of the Department of Education, out of this number, 65 children with

a diagnosis and 185 with suspicion.

3. Family Literacy

The goal of Family Literacy Program is the development of

the families, the children and the staff in the principles of

what entails a program for effective services in the family

education. Effectiveness refers to educational services that

have sufficient intensity in number of hours and duration to

achieve sustainable changes in the family and to integrate

all the activities offered in HS/EHS.

New York Foundling develops workshops and interactive activities between parents and children to

promote family literacy, parents received formal training in parenting skills to increase their abilities

as parents, and to be the first and best teachers of their children, the formation of the parents

toward their economic independence and how to educate their children, according to their age.

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The content is directed to the following aspects:

Parents are the first teachers of their children.

Education leads to the independence and self-sufficiency. The Early Education must be appropriate according to the ages of the children, their abilities

and needs.

Therefore, the EHS/HS programs are intended to encourage parents to play a key role in the

education of their children, and that they must participate actively in this process to achieve our

goals.

Outcomes:

This area provided opportunities for parents to participate in educational services which

support and reinforce its role as an educator and student, for life. Workshops were

conducted to 334 participants in the Arte de Ser Padres Workshops. ( Art of Being

Parents).

The parents were motivated to be part of the learning process of their children. The

orientations were focused on how their children can learn through daily activities in

their home. There were 82 activities in the Early Head Start centers and 229 activities in

the Head Start.

A total of 295 parents in Early Head Start and 1.524 parents in Head Start worked as

volunteers.

A total of 75 Early Head Start and 187 Head Start parents are studying. Another group

of 76 parents were referred to study programs.

A total of 32 parents have completed their studies during the program year 2012-2013.

A total of 33 activities were developed directed to the search of employment, a total of 227

parents participated in these activities.

A total of 102 parents have been able to obtain employment during the program year

2012-2013.

A total of 334 parents are in the process of starting short careers aimed to enter in the

world of labor.

4. Child Care

Child Care Project is subsidized with federal funds under the Child

Care Administration and Development Services of the Department of

Family. The New York Foundling Program offers services to

children between the ages of 0-5 years of age, children with special

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needs, and are in high risk; whose parents are in training, studying or working. The project

offered services at six (6) facilities located in the following geographic areas: Catao, Coamo,

San Juan and Vega Alta in extended school hours from 7:00 am until 5:00 pm. The child care

services were distributed in four (4) Early Head Starts centers: Santa Ana, Guadalupe lvarez,

John O'Connor and Ro Jueyes; and in two (2) Head Start centers, in Zaida Fernndez and

John O'Connor.

The Child Care Program served 87 children which includes typical children, with special needs,

high risk and under protection of the state. This Program uses the GOLD Creative

Curriculum for children from 0-5 years and the Extracurricular of Vivian Padua during the

afternoon and in the summer sessions.

5. Psycho-ballet

The overall objective of the project of psycho-ballet is to

achieve that 100% of the children who participate in the

program develop their educational, social and emotional

skills through dance and creative movement.

Outcomes:

The project was developed in three (3) Head Start centers in the geographic area of

San Juan: Mundo de Paz, Arzuaga and San Juan Park that benefited all children

participating in these three (3) centers.

All the children of the groups who participated, had the opportunity to strengthen

their emotional development through activities of rhythm and creative movements

that strengthened their motor development, their coordination and balance skills, at

the same time that increased their skills in the socio-emotional areas.

The Plans are to offer these experiences in other three (3) centers that have not yet participated

in the Program.

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6. Mortimer J. Harrison Foundation

The Mortimer J. Harrison Foundation aims to develop the skills and

increase socio-educational opportunities for children and youngsters

whose mother, father or both parents have died; and prepare them

to be leaders to be emulated by others due to their academic

performance, and that they excel in both, social-emotional and civic

skills.

During the program year 2012-2013, the foundation served twelve

(12) children and youth to increase their academic achievement,

their socio-emotional abilities and civic to become leaders within their community and in our

society. All of them are enrolled in the Salesian Educational System of Puerto Rico. The

Foundation J. Mortimer Harrison covers all costs: initial tuition fees, books, computer lab,

educational and recreational activities and their monthly tuition for the academic year. In

addition, they have the opportunity to practice conversational English in extended hours. They

practice English in daily activities with the objective of acquiring fluency in the language. NYF

also offers psychological services to meet their particular needs. These activities enable them

to have better opportunities in their school life, including entering into universities, thus

increasing the chances of a better future and assuring that they achieve their goals.

XIII. Strengthening Partnerships and Resources in the Community

New York Foundling recognizes the importance of strengthening partnerships and

community resources to support, expand and intensify the services to children, families and

the communities served. This area has achieved the following partnerships:

Program of Calidad de Vida Familiar y Comunal (Quality of Family and Community Life) in Las Monjas and Puerto Nuevo.

Department of Natural Resources The Area of Solid Waste ASUME Program Department of Education Department of Health ngel Ramos Foundation Banco Popular Foundation Mora Housing Development Lions Club of Catao Childcare centers, preschools and schools:

- Marista and Mater Salvatories catholic private schools

- My First Schooling

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- My Learning Center

- Bilingual Care Center

- Paradise for Children

- CMM Day Care- Learning Center

- Others

Universities

- University of Puerto Rico - Interamerican University of PR - San Juan Municipal Hospital - Sacred Heart University - John Dewey University - Carlos Albizu University - Ana G. Mndez- PBS University System - Sem Tec Institute - Century College, Inc. - College, Inc. -Santurce

Volunteers

- Staff of the John Dewey - Office of First Aid - Dr. Ojeda - School of Optometry - Foster Grandmothers - Mr. Juan Ortiz - Tailoring Kite Fest - Mr. Edward Snchez Art seminar - Staff of Recreation and Sports Department - Goofy Games - Staff and Students of Social Work from the University of Puerto Rico and the

Sacred Heart University - Staff of the March of Dimes Organization - Others

XIV. School Readiness in the Head Start Program

The New York Foundling established goals of school readiness

for children from 0-5 years. These goals served as a guide for

teachers, support staff and parents, in relation to the areas of

development in which children must acquire the necessary

skills to succeed in school. The goals are aligned with the

Framework for the Development of the Child and the

curriculum and standards of excellence of the Puerto Rico

Department of Education.

Overall goals of the school readiness for children from 0-5 years

Socio-emotional Development

Children develop positive relationships and interactions with adults and their peers. Boys and girls will develop and demonstrate self-control over their feelings and emotions, independence and self-confidence.

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Health and Physical Development

Boys and girls will develop their physical and motor skills according to their age and level of functioning. Boys and girls will develop and demonstrate a good care of their body through good health habits, nutrition, safety and healthy behaviors.

Cognitive Development and General Knowledge

The children demonstrate cognitive to interact with objects, people and events of the environment according to their age and level of functioning capabilities.

Language and Literacy Development

The children demonstrate their oral communication skills and written language through the exploration and discovery of the written word according to their age and level of functioning.

Learning Methods

Boys and girls show interest, curiosity, creativity and persistence in learning and exploring the natural physical social world according to their interests, efforts and originality.

In the Head Start program for 3 and 4 years a list of specific goals, according domains framework for the use of teachers in their weekly schedule is provided.

XV. Summary of New York Foundling Children's Outcomes

Performance of the EHS children in the

Third Assessment 2012-2013, in terms of

the percentage of achievement on the

combined levels meeting and exceeding

age expectations

1. When considering all the age groups of

EHS children it was found three (3) areas of

development or domains that reached 90% of

achievement or more.

2. The domains that obtained the higher percentages were: Fine Motor (96%), Cognitive (91%)

and Socio-emotional (90%).

3. Other three (3) areas exhibited 82% to 89% of achievement: Gross Motor (89%), Literacy

(Reading-Writing) in Spanish (86 %) and Spanish Language (82%).

4. The lowest percent obtained corresponded to Mathematics with 77%.

The charts below show the accomplishments of children of different age groups or environments

of the Early Head Start program in the three assessments of program year 2012-2013.

Commentaries are included under each graph on the performance of the Third Assessment.

23

86%

88%

90%

92%

94%

96%

98%

100%

Social-Emotional Physical GrossMotor

Physical FineMotor

Cognitive Mathematics Language-Spanish

Literacy- Spanish

100% 100% 100% 100% 100%

91%

100% 100% 100% 100% 100% 100% 100% 100% 100%

93%

100% 100% 100% 100% 100%

Comparison of percentages of EHS children - All children: Birth to 1 year- attaining the Meeting & Exceeding Age Expectations combined level on the 1st, 2nd, & 3rd Assessment -

PY 2012-13

1st 2nd 3rd

0%

20%

40%

60%

80%

100%

Social-Emotional Physical GrossMotor

Physical FineMotor

Cognitive Mathematics Language-Spanish

Literacy-Spanish

97%

81%

97% 99%

56%

85% 86%96%

89% 91%95%

60%

79% 81%88% 90% 90% 90%

72%80%

86%

Comparison of percentages of EHS children - All children: 1 to 2 years- attaining the Meeting & Exceeding Age Expectations combined level on the 1st, 2nd, & 3rd Assessment - PY 2012-13

1st 2nd 3rd

Graph I

Birth to 1 year 3rd Assessment

In six of the seven domains this group of children reached 100% of achievement. The exception was in the Gross Motor domain, which gained 93%.

Graph II

1-2 years - 3rd Assessment

In three domains the children of this age group reached 90% of achievement: Gross Motor, Fine Motor and Cognitive.

The domain with the lowest performance was Mathematics with 72 %.

24

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Social-Emotional Physical GrossMotor

Physical FineMotor

Cognitive Mathematics Language-Spanish

Literacy-Spanish

81% 79%

94%

84%

64%

73% 71%

88% 86%

100% 95%

77% 80% 76%

92% 90%

99% 95%

82% 85% 87%

Comparison of percentages of EHS children - All children: 2 to 3 years- attaining the Meeting & Exceeding Age Expectations combined level on the 1st, 2nd, & 3rd Assessment - PY 2012-13

1st 2nd 3rd

0%

20%

40%

60%

80%

100%

Social-Emotional Physical GrossMotor

Physical FineMotor

Cognitive Mathematics Language- Spanish Literacy- Spanish

100% 100% 100% 100%

67%

100%

67%

82% 83%

100%

76%

62%

72% 75%

Comparison of percentages of EHS children - All children: Preschool 3 years- attaining the Meeting & Exceeding Age Expectations combined level on the 1st, 2nd, & 3rd Assessment - PY

2012-13 1

2nd 3rd

Graph III

2-3 years - 3rd Assessment

In four domains this group of children reached 90% or more of achievement: Fine Motor (99%), Cognitive (95%), Socio-emotional (92%) and Gross Motor (90%).

Graph IV

Preschool 3 years EHS 3rd Assessment

25

57% 63%

76%

54%

43%

54% 46%

89% 85% 92%

84% 78% 75% 75%

97% 95% 98% 94% 93% 87%

92%

Social-Emotional Physical GrossMotor

Physical Fine Motor Cognitive Mathematics Language- Spanish Literacy- Spanish0%

20%

40%

60%

80%

100%

120%

Comparison of percentages of 3 year-old HS children attaining the Meeting and Exceeding Age of Expectations combined level on the 1st, 2nd and 3rd Assessment

PY 2012-2013

1st

2nd

3rd

The percentages of achievement reached by this group of children pertain to the developmental level Meeting Age Expectations in six (6) of the seven (7) domains. The exception was in Gross Motor that obtained 79% in the Meeting and 3% in the Exceeding level.

In terms of achievement in the combined levels: Meet and Exceed the expectations for

their age, only the Fine Motor domain reached 100% of achievement, followed by the Gross Motor (83%) and Socio-emotional (82%).

Performance of the Head Start children in the Third Assessment 2012-2013, in terms of the percentage of achievement on the combined levels meeting and exceeding age expectations 3-4 years Head Start Children

1. Evaluating the children of both 3 and 4 years it was found that in all areas of development

or domains they reached more than 90% of achievement.

2. The domain that obtained the highest percent was Fine Motor with 98%. Nevertheless, in Gross Motor, Cognitive and Socio-emotional basically shared the first place by since children reached 97% in each of these domains.

3. Three areas of development were in the last places, which in no way represent low results: Spanish Language and Literacy (Reading-Writing) in Spanish with 93%, respectively, and Mathematics with 92%.

The charts below show the separate accomplishments of 3 and 4 years old children of the Head Start Program in three assessments of program year 2012-2013. Commentaries on the performance of the Third Assessment are included under each graph.

Graph V

HS 3 years old Children- Third Assessment

1. 3 year old HS children surpassed the 90% of achievement in six (6) of the seven (7) areas of development or domains. In Spanish Language, this group of children obtained an 87%.

26

2. The domain that reached the highest percent was Fine Motor with 98%. The area of Social-emotional development essentially shared this in first place with 97%.

3. The domain with the lowest percent was Spanish Language (87%), followed by Literacy (Reading-Writing) in Spanish (92%).

Graph VI

HS 4 years old Children- Third Assessment

1. The 4 year old HS children exceeded 90% of achievement in all areas of development or domains.

2. Three (3) domains shared the highest percent achieved (98%): Fine Motor, Gross Motor and Cognitive.

3. Two other areas also managed to win first place with 97%: Socio-emotional and Spanish Language.

4. The domain of Literacy (Reading-Writing) in Spanish and Mathematics followed the domain areas already mentioned above with 95% and 91%, respectively.

72% 79%

85% 76%

45%

66% 68%

90% 94% 94% 94%

79%

91% 87% 97% 98% 98% 98%

91% 97% 95%

Social-Emotional Physical GrossMotor

Physical FineMotor

Cognitive Mathematics Language-Spanish

Literacy- Spanish0%

20%

40%

60%

80%

100%

120%

Comparison of percentages of 4 year-old HS children attaining the Meeting and Exceeding Age Expectations combined level on the 1st, 2nd, and 3rd

Assessment PY 2012-13

1st 2nd 3rd