HEAD START FUNDING CYCLE – YEAR 2 AND 3prekkid.org/head-start/agency-profile-collab/ABC-USD-collab/ABC 17... · Web viewCreate an organizational chart in a WORD format and include

INTRODUCTION

This document provides instructions for completing the 2017-18 Early Head Start (EHS), Early Head Start-Child Care Partnership (EHS-CCP), Head Start (HS), and Dosage funding applications. Delegates must complete the application narrative as a WORD document using Times New Roman, 12 font. The delegate’s designated delegate liaison team leader and/or fiscal liaison will answer questions and/or provide technical assistance as needed.

Delegates were provided the following electronic funding documents:

2017-18 Funding Summary Application template and instructions Fiscal Schedules Attachment (B, C, D, E, F, G and L) Schedule I and K Attachment SF424, SF424A, & SF424 B (must be completed in GABI using HS Enterprise System) Policy Council and Board approval template, and Employee Compensation Cap Sample Organization Chart Training and Technical Assistance Summary and Plan Template School Readiness Plan Template

Checklist

SUBMISSION INSTRUCTIONS

1. Completed documents must follow the naming convention described below to ensure proper cataloging. Include the following when naming the document:

Delegate Name or Acronym Date of Submission (mm_dd_yy)

Original File Name

Examples: MAOF 01_11_17 Funding ApplicationBUSD 01_11_17 Fiscal Schedules

PLAZA 01_11_17 Schedule I and K

2. Complete the checklist to verify a complete application is submitted.

3. Submit applications electronically, according to the assigned cycle due date, to the following e-mail address: [email protected]. All applications must be submitted to the attention of the Program Development Assistant, Planning and Resources Development (PRD) Unit.

Application Due Dates

Page 1 of 32 Revised 9/6/2016

Cycle I Cycle II Cycle IIICII, Foundation, Garvey,

MAOF, PlazaABC, Mt. View, Pomona, St.

Anne’s, YPIBassett, El Monte, Norwalk,

PACE, Para Los Niños, Santa Monica

Jan. 19 Jan. 26 Feb. 2

1. Applications will not be accepted prior to the delegate’s designated due date.

2. Submit original signatures on the Board and Policy Committee approvals, Application for Federal Assistance form (SF424), assurances (SF424B), and employee compensation CAP certification by mail or hand deliver to the LACOE Head Start-State Preschool Division Office on the submission due date, by 5:00 p.m. to the attention of Program Development Assistant, PRD Unit.

APPROVALS

Policy Committee Approval (Section)

The form must be completed and signed by the Policy Committee Chairperson. Do not include policy committee minutes with your narrative. Submit hard copy document with original signatures on the funding application submission due date.

Board Approval (Section)

The form must be completed and signed by the Board Chairperson. Submit hard copy document with original signatures on the funding application submission due date.

Application for Federal Assistance Form SF424

Complete the SF424 form in the HS Enterprise System. Print the form and secure the Board Chairperson signature. Submit hard copy document with original signatures on the funding application submission due date.

Assurances

Complete using the HS Enterprise System, GABI provides all necessary SF424B Assurances. Print assurances by selecting the “REPORT” option on the GABI toolbar and then select the “424B” option. Open the assurances, reformat (if necessary), and print. The Board Chairperson must sign the SF424B. Submit hard copy document with original signatures on the funding application submission due date.

Non-Construction Programs Drug Free Workplace Certification Regarding Environmental Tobacco Smoke Certification Regarding Debarment and Suspension

Certification Regarding Lobbying


Employee Compensation Cap Certification

The certification form must be completed and signed by the Board Chairperson. Submit hard copy document with original signatures on the funding application submission due date.

If any employee’s compensation exceeds the cap, no portion is a reimbursable HS/ cost. This is an unallowable cost and DAs must compensate the employee without using HS funds.


2017-18 Year 4 Funding ApplicationDelegate Name:

Section 1 PROGRAM DESIGN AND APPROACH TO SERVICE DELIVERY

The program design and approach to service delivery section of the funding application was designed to include program decisions for both the Traditional Grant (EHS and HS) and the Early Head Start- Child Care Partnership Grant (EHS-CCP). Please ensure that when answering the following questions in this section you address all programs.

A. Goals

LACOE and its delegates have been working on accomplishing common goals over the five year funding cycle. In the 2015-16 funding application delegates created objectives for each goal.

This continuation application requires that delegates list any additions, deletions or revisions to programs objectives and describe the progress in meeting each objective identified in the 2015-16 funding application. For the purposes of the questions below please refer to the following definitions.

Progress: Forward movement toward the achievement of objectives, and outcomes.

1. Implement a public awareness and outreach campaign for LACOE’s Head Start and early education programs using proven strategies with the diverse families of Los Angeles County to more effectively meet and maintain enrollment of children and families.

a. Following is the objective(s) ABC adopted for the 2015-16 program year:

Our agency will continue to reach out to families via school district sponsored events, signage/flyers, calls to families identified as having age appropriate children, as well as word of mouth through staff and families. We will collaborate with our CSPP programs to increase the number of families on the waiting list.

b. List any revisions made to the objective since last year’s application. If no revisions have been made, then state “no revisions”.

No revisions

c. Did you complete the activities needed to meet the objective(s)? If you have not, describe the progress in meeting the objective(s).

ABC Head Start will be enrolling families sooner than it has been done in the past. Beginning April, families will be selected on a weekly basis. We will be mailing out flyers to the newly added service area for our agency.



2. Establish and develop community partnerships and strengthen existing partnerships targeted to the needs of LACOE’s regionalized communities to maximize resources that build the self-resiliency of families


Our agency will continue to participate in meetings that bring together community based organizations to collaborate and support student and family success. We will seek out new partnerships that enhance our ability to provide specific, timely and needed services to our families.


No revisions.

c. Did you meet this objective? If you didn’t meet the objective, please describe the progress in meeting the objective

ABC has established a partnership with UCLA Vision clinic, Alta Med for dental screening and Family Guidance Center for providing workshops to parents on the topic “Families United”.

3. Build on the standardized use of ChildPlus with clearly defined processes and guidelines to better meet the individual needs of children and families and ensure timely delivery of comprehensive services


Our agency will continue to improve proficiency in the use of data generated by Child Plus to provide services to families and follow up on needs in a timely manner. The ChildPlus reports will be used for ongoing monitoring as well as to ensure all data is captured and used to guide service delivery.


No revisions.


Yes, new staff has attended Child Plus training for their service area module. Current staff will seek refresher trainings for the modules that pertain to their service area. ABC team is developing a system to reconcile file review and Child Plus data entry based on guidance provided by LACOE.



4. Build parent and staff knowledge of children’s developmental milestones to ensure the healthy development of the whole child and transitional success into primary education


Our agency will continue to educate parents about child development and milestones during enrollment, parent meetings, PC meetings, workshops, home visits, back to school/open house events and via print materials such as At Home Links, curriculum enhancement calendars, parent handbooks and print resource materials available at each site. We will continue to strengthen the depth of knowledge for teaching staff during staff meetings, professional development days, LACOE trainings, observations and debrief and print materials such as articles and update information provided by LACOE.


Teaching staff will discuss developmental domains at parent meetings throughout the year as they discuss outcomes of the ongoing DRDP assessments.


Yes.

5. Implement evidence-based programs that empower parents to advocate in the community for excellence in their children’s development and learning


Our agency will continue to provide training to parents via parent site meetings, parent trainings on PC processes and responsibilities, LACOE T&TA etc. We will offer CSEFEL, Positive Solutions, emotional health and well-being workshops, PC officer training and refreshers. We will encourage and support parents to seek leadership opportunities at LACOE as well.


Abriendo Puertas will also be utilized as a parent education curriculum. ABC team is developing a system to reconcile file review and Child Plus data entry based on guidance provided by LACOE.




Yes.

6. Implement strategic steps to support consistent implementation of organizational processes to strengthen our infrastructure, maximize system oversight and maintain healthy delegate agencies


Our agency will continue to work closely with ABCUSD leadership team, support staff and content area coordinators to improve service delivery and strengthen internal monitoring. ChildPlus data and ongoing monitoring tools will be strengthened to enhance the existing infrastructure. We will continue to work with our Board as a means to provide oversight for our programs and ensuring Head Start aligns with District goals, allowing students and families to make a smoother transition.


No revisions.


Yes. Our agency will continue to work on outstanding PIP items to improve and strengthen our service delivery and internal monitoring. ABC Head Start has collaborated with our purchasing department to maintain communication about following all policies and procedures.

Goals A.1

Based on the information from LACOE’s community assessment, the goals for the last two years for the five year funding period are being revised to better align with the changes in the communities, regulations, and overall program direction.

LACOE adopted three goals, identified below. Delegates will develop SMART objectives to align with LACOE’s goals. The objectives must be specific, explain what is to be done; measurable, how will you know what you was to be done was completed or met the expectations; attainable, synonymous to achievable make sure the objective is something that can be accomplished in the one or two year period left in the five year grant; relevant, does the objective align with the goals and what we should be done with HS and EHS programs; time-oriented, simply state when the objective be completed.



Goal 1. Implement LACOE’s school readiness framework that includes four central elements of service delivery (teaching practices, curriculum, screening and assessment, and parent involvement) to ensure the healthy development of the whole child and transitional success into primary education.

a. Write the SMART objective the delegate adopted for the 2017-18 program year below:

ABC USD Head Start will collaborate with elementary staff and continue to implement Creative Curriculum, Second Step, and utilize CLASS strategies to support student learning for the healthy development of the whole child. Teaching staff will be provided mentoring and coaching to support effective implementation of all curriculums and CLASS strategies. Provide support for parents, elementary staff, and students through transition activities at various elementary school sites. Transition workshop provided for all parents on expectations and preparedness for primary education. Tools used to measure progress will be the DRDP 2015 assessment tool, parent evaluations from workshops, CLASS results, DECA P2, Creative Curriculum Fidelity Checklist, ECERS, DRDP parent surveys.

Goal 2. Implement evidence-based programs that empower parents to advocate in the community for excellence in their children’s development and learning.


Use of CSEFEL Positive Solutions workshops, Abriendo Puertas Parent Education curriculum, Home links, parent workshops evaluations, DRDP parent surveys.

Goal 3. Develop and implement new 5-Year Strategic Plan that informs LACOE and its delegates in the consistent implementation of organizational processes to strengthen LACOE’s infrastructure, maximize system oversight, and maintain healthy delegates ultimately leading to quality outcomes for children and families.




B. Service Delivery

In this section, reference the LACOE community assessment and delegate specific data to answer the questions below. Delegate specific data may include:

Child outcome data CLASS data Self-Assessment findings Parent survey findings Results of LACOE monitoring findings PIR results (e.g., complete physicals, screenings within 45 days, number of families

served) Findings from regulatory agencies (e.g. CCLD, CACFP) Results of special conditions placed on delegate contract Other data as relevant

1. Needs of Children and Families

Based on the review of the data, provide an update on the estimated number of children needing full day and full year care? Include: a) the communities and hours of care most needed by families; and b) how the delegate will identify resources for families needing care for 10 more hours per day.

Commencing 2016-17 ABCUSD lost 3 children out of 180 prior to the start of school due to the need for full day. These families enrolled in MAOF’s CSPP full day program.

Based on this school year’s PIR data 7% of two parent households are in need of a program that is 3.5 hours or more due to both parent’s working and/or attending school. A greater need exists among single parent households with 26% needing extended hours of service. In both single and two parent households the number is up by 2% from 2015-16 school year.

DRDP parent surveys have indicated that most parents are satisfied with the program hours of operation. Specifically the enrollment of their child in the program has made it easier for them to accept a job, keep a job, attend educational programs and/or trainings. Currently ABC USD does not offer a full day preschool program. To further assess the need for additional hours in our community this additional question has been implemented into our intake procedure for new families and the question will be added to the DRDP parent survey. This will allow ABC USD to begin collecting specific data in preparation for the new OHS mandate to provide increased instructional hours.

2. Funded Enrollment and Program Options

Provide a narrative summary that describes the proposed program options and variations as indicated in the Schedule I, specify changes proposed for 2017-18 and why these changes are appropriate for the children and families served.



ABCUSD Head Start program options will remain the same for 2017-18 school year; part day, part year program. ABCUSD will have 10 classrooms at six different elementary schools in the District with 18 students (collocated) in each class. The only changes that are reflected in schedule I will be with the allocation of Head Start and CSPP funded slots. ABCUSD has given up 18 CSPP funded slots and in their place gained 18 Head Start slots. Distribution of the 36 CSPP slots remaining will be focused at the northern end of the school district where there are higher incomes but are fewer resources available to families that have a need. The south end of our community continues to have the families with the greater need for Head Start services.

a. If the delegate was under enrolled at the beginning of the 2016-17 program year and/or was unable to fill vacancies within 30 days and sustain full enrollment, what changes are being proposed to achieve and sustain full enrollment?

Over the last couple years ABCUSD has struggled to maintain full enrollment throughout the school year. The start of 2016-17 school year was the first year our agency began as under enrolled due to the changes in the OHS final rule, Transitional Kindergarten, and overall low waiting list. For 2017-18 ABCUSD intends to revise the enrollment process to include earlier dates for returning and new Head Start families. Additionally recruitment efforts will be added to include the new additional service area, and continued collaboration with elementary schools and with our Child Welfare and Attendance Department to seek out homeless families in the community that need services. In addition to existing recruitment efforts, ABC Head Start will mail out flyers to the newly added service area. Will have information about enrolling in our Head Start program displayed on the information television at the main district office lobby as well as the District Office West lobby. Our extended day program teachers will have flyers about Head Start enrollment available with them to pass out to interested families. We will continue to network with elementary schools in the district that do not have a Head Start classroom on site during their open houses. Office staff will connect with families via a telephone call during the summer months to confirm their enrollment status.

3. Proposed Enrollment Reduction

If delegate is requesting an enrollment reduction (proposing to serve less HS children without reducing its budget) or expansion (requesting additional HS and/or EHS slots) provide a rationale that details the proposed plan and justifies the request. More detailed information will also be required in the budget and budget justification section.

Note: Delegate must have a discussion with LACOE HS Director prior to including this request in the application. Per the Administration for Children and Families Information Memorandum HS-08-03, delegates requesting an enrollment reduction must address the items that follow.

Not Applicable



a. In the box below write a statement(s) about the results of evaluating the current administrative structure and administrative costs to determine if savings can be found.

Review the following:

all non-program staff which is being charged, wholly or in part, to the Head Start grant;

the necessity of employing each of their administrative staff and the reasonableness of the salaries being paid to such staff

the reasonableness of the percentage of each administrative staff’s compensation which is being charged to the Head Start grant and be sure that percentage is consistent with the amount of time that individual is engaged in Head Start matters

all other administrative costs which can be reduced, including indirect cost rates

Not Applicable

b. In the box below write a statement(s) about the results of evaluating the current supervisory structure to determine if savings can be found.

In your review consider the following:

Are there some supervisory positions which could be eliminated with minimal impact on program quality or operations?

Such positions as a center director with no classroom responsibilities or intermediate supervisory positions such as, for example, an Assistant Education Coordinator, may be positions which could either be eliminated or combined with other positions. In addition, programs which have an Executive Director who spends the majority of his/her time on Head Start matters may not need a full time Head Start Director as well.

Not Applicable

c. In the box below write a statement(s) about the results of examining staffing ratios which do not have mandated ratios to determine if savings can be found.

Not Applicable

d. In the box below write a statement(s) about the results of evaluating the current fringe benefit package to determine if savings can be found.



In your review consider if:

These packages are reasonable and appropriate

The feasibility of joining other programs in the state or region and negotiating as a block for health and other insurance premiums is feasible and result in savings.

Not Applicable

e. In the box below write a statement(s) about the results of reviewing travel and other discretionary costs to determine if savings can be found.

Not Applicable

f. In the box below write a statement(s) about the results of assessing the need for any staff not integral to providing a quality Head Start program consistent with all statutory and regulatory requirements to determine if savings can be found.

Not Applicable

g. In the box below write a statement(s) about the results of reviewing the reasonableness and cost effectiveness of program operations to determine if savings can be found.

Some items to consider in the review of program operations could include:

An assessment of the way the delegate currently does business in several areas to determine it is always implementing the most cost effective way of providing services

A cost benefit analysis to determine the most effective way to provide the different types of services offered

Not Applicable

h. In the box below write a statement(s) about the results of reviewing the program options and variations offered to determine if savings can be found while ensuring the options offered meet the needs of the children and families in the community.

Not Applicable



i. In the box below write a statement(s) about how the program is maximizing other federal funding streams including child care, USDA, TANF and Medicaid/EPSDT funding.

Not Applicable

j. In the box below write a statement(s) about how the program is seeking alternative non-federal resources.

Not Applicable

4. Proposed Enrollment Conversion

If the delegate is requesting to convert Head Start funds to provide Early Head Start services, address to the following:

Note: Delegate must have a discussion with LACOE HS Director prior to including this request in the application

a. Specify the planned reduction in Head Start enrollment and the number of infants, toddlers, and pregnant women proposed to be served.

Not Applicable

b. Provide information on the amount of funds reallocated from the HS program to support EHS services. You must include more detailed information in the budget and budget justification section.

Not Applicable

c. Describe how the needs of infants, toddlers, and pregnant women will be met.

Not Applicable

d. If the delegate does not currently operate an EHS program provide a detailed explanation of how EHS is proposed to be operated, including the service recruitment areas, program options, qualifications, and training to staff, and the physical infrastructure, including facilities.



Not Applicable

e. Provide a description on how the needs of eligible Head Start children will be met with the reduction in HS slots.

Not Applicable

f. Discuss the transition plan between HS and EHS and specify the proposed timeline for implementation of the conversion.

Not Applicable

5. Centers and Facilities

Identify the communities with the greatest need for services (refer to the service area matrix developed by LACOE) which the delegate will target for recruitment. Additionally, what changes does the delegate propose to make to its location of centers, home-based programs, and services to ensure families/communities with the greatest needs will be served?

Note: Changes to locations of centers/home-based programs/services must be reflected in Schedule I.

ABCUSD Head Start centers and facilities will remain the same for 2017-18 school year. ABCUSD will have 10 classrooms at six different elementary schools in the District, the majority of the centers are located on the southern end of the community in the City of Lakewood which is where there is the greatest need for Head Start Services. The centers service families that reside in Cerritos, Lakewood, Hawaiian Gardens, and Artesia communities.

6. Schedule I and K

Complete one Schedule I and K that is inclusive of EHS, HS, EHS-CCP and HS dosage slots. Refer to the instructions in the Schedule I and K workbook for details on completing the form.

Note: If the delegate operates home-based program option and/or combination program options, a calendar (Schedule S) must be completed indicating when the socializations will take place. Delegates operating LACOE CSPP or CCTR must complete a separate calendar indicating the number of days of operation.



7. Recruitment and Selection

Based on community assessment data, LACOE identified selection criteria that prioritizes services to the families most in need. The delegate must assign points to the selection criteria to ensure children and families, with the greatest need in their designated service area, are prioritized for enrollment.

Note: Three year old children must be given priority over 4 year old children.

Selection Criteria Item in CP Drop DownDelegate

Points NotesAge Newborn to less than 6 months 0

6 months to 11months 0 1 year to 1.11 years 0 2 years to 2.5years 0

2.6 years to 2.11 years 0 3 years 25 4 years 20

5 years (when Kindergarten is not available) 20

Categorical Homeless (including transitional Homeless families) 30

Foster Care 30 Public Assistance (TANF or

SSI) 30 Child in Protective Services? Yes 25 Disability Status Child with IEP 30

Child with IFSP 30

Suspected Disability 10 Dual Language Learner? Yes 10 Employment Status Both parents employed 5

Both parents in school or job training program 5

One parent employed 5 One parent in school or job

training program 5 Incarcerated Parent Mother 15

Father 15Income Eligible 10



Selection Criteria Item in CP Drop DownDelegate

Points NotesMilitary Family 10 Parent(s) less than high school education

one parent 5 both parents 10

Pregnant Teen 10 Parenting Teen 10 Postpartum Depression Yes 0 Returning Child 20 Single Parent 10 Transitioning From Early Head Start to Head

Start 10 From other Head Start Program 10

Referral From DCFS, DPSS, 211 or other referral agency 15

Approved Adjustment FactorsMedical Insurance No 10

Transitioning Toddlers

Yes 10Toddlers from ABCUSD’s Tracy Infant Center

a. If the delegate is adding adjustment factors provide a justification for the proposed criteria.

ABC staff work with families to ensure that children are signed up for medical insurance. This trend has been identified in previous years and families have indicated that they have no resources to secure healthcare.

In an effort to assist children transitioning from ABC Unified School District’s infant program and to provide continuity of service to our families every effort will be made to place qualifying families into a Head Start program.

b. Describe how the delegate will ensure that not less than 10% of the actual enrollment will be children with disabilities

ABC Head Start is facing challenges with meeting the 10% of children serviced with disabilities requirement because of more and more younger children being enrolled. An opportunity is given for all students to enhance their growth in all developmental domains as intervention takes place in the general education classroom to meet their individual needs. It is ensured that there is evidence for



referral as well as identification of developmental delays. The Disabilities Coordinator will continue to meet with staff from the District’s Early Intervention Program (EIP) to receive referrals and to coordinate enrollment of children with special needs that could benefit from Head Start services. The Disabilities Coordinator maintains a tracking sheet of these children and shares the information with enrollment personnel, including the ERSEA Coordinator. Information from this tracking sheet is utilized to extend an invitation to the families to enroll for services. Once the family comes in for enrollment the IEP information is shared with the Disabilities Coordinator for processing and the ERSEA staff can begin their enrollment procedures as needed.

Families that walk in for enrollment and express a concern regarding their child’s development are referred to the District’s EIP for assessment and processed for enrollment as specified in ABUSD’s ERSEA plan. Information on these families is also shared with the Disabilities Coordinator for tracking and monitoring progress throughout the IEP process.

The majority of our 10% of children with disabilities are recruited in this manner.

Other outreach activities to recruit children with disabilities include giving priority to children coming in with DCFS, DPSS, Regional Center referrals as well as private doctor referrals. ABC Head Start will continue to mail out flyers to community centers that provide services for families and/or children with special needs.

8. Early Head Start

a. The Schedule I must reflect a minimum of 48 weeks of service for EHS children. If the delegate is proposing a locally designed program option, describe below how it will ensure continuity of services over a minimum of 48 weeks.

Not Applicable

b. Describe the services provided to pregnant women.

Not Applicable

C. Approach to School Readiness

School Readiness Plan: As part of this year’s funding application, agencies are required to submit an updated School Readiness Plan. Please use your 2016-17 School Readiness Plan and highlight planned updates for the 2017-18 program year. Updates should be informed by your findings to date for the 2016-2017 program year (inclusive of DRDP and CLASS scores as well as the delegate’s assessment of curriculum fidelity/implementation). To support the updates to your School Readiness Plan, please address the questions below.

a. Describe how the DRDP Assessment scores have informed changes in your School Readiness Plan for the 2017-18 program year.

Teaching staff continue to receive support on updates and changes in the DRDP 2015 tool used



for assessments. Teachers share out and plan activities, lessons and ideas at their monthly team meeting as a professional learning community. The teaching staff collaborate on the developmental domains identified on their individual DRDP action plans for their classrooms. DRDP data is aggregated at classroom level that identifies trends and these trends are used to identify activities for lesson plan. First DRDP Assessment data for 16-17 show support needed in approaches to learning as well as in the cognition developmental domain areas to improve child outcomes. School Readiness goals and professional development will continue to support the identified areas of need. Teaching staff will continue to focus on all areas of development with emphasis in supporting the identified areas of need. DRDP data will be used to engage families in understanding their children’s development, and supporting their children’s school readiness at parent meetings. DRDP results will be discussed at parent-teacher meetings, and staff will develop specific goals on the individualized development plan in collaboration with parents. Parents will give their input and activities to support specific DRDP measures for lesson plans. Trends in the data are used to identify professional development planning to support children’s growth in specific DRDP domains or measures. School readiness goals is a topic covered in monthly parent meetings as well.

b. Describe program improvements implemented in response to the analysis of child assessment and other data. Provide specific examples as appropriate.

Staff development planned on the Creative Curriculum, Second Step as well as the DRDP 2015 changes and updates. Teaching staff are also provided opportunities to attend professionaldevelopment workshops offered by the Grantee as well as California Preschool Instructional Network (CPIN). The agency collects information at agency, site and classroom level by age, years in program, IEP status, English language learners to identify trends. Data is compiled by domains and measure. Strategies within Creative Curriculum, Second Step, DRDP 2015, CLASS tool are selected to support specific measures identified to support school readiness. The results

of the first assessment period reflects support needed in the approaches to learning and cognition areas of development. Teachers will develop an action plan based on the identified domains to focus in their planned lessons and activities implemented in the classroom. Staff will collaborate as a professional learning community at their team meetings to exchange ideas to support each other. Creative Curriculum fidelity tool will be used to identify areas that need support with implementing the curriculum. The education mentor coach will provide support for the specific teaching team with identified areas of need with curriculum and assessment. The education and mental health/disabilities coordinator will provide ongoing support for the teaching team. The RTI core team will provide for the teaching teams annual trainings and ongoing check ins and individual support as needed.

c. Describe how the delegate’s CLASS disaggregated scores have informed changes to your School Readiness Plan to improve instructional quality among teachers with lower CLASS scores, including any coaching or mentoring plans.



NCQTL in service suites are used to coach teacher in gaining additional CLASS strategies that can be implemented in their classrooms. Teachers will receive coaching and mentoring on the CLASS tool and strategies as part of planned staff development to help with gaining a better understanding of instructional quality. High priority teaching teams based on the CLASS scores are identified using the Child Plus report available in the CLASS module. Child Plus report is presented to each teacher as well as to the teaching team and a professional development plan is developed to provide ongoing support in CLASS strategies. Individual support will be provided by the education mentor coach as well as ongoing support by education and mental/health disability coordinators to the teaching team identified as High priority. Based on 15/16 CLASS results the identified 3 HPTT teachers were provided coaching support with trainings as well as on site classroom coaching. Two out of three HPTT teachers showed improvement in their 16/17 fall CLASS results. However, two new teachers from our team have been identified as HPTT. Based on their scores, these two identified teachers are receiving training and coaching to support them with CLASs strategies.

D. Training and Technical Assistance (T&TA) Plan

Use the T/TA Excel spreadsheet to complete the T & TA plan. Note: If the plan is completed correctly, then the summary automatically populates in the EXCEL workbook. Do not delete any of the rows (deleting rows will cause the spreadsheet’s formulas not to work). To remove or replace text, highlight the text in the respective cell, and then press the delete button.

Also, complete a T&TA Plan(s) that addresses the ongoing support and training needed for teachers, home visitors, and FCC providers to fully and accurately implement the adopted curriculum. Include the trainings that are identified in each of the service area manuals.

The T & TA Plan will automatically populate the summary. Refreshing data in the summary will ensure that the most current data will be pulled from the plan (refer to T & TA Summary Instructions). Verify that the summary information is correct. If an error is found the correction must be made in the plan (EXCEL spreadsheet).



Section II. BUDGET AND BUDGET JUSTIFICATION NARRATIVE

A budget and budget justification narrative of the funding application is required for all programs: HS, EHS, EHS-CCP, and HS dosage. Delegates must submit a budget justification narrative for each program separately. Delegates must submit separate fiscal schedules for 1) HS/EHS/SPS 2) EHS-CCP/CCTR and 3) HS dosage.

The budget amounts described in this section must align with the amounts identified in the fiscal schedules (EXCEL workbook).

Provide a budget narrative justification for each of the following GABI categories to demonstrate allowability, necessity, reasonableness, and allocability of proposed costs:

1. Organizational Chart

Create an organizational chart in a WORD format and include as a separate file on the flash drive. Create one chart for the traditional grant and one for EHS-CCP, if applicable. The charts must include job titles and the total HS, EHS, and EHS-CCP FTE’s for each position. Include all positions that conduct any program or administrative function for the program (custodians, consultants, interns, etc.) It must delineate the shared decision-making responsibilities and supervision for HS, EHS, and EHS-CCP, include all funding sources, and it must be aligned to the staffing schedules (Schedules B, C, & D). A sample organizational chart has been provided on the flash drive.

Any organizational changes described in Section III. (Personnel) of the Budget Justification must be reflected on the organizational chart. If there are any required positions not funded through HS, EHS, and EHS-CCP insert a footnote in the organization chart.

2. Personnel (GABI Section (a))

Provide a narrative explanation on the reasonableness of your HS/EHS/EHS-CCP personnel costs (salaries and wages) and staffing structure as presented in your organizational chart. Also, describe how the responsibilities of the fiscal officer differ from those of the director. Describe the maintenance/custodial personnel that continues to be funded with the permanent funding increase for maintenance/custodial efforts. For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR).

The ABC Unified School District Board of Education, Superintendent, and Parent Policy Committee comprise the governing body of the ABC Unified School District Head Start Program. They are not paid by the agency.

Staff members that are considered to have the same percentage of working hours may have varying number of hours due to the bargaining unit to which they belong to, as well as the term of the position (10-month, 11-month, 12-month employee).

Child Health and Developmental Services



$41,835 One (1) Education Coordinator (1 FTE x 90% = .9FTE)(10% paid by CSPP) to provide staff development and support teachers with the implementation of the educational goals and regulations, monitor classrooms, and Self Assessment. Will provide leadership with all curriculums, preschool frameworks, CLASS, ECERS, and GLAD strategies.

$340,016 Ten (10) Teachers (10 FTE x 90% = 9FTE)(10% paid by CSPP).

$122,636 Ten (10) Teacher Assistants (aka Paraeducators) (10 FTE @ 43.75% = 4.375 x 90% = 3.94 FTE) (10% paid by CSPP).

$35,490 One (1) Mental Health and Disabilities Coordinator (1 FTE x 81% = .81FTE)(5.8% paid by CSPP;13.2% paid by CSPP through CDE). This position also supports another program with regards to the assessment of children with mental health/disability concerns.

Family and Community Partnership

$114,161 Three (3) Family Service Coordinators (3 FTE x 90% = 2.7 FTE) (10% paid by CSPP).

Program Design and Management

$88,696 One (1) Program Coordinator (Director) (1 FTE x 90% = .9FTE) (10% paid by CSPP). The Director’s responsibility is to oversee the operating structure of the Head Start program. They assist in the planning, development, and implementation of the program’s curriculum.

$85,501 One (1) Secretary II (1 FTE x 90% = .9FTE) (10% paid by CSPP) cost $45,649. One (1) Secretary I (1 FTE x 90% = .9 FTE) (10% paid by CSPP) cost $39,852.

$13,162 One (1) Accountant (1 FTE x 22% = .22FTE) (5.8% paid by CSPP; 72.2% paid by Extended Day Program) Supports Head Start 100%, however also supports other programs which also pay portion of salary. The director’s responsibilities are to monitor that the budget expenditures meet the program’s design, goals and objectives, Head Start and LACOE regulations, and district policies. The accountant’s responsibility is to compile monthly reports and review budget for sustainability. The Director has fiscal oversight, whereas the Accountant conducts the day to day fiscal processes.

$58,386 One (1) Maintenance Worker (1 FTE, 100% HS). The maintenance worker is responsible for the non-custodial upkeep of the Head Start sites and works solely for Head Start. Any repairs needed (which are beyond the scope of the job description) will be done by the ABC USD’s maintenance department respective trade.



3. Fringe Benefits (GABI Section (b))

In the chart below, provide specific rates (%) and amounts ($) for all fringe costs ensuring that the totals agree to the total fringe benefits budget identified on the fiscal schedules.

Fringe Description

GABI Reference Budgeted Amount ($) % of Total Personnel Costs

FICA B1 $47,320 5.3%SUI B1 $446 .05%Workers Compensation

B1 $16,964 1.9%Health Insurance B2 $270,809 30.33%Pension B3 $100,454 11.25%VacationOtherTOTAL $435,993 48.83%

a) For non-profit agencies that maintain a vacation reserve account indicate the projected reserve to liability percentage for HS/EHS/EHS-CCP, as of June 30, 2015 (explain if there is any unfunded liability)

N/A

b) For school districts, describe the contingency plan to fund the liability if the grant funding is terminated

Certificated employees do not earn vacation. Classified employees are not allowed to be “paid out” for accrued vacation. There is one exception, and that is when an employee separates from the District and has “earned” time available. Per Union contract language, classified 10-month employees must use all vacation time within the program year; 11 and 12-month employees have the option to roll-over vacation into the next fiscal year but must be use it by June 30 th. Sick time is not “paid out” for anyone. Should funding terminate, the District’s general fund would cover any accrued vacation.

4. Travel Costs (GABI Section (c))

Describe travel costs that have been budgeted under the Basic grant (do not discuss T/TA related travel in this section). Local (in-county) conference and/or local travel (e.g., mileage) costs must be included in the “Other” category (GABI Section h). For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR).

None.



5. Equipment Purchases (GABI Section (d))

Describe the proposed equipment purchases and explain why it is needed to support program services. Add lines as necessary. For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR).

GABI Line, Description of Equipment; Location; Funding Source; Procurement Method; Sole Source Justification (if applicable)

# of Units Unit cost

Extended Cost(Unit Cost x Quantity)

Sales Tax

Shipping and Handling Costs Total Cost

1. Office Computers 12 800 9600 800 0 10,4002. Office Laptops 5 1000 5000 450 0 5,4503.

1. Describe the proposed equipment leases and explain why the equipment is needed to support program services. Add lines as necessary.

GABI Line, Description, Funding Source

Capital Lease

Lease Term

(from/to)

Location or

Activity

Procurement Method

Reason for Lease

Budget Lease Amount

Total Equipment Lease Budget

D1 – Office Equipment Subtotal:D2 – Class/Outdoor Equip. Subtotal:D3 – Vehicle Purchase Subtotal:D4 – Other Equipment Subtotal:

All Equipment Total:

4. (b) Potential Equipment Purchases not included in GABI

Describe proposed additional equipment purchases and explain why it is needed to support program services. These may be funded with program savings and/or available one-time supplemental funds.



GABI Line, Description of Equipment; Location; Funding Source; Procurement Method; Sole Source Justification (if applicable)

# of Units Unit cost

Extended Cost(Unit Cost x Quantity)

Sales Tax

Shipping and Handling Costs Total Cost

1.2. 3.

D1 – Office Equipment Subtotal:D2 – Class/Outdoor Equip. Subtotal:D3 – Vehicle Purchase Subtotal:D4 – Other Equipment Subtotal:

All Equipment Total:

5. Supplies (GABI Section (e))

Include costs of consumable supplies and tangible personal property (e.g., physical items) having a life expectancy of less than one year and a cost of less than $5,000. This must include tax, shipping and installation costs. For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR).

Description of Item Amount E1 - Office Supplies $10,000 E2 - Child and Family Service Supplies

o Education $25,000o Dental Supplies $1,500o Disabilities $2,000o Medical Supplies $1,000o Mental Health $2,000o FCE $3,000

E2 Subtotal: $34,500 E3 - Food Service Supplies $11,000 E4 - Other Supplies

o Transportation o Maintenance Supplies $5,000o Other

E4 Subtotal: $5,000



6. Contractual (GABI Section (f))

Provide the following details for each of the requested contracts. Include the costs of contracts associated with only incorporated individuals or organizations in this section. Do not include unincorporated consultants, e.g., sole proprietors, in this section. These consultants must be budgeted in the “Other” section (GABI Section (h)). Add lines as necessary. For service area providers (e.g. health, mental health) specify the service area, hourly rate and number of hours required. For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR).

ContractorNature – Relevance of

Services

Procurement Method;

Sole Source Justification

GABI Line Number;

GABI Description Amount

1. IBE Copier Maintenance ABC’s Purchasing Department policies are followed. Only (1) written request or proposal required for service contracts under $7,000.

E8 $3,000

7. Renovations or Construction (GABI Section (g))

Complete the following table describing in detail the renovation(s) and/or construction activities supported by this budget. All renovations included in this section must be major renovations and a facilities checklist must be included with this application. Incidental alterations/renovations are to be included in section H7. Add lines as necessary. For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR).

Description and Location of Project

Completion Timeline; Davis-Bacon Compliance GABI Line Number;

GABI Description;Amount

1.

8. Other Direct Costs (GABI Section (h))

Include costs for those items not budgeted on any other budget line and describe them in detail here. Describe the project or activity that substantiates the accompanying budget line item amount. Agencies must at a minimum include items identified through the Health and Safety Screener reviews that can be addressed through this grant (H6 or H7). For Incidental



Alterations/Renovations over $25,000 a facilities checklist must be included with this application. For consultant contracts describe how services will be provided (e.g. intern, sub-contractor). While facilities leases belong on line H2, equipment leases belong in GABI Section D. For EHS-CCP, describe how Federal funds will be used to enhance the base partner program (e.g. CCTR) in each of the justification line items.

GABI Line Item

Description Amount Justification

H1 Depreciation/Use Allowance Provide justification in item 1 below

H2 Rent Provide justification in item 2 below

H3 Mortgage N/AH4 Utilities, Telephone $500 N/A

H5 Building & Child Liability Insurance

$1,750 N/A

H6 Building Maintenance/Repair and Other Occupancy

$5,000 N/A

H7 Incidental Alterations/Renovations

N/A

H8 Local Travel $5,299 N/A

H9 Nutrition Services Provide justification in item 4 below

H10 Child Services Consultants $55,755 Provide justification in item 4 below

H11 Volunteers $378,000 N/A

H12 Substitutes (if not paid benefits)

$27,000 Provide justification in item 4 below

H13 Parent Activities/Services $3,500 Provide justification in item 3 below

H14 Accounting and Legal Services

Provide justification in item 4 below

H15 Publications/Advertising/Printing

$6,800 N/A

H16 Training or Staff Development

Provide justification in item 4 below

H17 Other $2,700 Provide justification in item 5 below

1. Depreciation/Use Allowance: Explain any depreciation or use allowance budgeted.

N/A



2. Facility Rent or Lease Contracts: Complete the following table, providing information for all Equipment and Facility Rent/Lease Contracts. Add lines as necessary.

Site Name;Landlord/Lesser;

Term Start Date

Term End Date

MonthlyRent

Annual Payment

3. Parent Activities: Describe each activity and the associated budget.

$3,500 for expenses related to parent meeting and activities held throughout the year: 1) $2,000 cost for food at meetings (at least 10 per year), 2) $500 supplies for meetings, and 3) $1,000 supplies for the upkeep of the Kennedy Parent Center (cleaning and janitorial – done by custodians employed by Kennedy Elementary).

4. Unincorporated Consultant Contracts: Describe sole proprietors/consultants that are budgeted in H9, H10, H12, H14, and H16. Identify the line item where the budgeted amount has been included. For all consultants in H10, include: a) service area b) hourly rate c) number of hours budgeted.

Child Service Consultants $55,755. The hiring process for these consultants is based upon the District’s procurement policies. With regards to professional services, the District utilizes the process of formal bidding. This includes advertising, bid meeting, bid submission, bid opening, selection, and finally Board and PC approval.

A) Registered Dietician: 301 hours @ $55/hour = $16,555. Will review and follow up on nutritional assessments done at the time of enrollment, provide parent counseling and workshops, complete necessary reports, and serve as liaison to LEA Department of Nutrition Services. Performance Standard 1302.91e(8)(iii).

B) Mental Health Professional: 240 hours @ $62.50/hour = $15,000. Will observe in the classrooms, provide counseling services as per referrals, be available for crisis intervention, and provide workshops on mental health to parents and staff. Performance Standard 1304.24 (a) (3) (I)

C) Mentor Coach: 285 hours @ $35/hour = $9,975. Will coach education staff and provide opportunities for professional development and support education staff in the program’s school readiness goals, curriculum and goals. Performance Standard 1302.92.



D) Nurse: 284.5 hours @ $50/hour = $14,225. Will work with administrators, Head Start staff, to ensure timely and effective delivery and documentation of health-related services to children and families. Will support School Readiness and Parent, Family, and Community Engagement through staff partnering with families and health care providers to ensure that children are physically healthy and screened for all potential health and developmental concerns. Will provide oversight of medications and health services. Will ensure that health policies and procedures are current, actively followed, and continually assessed for success, revised and revised as needed according all LACOE mandates, GIMs, federal, state and local regulations.

E) Substitutes $27,000. The District currently pays the substitutes (both teachers and paraeducators) the hourly rate they earn in their regular position in the District. Occasionally a teacher substitute making $110/day may be needed when there are no others available to work. The average paraeducator rate is $17.00/hour. Substitutes in both these classifications do not receive any fringe benefits from the District.

5. Other Expense included in Other Category (H17 above): Any “other expense” budgeted in the “Other Category” must be explained in this section. Include costs for those items not budgeted on any other budget line and describe them in detail here. Provide a narrative that describes the project or activity that supports the budget line item amount.

$2,700 for annual site license fees.

6. Permanent maintenance/custodial increase: Describe any non-personnel costs (indicate line items) that continue to be funded with the permanent increase for maintenance/custodial needs.

N/A

9. Non-Federal Share (GABI – Non-Federal Share Column)

Describe all non-federal share matching sources (refer to LACOE NFS Manual). Include the number of volunteer hours, the volunteer wage rate and fringe benefit rate. Non-federal share reported by other agencies may not be used, but DAs may use one-half of the LACOE partnered CSPP Funds since LACOE will only be using one half of these funds as non-federal share.

Classroom volunteer rate is calculated at the average hourly assistant teacher rate for ABC Unified School District. The other volunteer rate is calculated at the Director hourly rate.Basic $1,507,680



T &TA 4,320

Total $1,512,000 $1,512,000 x 25% = $378,000

Volunteers 15,933.5 hours x $17.00 = $270,869.50Policy Committee 1,000 hours x $74.03 = $ 74,030.00Fringe @ 9.6% $344,899.5 x 9.6% = $ 33,110.35(Soc Sec 6.2%, UE .05% Med 1.45%, WC 1.9%) Total = $ 378,009.85

Classroom volunteer rate is calculated at the average hourly assistant teacher rate for ABC Unified School District. The other volunteer rate is calculated at the Executive Director hourly rate.

10. Cash and Other Resources

Complete the table below for cash and other resources. This includes cash, other federal funding, state funding, and local government funding. Cash received as non-federal share is not counted as match until it is spent.

Source of Funding Amount Estimated or Actual

Variable or Fixed

Used as Non-Federal Share

USDA/CACFP/NSLP (Federal Portion)

$144,000 Estimated Variable

CACFP (State Portion)LACOE CSPP $100,800 Estimated Variable YesAgency CSPPLACOE General Child Care (CCTR)Agency General Child Care (CCTR)Los Angeles Universal PreschoolFirst Five LA

11. Program Income

LACOE requires prior approval for the use of program income. Identify all potential sources of HS/EHS program income and explain how it will be used in the program. See federal regulations 45 CFR 75.307. Please note: Inclusion does not constitute prior written approval; the



DA must still request prior written approval from the grantee and OHS before earning and use of program income.

ABC Unified School District does not receive program income.

12. Financial Management System

Describe the organization’s financial management system and internal control environment to maintain effective control and accountability for grant funds, property and other assets.

The integrity of the District’s Financial Management System depends on a good internal controls system that validates the integrity and creditability of the business operation. Our internal controls system requires the enforcement of board policies, organizations structure, procedures, training and cross-training of employees, and quality employees.

Following is a list of references that Fiscal Department utilizes to analyze if there is a sufficient internal control:

Board Policies for Business and Non-Instructional OperationsAccounting Procedures for Head Start Internal Control for the Business Office ManualCalifornia School Accounting Manual (SCAM)

Our financial management and internal control system ensure that expenditures charged to Head Start grant must be consistent with the terms and conditions of the grant.

13. Cost Allocation Plan

All agencies must submit a current board-approved cost allocation plan with this application.

1. What programs does your program collaborate with in order to provide support or supplemental services to eligible HS children and families?

All ten (10) classrooms receive State Preschool funding.

2. Explain how each of the other programs receive their funding, the timing of that funding to the delegate, and the effect on the purchase of goods and services to your S HS program and the collaborative program.

State Preschool funding is based upon attendance and payments are received after ABC submits the cost report each month. Since these are reimbursable grants, ABC’s general fund covers the costs and as payment is received the fund is reimbursed.



3. Describe the internal controls the DA has in place to avoid the use of unallowable inter-fund loan activities related to cost allocation

All paperwork/forms with regards to Head Start spending are signed off by the Fiscal Officer before making their way to the appropriate departments for processing. The Fiscal Officer ensures that the correct percentages and account strings are being used.

4. Provide an explanation of how the delegate ensures that the use of HS/EHS/EHS-CCP funds to cover the total costs of the collaborative effort are documented and that any pro-rata share of the costs to the partner programs is reimbursed to the HS/EHS/EHS-CCP program in a timely manner. Include in your description how the reimbursement is monitored to ensure appropriate charges to all programs is documented and the timing of the reimbursement from the alternative funding source to the HS/EHS/EHS-CCP program.

In regards to salary expenses, the Head Start Basic and State Preschool monies are divided 90%, 10% respectively. Only salaries will be charged to the State Preschool funding. All other expenses will be charged 100% to Head Start Basic. Since these are reimbursable grants, the general fund pays for all expenses and is reimbursed as payment is received from LACOE. The Fiscal Officer keeps track of all payments received to ensure the grants are fully expended.

5. Provide a detailed explanation for how the pro-rata costs for HS/EHS/EHS-CCP and your partnered programs are calculated. Also, include an example of the pro-rata charges.

To align with the cost allocation plan, salary expenses will be charged 90%, 10% respectively. All other expenses will be charged 100% to Head Start Basic.

14. Plans for Future Budget Needs

Long term fiscal planning is an essential part of developing an annual budget. The process of multi-year fiscal planning is a proactive approach to ensure that sufficient funds are strategically allocated to replace resources on an ongoing basis.

a. Discuss the delegate’s plan to meet potential COLA/merit increases in the 2017-18 program year assuming no additional funding will be available from the OHS for the program year.



Salary increases for the year are included in the actual projected total costs for the 17-18 school year. The Head Start program (Basic, State Preschool, and T&TA) will cost approximately $1,752,724 to run. This amount is $139,924 over budget. This difference will be funded by the District General Fund.

b. Provide a detailed description and/or update of any renovation/replacement projects to be completed in the next four years 2016-2017 through 2018-2019) program years) in Schedule L. For each of the delegate’s sites, describe the planned renovations and property/equipment replacements in order of priority (highest to least) so that those with the highest priority are proposed for action first. Also, identify the expected source of funds that will finance the planned improvement projects and property/equipment replacements, with the expectation that HS supplemental funding will not be available.


Documents

HEAD START FUNDING CYCLE – YEAR 2 AND 3prekkid.org/head-start/agency-profile-collab/ABC-USD-collab/ABC 17... · Web viewCreate an organizational chart in a WORD format and include