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 Program’s 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 Cataño, 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. Sánchez, 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 Denizé M.Vélez Inéz R. Ortiz Ríos Irving David Marleen Negrón Colón Chainia Cebollero Elí Manuel Rodríguez Carla Marie Santiago Martínez Brendanette Rivera Pérez Glorie Gómez 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. Ramón A. Méndez Sánchez 6. Johan E. Burgos Pérez 7. Julio Cruz Reyes
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Eunice I. Sánchez 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 (Administración para el Cuidado y Desarrollo Integral de la Niñez)
$122,127 $122,127
Agencia Estatal Servicios de Alimentos y Nutrición del Departamento Educación 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
Cataño 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 María de los Ángeles 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 Rincón de Gautier,
Museum of Wildlife, and Children's Room - My Reading Corner of the Municipal Library
of Ponce and Municipal Library of Cataño.
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 Muñoz Rivera in Río Piedras
and Luis Muniz Souffront, Luis Muñoz Rivera of Santurce and Rafael López Sicardó.
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
Cataño Coamo San Juan Vega Alta
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40
114
74 Cataño
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 Cataño
Community Fair at the Paraíso 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 Cataño’s 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: Cataño, 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 Álvarez,
John O'Connor and Río Jueyes; and in two (2) Head Start centers, in Zaida Fernández 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 Ángel Ramos Foundation Banco Popular Foundation Mora Housing Development Lions Club of Cataño 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. Méndez- 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 Sánchez – 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
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