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#Head Start, #Early Head Start, # NC Pre-K, # Workforce Innovation & Opportunity Act (WIOA) Youth, # Community Services Block Grant (CSBG), # Community Action, # Non-Profit

TOGETHER
WE ARE..
2013-2014 Annual Report
Union County Community Action, Inc.
Together we are working to empower the communities we serve across
Anson, Richmond and Union counties by providing participants of our programs
with the tools and resources necessary to achieve Self-Suciency.
We provide our communities’ youngest resources with the skills for future
success through the operation of the Early Head Start and Head Start programs.
Early Head Start and Head Start provide comprehensive early education and child
development services for children, birth through age 5, across our three county
service area. e services we provide through these programs help our children
build strong foundations across social, motor, and cognitive skills, which increase
each childs readiness for kindergarten, and beyond.
We provide disadvantaged youth across Anson and Union counties with
comprehensive case management services through the Workforce Investment Act
Youth (WIA Youth) program. e WIA Youth program promotes growth across
areas relating to education, and provides our participants with both so skills
and technical skills training. rough the WIA Youth program, we provide our
participants with the employment skills necessary to secure, not only a job, but a
career.
We provide working families in Union County with the tools and resources
necessary to become self-sucient through the Community Services Block Grant
(CSBG) Program. e CSBG program provides a degree of immediate relief
to families enrolled in the case management component of the program, while
remaining focused on providing intermediate educational, vocational, and job
assistance services to help families gain better employment and benets.
We are the experts in the causes of, and solutions to, poverty in our communities.
We are the advocates for the economically disadvantaged when their voices are
mued. We are a part of the grass roots eorts in our communities to secure the
resources necessary to engage in the ght against poverty.
Together we are Union County Community Action, and together we are building
a better tomorrow for our communities, today.
Contents
Human Resources & Agency Wide Revenues..............................5
Children & Family Services- Head Start & Early Head Start.........6
Health & Nutrition.....................................................................................................6
Mental Health/Disability Services.............................................................................7
Education for School Success.................................................................................8
Family Services.......................................................................................................10
Head Start/Early Head Start Financial Integrity & Compliance...............................12
Project Grant- Moving & Learning................................................................13
Employment & Training...............................................................14
Community Services Block Grant Program............................................................14
Workforce Investment Act Youth Program..............................................................16
Lend-a-Laptop.............................................................................18
Board of Directors & Executive Leadership.................................19
2013- 2014 Agency Wide Revenues
Program Revenue Grantor Amount
Head Start DHHS- Administration for Children and Families $3,421,213
Early Head Start DHHS- Administration for Children and Families $1,593,339
Workforce Investment Act Centralina Workforce Development Board $429,827
North Carolina Pre-Kindergarten Local Smart Start Agencies $510,201
Child and Adult Care Food USDA- NC Nutrition Services Branch $409,354
Community Services Block Grant NC DHHS- Office of Economic Opportunity $169,470
Lend-a-Laptop City of Monroe $3,000
Race to the Top North Carolina Head Start State Collaboration Office $27,500
E-Rate- Schools & Libraries Program Universal Services Administrative Company $50,498
Other Support
Union County $66,574
City of Monroe $25,000
Richmond County $18,000
Anson County $10,000
Discounted Rent $408,323
Total Public Revenue $7,142,299
Discounted Rent $13,023
Donated Business Services $155,817
Total Private Revenue $168,840
Total Revenue and Support $7,311,139
Human Resources
Union County Community Action, Inc. (UCCA) oers a
comprehensive benets package to its employees, which
includes an automatic 5% agency contribution to each
employees 401K retirement account, following 12 months
of service, and comprehensive high quality medical, vision
and dental coverage.
We are Children & Family Services- We are Head
Start & Early Head Start
Nearly one in ve of the children living in UCCAs three county service area currently live in
poverty. Research demonstrates that these children are more likely to be successful when
they begin their educaon with a head start.
The Head Start and Early Head Start programs, op-
erated by Union County Community Acon (UCCA)
provided services to 638 children, age 0 to 5, and
6 pregnant mothers during the 2013-2014 school
year. During the 13-14 year, the Division of Children
and Family Services also operated the North Caro-
lina pre-kindergarten program in Anson and Rich-
mond counes. This program allowed the division
to provide children with an addional 20 days of
comprehensive educaon services to four year old
Head Start children.
The early childhood development and educaon
services provided combine core aributes of early
development, including: age-appropriate learning,
social interacon, health screenings, nutrion edu-
caon, mental health and disability services, strong
parental engagement, and family development.
Age-appropriate educaon curriculum is key to de-
veloping the competencies necessary for children
to build upon for the future. The age-appropriate
educaon curriculum ulized by UCCA is Creave
Curriculum’s 5th edion for Head Start, and 2nd
edion for Early Head Start.
Assisng children establish the social skills neces-
sary for future success is another core aribute
of early development and school readiness. The
division ulizes mulple socializaon methods to
enhance the social interacons among our children
and families. Successful social interacons also help
to build the child’s self esteem, and studies demon-
strate the strong correlaon between self-esteem
and success later in life.
Health and nutrion are crical aspects of the compre-
hensive early educaon services provided to our chil-
dren, and each child has an annual health screening that
screens for health condions, including: vision & hearing
impairment, dental health, hematocrit levels, and lead
levels. All children are served two meals and a snack
each day, with the meals being planned by a registered
diean and are developed based on the requirements
of the USDA food guide pyramid for children age 0-5
years of age. Nutrion educaon acvies are also pro-
vided to children in the classroom and home visits, and
parents are included in discussions on the importance of
a healthy diet. All children enrolled in the center-based
seng are provided with 30-60 minutes of planned
physical acvity, and are educated on the importance of
being physically t.
All children enrolled in the Head Start and Early Head
Start programs receive a hearing and vision screen-
ing within the rst 45 days of enrollment. During the
months of October and April, growth assessments are
completed on all children, with the results examined by
a licensed nutrionist, and shared with parents/care-
givers. Dental screenings are completed on each child
within 90 days of enrollment. Referrals are made for
children that require addional treatment.
Children enrolled in center-based Head Start and Early
Head Start programs in Richmond and Union counes
Health &
Nutrition
Services
are provided nutrious meals and snacks prepared on
site in commercial kitchens. Children in Anson county
are provided meals and snacks prepared by Anson Coun-
ty Schools. Home-based Early Head Start children and
their families are provided with nutrion related educa-
onal learning experiences to encourage healthy eang.
In order to meet Head Start Performance Standards UC-
CAs Health and Nutrion Specialist works acvely with
a contracted licensed nutrionist to develop a six week
rotaonal menu that is designed specically to meet all
daily nutrion requirements for children one year to ve
years of age. The Health and Nutrion component of
the Head Start and Early Head Start programs operated
by UCCA, also idenes and takes into consideraon
situaons where children are required to consume a
special/restricted diet.
Our Head Start and Early Head Start programs have
excelled in assisng families with the provision of med-
ical and dental services. At the conclusion of the 2013-
2014 year 100% of all children served received medical
treatment, and had a dental home. 100% of enrolled
children had received a professional dental screening,
and 99% of the children eligible for health insurance had
coverage
The Division of Children and Family Services ulizes a
contracted licensed mental health consultant to provide
assistance in idenfying any potenal mental health
and/or behavioral issues aecng our Head Start and
Early Head Start children. Classroom observaons are
performed by UCCA sta, as well as our contracted men-
tal health consultant. The results of those observaons
are analyzed, and feedback is given to parents regarding
potenal behavioral and/or mental health issues.
UCCA policies outline comprehensive frame work de-
tailing how each potenal behavioral and/or mental
health issue is addressed. This framework ensures that
each potenal case is addressed individually, and that
teachers ,parents, and consultants work together during
the development of the behavioral plan. As necessary,
a behavioral plan may be implemented detailing recom-
mendaons for strategies, such as counseling, which will
help to meet the established behavior goals. Families in
need of addional support in dealing with challenging
issues are referred to partner agencies, and/or the agen-
cys licensed mental health consultant.
UCCA has a collaboraon agreement with Early Interven-
on Agency (Children’s Developmental Service Agency)
and the Public School Systems in each county served to
assist in the evaluaon and service provision for children
needing support for disabilies or special needs.
During last program year 14.9% of Head Start and 10.4%
of Early Head Start children were classied as having
a disability or a special need. 100% of these children
received therapy services to enhance their abilies.
These services help to beer prepare children, and their
families, for their educaonal future.
By providing these necessary mental health and disabili-
ty services we are preparing young children to be suc-
cessful in school and throughout life.
Mental Health/
Disability
Services
Medical Insurance
Medical Home
Up-to-Date Immunizations
Dental Home
99%
100%
100%
100%
2013-2014 Health Services
Program Year End PIR Statistics
We are Educating & Preparing our Children for School
Success.
Education
Goals
to providE a lEarninG Environ-
mEnt with a widE variEty of
aGE appropriatE activitiEs
that arE individualizEd to
mEEt thE nEEds of Each child.
to intEGratE all hEad start
contEnt arEas into thE childs
daily Educational activitiEs
to EnsurE that parEnts arE
involvEd in thEir childs
dEvElopmEnt and Education
to providE traininG for
parEnts that will incrEasE
thEir undErstandinG of child
dEvElopmEnt, and EncouraGE
parEnts to activEly EnGaGE
in thE Education and dEvEl-
opmEnt of thEir childrEn
to providE knowlEdGE and
opportunitiEs to parEnts
in ordEr to rEinforcE
classroom lEarninG ExpEri-
EncEs in thE homE.
Center Licensing
All Head Start/ Early Head Start centers operated by Union County Community
Action, Inc. (UCCA) are licensed through the North Carolina Division of Child De-
velopment Early Education (NC DCDEE). Currently, all of UCCAs Head Start/Early
Head Start centers currently have ve star rated license; the highest license rating
possible.
In order to maintain the high quality of services, and the star licensing ratings, the
Head Start and Early Head Start programs accomplish the following: increasing the
education levels of teaching sta; maintaining low child to adult ratios throughout
the school day; meet compliance of the North Carolina Day Care Regulations; pro-
duce individualized lesson plans geared toward the individual needs of the child; and
ensure that high quality interactions exist within the classroom environment.
UCCA continues to participate in the Star Enhancement Grant through the Rich-
mond County Partnership for children. is grant provides supplemental funding for
classroom supplies for 4 and 5 star rated centers.
Education Staff
Teaching sta communicate with parents on a regular basis through phone calls,
home visits, calendars, socialization events, and parent teacher conferences. Teach-
ers take detailed notes, and review these notes with the parents, which ensure that
parents remain regularly informed regarding the individualized development needs
of each child.
e Education Manager monitors teaching sta to ensure information is being
recorded, communication with parents remains regular, and individualized plans
are produced and implemented. Currently, 16 teachers are in college, 13 have their
NC B-K license, are working toward their NC B-K license, and 3 are enrolled in the
TEACH tuition assistance program.
Curriculum & Assessments
e Head Start and Early Head Start programs utilize a research based curriculum
and an ongoing assessment instrument that supports the educational instruction. e
assessments provide for individualized education plans to be established, monitored
and tracked throughout the program year.
e Head Start program utilizes Creative Curriculums 5th edition for preschoolers,
and the Early Head Start program utilizes the 2nd edition. is curriculum is used
nationally, and helps ensure our education services provide a high quality learning
environment in all classrooms. Teaching Strategies Gold, which aligns assessments
with the Head Start framework, is used for monitoring the progress of individual
children, and assists program sta in developing and implementing individualized
lesson plans. Teaching Strategies examines a total of 38 objectives across the key areas
of early childhood development
School Readiness
School Readiness is an incredibly important component of the services provided to
Head Start children, and refers to the attainment of the skills, knowledge, and atti-
tudes necessary for children to enter kindergarten successfully. School readiness
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Of Children Meeting or Exceeding Expectations
Social Emotional
Physical- Gross
Motor
Physical- Fine
Motor
Language Cognitive Literacy Mathematics
Fall
59% 64% 77% 55% 65% 67% 57%
Winter
82% 76% 87% 77% 82% 86% 75%
Spring
88% 88% 92% 84% 87% 91% 87%
2013-2014 Child Outcomes Data
involves every aspect of the Head Start program, from eliciting active engagement of parents, to how children act in the lunch
room.
As a Head Start grantee, UCCA is held to high standards for expectations for developmental progress across all domains of the
Head Start framework, the agency curriculum, and North Carolinas Early Learning guidelines. UCCA has developed a com-
prehensive set of school readiness goals which address the ve essential early childhood developmental domains, consisting of:
cognitive/general knowledge; language/literacy; social-emotional development; approaches to learning; and physical/health devel-
opment.
In the development and implementation of the birth to ve school readiness goals, UCCA established and integrated a school
readiness team, comprised of parents, community partners, and sta, to ensure the school readiness goals appropriate for our area,
and the expectations of the local school systems.
Education Outcomes
Childrens developmental growth is assessed three times in the school year, and data is entered into the Teaching Strategies Gold
assessment system. e results are analyzed in order to assess progress across the key developmental domains, measure school
readiness, and evaluate the teaching practices of our education sta.
During the 2013-2014 our Head Start and Early Head Start children experienced an average gain of 25% across the seven key
indicators of development, leading to an overall total of 88% of children meeting or exceeding expectations at the close of the
2013-2014 school year. e areas with the most signicant growth during this period was Mathematics (+30%), e table below
provides the overall, agency wide, increases across the seven key indicators of early childhood development and readiness.
We are Building Stronger Families through Head Start/
Early Head Start Family Services.
Family Services is responsible for supervising and monitoring the recruitment,
selection, enrollment, attendance, and services provided to the children and
families enrolled in the Head Start and Early Head Start programs operated by
UCCA.
ERSEA (Eligibility, Recruitment,
Selection, Enrollment & Attendance)
Family Services is responsible for supervising and mon-
itoring the eligibility, recruitment, selection, enrollment,
and attendance services provided to the children, and
their families, who are enrolled in the Head Start and
Early Head Start Programs operated by UCCA. During
program year 2013-2014 the Family Services and ERSEA
(Eligibility, Recruitment, Selection, Enrollment & Atten-
dance) content areas were closely monitored to ensure
that the services delivered to children, and their families,
met requirements set forth in the Head Start Performance
Standards. Due to sequestration, 54 Head Start slots were
cut to accommodate the Head Start Program budget.
During the 2013-2014 Head Start and Early Head Start
Program year, UCCA tracked attendance on a daily basis,
with the average daily attendance for the Head Start Pro-
gram (160 operating days) over 90% and the average daily
attendance for Early Head Start, which included home-
based services over 88%. Both program attendance re-
cords either meet, or exceeded the requirements outlined
in the Head Start Program performance standards.
Cumulative Enrollment for Head Start Program included
214 three year olds and 282 four year olds for a total of
496 three and four year olds served. Cumulative enroll-
ment for Early Head Start included 148 infants and tod-
dlers and 6 pregnant mothers for a total of 154 children
served. Of those children enrolled in both programs, over
90% were considered to be income eligible, which exceeds
requirements established in the Head Start performance
standards.
is program year a total of year a total 497 En-
glish-speaking and 153 Spanish-speaking children were
served. e 594 children and families served were com-
prised of 128 two-parent families and 466 single parent
families
Parent, Family, and Community
Engagement
For program year 2013-2014, UCCA utilized the Parent,
Family, and Community Engagement (PFCE) frame-
work as a road map for progress in achieving the types
of outcomes that lead to positive and enduring change
for children and their families. rough the Markers
for Progress, which is an assessment tool that tracks a
programs progress in promoting eective family engage-
ment, UCCA conducted a self-assessment of its family
engagement practices to identify our strengths and areas
we needed to improve. Based on our assessment, UCCA
has done the following:
1) Continued monthly parent/child activities that are
intentional and purposeful to enhance parent knowledge
and awareness in the areas of math, science and literacy
to support parents as lifelong learners and strengthen
parent/child relationships. For example, each month a
theme or objective was chosen that related to the 5 focus
domains and each site would oer activities in their
classrooms to enhance a parent’s knowledge on building
and supporting strategies to strengthen the skills their
child needs to achieve school readiness. UCCA iden-
tied an increase in parent involvement at all program
sites overall.
2) Continued to provide mini-workshops through its
community partners to support parents in meeting their
educational, employment, and/or nancial needs.
3) Provided ongoing professional development trainings to
sta that were benecial in helping them to build relation-
ships with families.
4) Achieved growth in its family engagement practices and
was able to document outcomes for its families by using a
series of parent surveys and their feedback to measure the
quality of services. For the upcoming year, UCCA plans to
be more innovative in its approaches as we continue our
eorts to increase family engagement program wide.
Homelessness
With the adoption of the McKinney-Vento Homeless
Assistance Act, reauthorized by Title X, Part C of the
No Child Le Behind Act, there is continued growth in
the number of homeless families identied in the state
of North Carolina. For 2013-2014, UCCA identied
66 Head Start/Early Head Start families as being home-
less. In response, the agency continued to illustrate the
importance of collaboration by continuing collabora-
tive eorts in Anson, Richmond, and Union counties
to address the problem of homelessness within the low
income population. In addition to continuing collab-
orative eorts, UCCA established a new partnership
with the ARHMM Committee-which is a local homeless
coalition serving 5 counties supported by the state.
UCCA continues to identify and support local programs
and family support agencies that provide assistance to
those families dened as being homeless through collab-
orations with local non-prots, government, and busi-
nesses across Anson, Richmond, and Union counties.
Race to the top
During the 2013-2014 year, UCCA launched its NC Race
to the Top Early Learning Challenge Initiative which
includes training, mentoring, and coaching opportuni-
ties to child care providers in Anson, Richmond, Union,
Montgomery and Stanly counties. is initiative is de-
signed to promote and enhance the Family Engagement
activities of our local child care centers and family care
homes. rough their participation, providers gain and
develop eective Family Engagement techniques that
nurture, within parents, an active and ongoing interest in
their childs development, encourage parents to become
or remain regularly involved with their childs child care
program, establish eective methods of ongoing, two-
way communication, and support successful transitions
of children into other preschool programs or kindergar-
ten.
As of August, 2014, UCCA has provided support ser-
vices to a total of 24 providers in Anson and Richmond
counties. Based on enrollment gures at the child care
centers served, the Race to the Top initiative being ad-
ministered by UCCA Family Services has impacted 98
sta members, 110 infants/toddlers, and 556 preschool
age children across the 24 providers served. e Race to
the Top initiative will be continuing this project through
program year 2014-2015.
2013- 2014 Head Start/Early Head Start Budgets
Head Start Early Head Start
Revenue 2013-2014
(Actual)
2014-2015
(Projected)
2013-2014
(Actual)
2014-2015
(Projected)
Federal $3,402,502 $3,635,381 $1,593,339 $1,701,008
Non-Federal $850,626 $908,845 $398,335 $425,252
Total Revenue $3,402,502 $3,635,381 $1,593,339 $1,701,008
Expenditures
2013-2014
(Actual)
2014-2015
(Projected)
2013-2014
(Actual)
2014-2015
(Projected)
Personnel $1,978,245 $2,120,932 $932,714 $939,032
Fringe Benefits $704,934 $765,934 $298,714 $326,655
Travel $15,000 $16,000 $11,200 $12,500
Equipment
Supplies $118,391 $111,111 $61,579 $66,503
Contractual $33,029 $35,620 $9,620 $25,580
Construction
Other $215,718 $211,074 $121,781 $155,298
Indirect Costs $337,185 $374,950 $157,899 $175,440
Total Expenditures $3,402,502 $3,635,381 $1,593,339 $1,701,008
Annual Financial Audit
During the most recent comprehensive Financial Audit for the Fiscal Year ending September 30th, 2013, Burkett,
Burkett, & Burkett CPAs reported no deciencies or ndings relating to scal operations at Union County Commu-
nity Action, Inc.
Head Start Triennial Review
e last triennial review conducted by the Oce of Head Start took place in February of 2014. Following this com-
prehensive review, the Federal Review team reported no ndings against Union County Community Action, Inc.
2013- 2014 Head Start/Early Head Start Budgets
Head Start Early Head Start
Revenue 2013-2014
(Actual)
2014-2015
(Projected)
2013-2014
(Actual)
2014-2015
(Projected)
Federal $3,402,502 $3,635,381 $1,593,339 $1,701,008
Non-Federal $850,626 $908,845 $398,335 $425,252
Total Revenue $3,402,502 $3,635,381 $1,593,339 $1,701,008
Expenditures
2013-2014
(Actual)
2014-2015
(Projected)
2013-2014
(Actual)
2014-2015
(Projected)
Personnel $1,978,245 $2,120,932 $932,714 $939,032
Fringe Benefits $704,934 $765,934 $298,714 $326,655
Travel $15,000 $16,000 $11,200 $12,500
Equipment
Supplies $118,391 $111,111 $61,579 $66,503
Contractual $33,029 $35,620 $9,620 $25,580
Construction
Other $215,718 $211,074 $121,781 $155,298
Indirect Costs $337,185 $374,950 $157,899 $175,440
Total Expenditures $3,402,502 $3,635,381 $1,593,339 $1,701,008
Healthy Communities Project Grant- Moving & Learning
In December, 2012, Union County Community Action, Inc. (UCCA) submitted a grant application to provide
$5,000 in funding for the procurement of portable playground equipment. e purpose of this request is to provide
additional enhancements to the educational and health outcomes of our Head Start and Early Head Start programs.
Out of over 120 funding applications submitted from agencies across the state, UCCA was one of only 20 selected
for award. e project period and scope for this grant extended for the duration of the 2013-2014 Head Start and
Early Head Start program years, and across all three counties served by UCCA.
Moving & Learning Grant Activities:
UCCA currently utilizes the nationally renowned Im Moving; I’m Learning curriculum developed to combat child-
hood obesity. is curriculum focuses on increased physical activity (minimum of 60 minutes per day), and sup-
ports increased cognitive and gross motor development. e portable playground equipment was used in conjunc-
tion with our active play and learning curriculum, and provided the opportunity to integrate additional items into
play, and education time.
is multi-faceted approach to stimulating active play and active learning services, in order to increase gains across
all areas of early childhood development, is supported by numerous research studies. ese studies conrm that
children who spend more time being physically active also retain focus for longer periods of time, which also reduc-
es behavioral disruptions in class. Studies further link increasing physical activity to increased retention of informa-
tion, and expanded cognitive development. Finally, the results of a review of the rst two years of I’m Moving; I’m
Learning, conducted by an independent research group, illustrate that the curriculum resulted in individual decreas-
es of BMI among obese children in the classrooms where the curriculum was initially implemented.
Outcomes
Using the grant funds allocated to Moving & Learning, UCCA purchased portable play equipment designed to pro-
mote gross-motor and cognitive development. Equipment was purchased in enough volume to ensure every child
served by the Head Start or Early Head Start program, across our three county service area, would have access to
the portable play equipment. Equipment was introduced to classrooms in the Fall of 2013, and UCCA teaching sta
immediately began incorporating the equipment into lesson plans, playground time, and classroom activities.
UCCA included three expected outcomes in the grant submission for Moving & Learning. First, UCCA anticipat-
ed gross-motor development gains from the rst checkpoint measurement to the second checkpoint measurement
would increase at a higher percentage than the previous year. is theory is supported by our child outcomes data
which demonstrates a 2% increase in cumulative gross-motor development prociency from the rst to the second
checkpoint measurement of the current year, when compared to the previous year. e second proposed outcome
suggested cognitive development would also increase at a higher percentage for the current year than the previous
year. Data did not support this hypothesis, however, UCCA maintained equal cognitive prociency at the second
checkpoint measurement for the current year, when compared to the previous year.
Finally, UCCA sought to examine the potential impact that the increased physical activity associated with the equip-
ment might have on children considered to be overweight in the fall of 2013. Data analysis demonstrated signicant
drops in BMI for children scoring between 80th and 85th BMI percentile in fall of 2013; however, it appeared as
through the introduction of the portable playground equipment had no eect on children who entered fall of 2013
with a BMI percentile greater than 85.
We are Employment & Training- We are Equipping our
the Adults and Youth in our Communities with Career
Readiness Resources
During the 2013-2014 year, the Division of Employment and Training administered the Community
Services Block Grant program in Union County, and the Workforce Investment Act (WIA) Youth
Program in Union and Anson counties.
Community Services Block Grant Program
Services
During the 2013-2014 year the Division of Employment
and Training provided services to economically disadvan-
tage working adults in Union County through the Com-
munity Services Block Grant program. In total, services
provided under the CSBG programs impacted the lives of
101 families in Union County.
CSBG Adult Success Story
Client A entered the Community Services Block Grant
Program during a time when she was under much duress.
She had just lost her full-time job, all of her bills were due,
her husband had recently become disabled, and she had
recently lost her home due to foreclosure. She was able to
secure a part-time job making minimum wage, however
her family was barely making it from day to day, Client
A found herself about to go under nancially, as well as
emotionally.
During the initial meeting, the CSBG case manager per-
formed a needs assessment with Client A, and as a team
the two came up with options for addressing her individ-
ual and specic needs. Goals and time frames were set
to keep her on track to achieve her intermediate goals.
As part of her intermediate goals, the case manager also
helped Client A create a workable budget and also provid-
ed some immediate assistance in the form of utility assis-
tance so Client A could have her utilities reconnected.
e CSBG program assisted Client A with securing an
application to apply for her husbands disability. e case
manager helped the client create an updated resume with
the goal of nding full-time employment. Client A was
provided tips on dressing for success, and how she should
present herself during a job interview. Client A was able
to use the agency’s computer to search for jobs on line that
she had experience for, and the CSBG program assisted
Client A in lling out the job applications. With assistance
of the CSBG program, the client was able to nd a full-
time job in the medical eld making $2.00 more an hour
than she was making at her part-time job.
e CSBG program assisted Client A learn what self-su-
ciency means for her entire family, and what steps she and
her husband could to do to achieve it. With the direction,
counseling and one-on-one help, provided by the CSBG
program, Client A was able to stay focused and achieve her
goals. She has maintained her full-time employment and
she is now able to pay her bills on time without assistance.
Additionally, participating in the CSBG Credit Counseling
workshop provided Client A with the knowledge on how
to repair and build her credit, which will help her continue
to move toward self-suciency, and to one day again be a
home owner.
e CSBG program was instrumental in assisting Client
A achieve all of her goals to gain self-suciency. Client A
expressed much gratitude and appreciation to the CSBG
sta for all the help she received from the program. Client
A attributes her growth and rise above poverty directly to
the assistance provided by the CSBG program. Client A
has become a strong advocate for the program in the com-
munity and has made many referrals to our agency.
Congratulations to Client A for all of the successes she
achieved in the Community Services Block Grant pro-
gram.
The CSBG Program Assisted
Client A learn what self-suciency
means for her enre family, and
what she and her husband could
do to achieve it.
0
5
10
15
20
25
30
Rose Above Federal
Poverty Guidelines
Provided with
Emergency
Assistance
Gained
Employment or
Better Employment
Completed
Education Goals
Obtained and/or
Maintaned
Affordable Housing
14
20
8
5
28
CSBG Program- Outcomes
CSBG Workshops
During assessments and survey evaluations issued annually,
the CSBG program examines the actual needs of the popu-
lation served, and develops specic projects and workshops
aimed at targeting those needs. During the 2013-2014 year,
the CSBG program oered a number of workshops, including
the following: “Money Smart”; “Energy Eciency”; “Credit
Counseling, “Healthy Kitchen” & “Job Hunting” workshops.
Money Smart
e Money Smart workshops continue to assist clients in
learning how to make better nancial decisions and manag-
ing their money. Topics include: nancial recovery (learning
how to build your credit), paying yourself rst (how to save),
charge it right (learning about credit cards and responsibil-
ity), keep it safe (protecting your identity and keeping your
money safe), check it out (learning about checking accounts
and how to maintain one), money matters (setting nancial
goals and budgeting), to your credit (understanding credit
reporting and credit scores), etc. Clients are allowed to ask
questions, oer feedback, and share in the workshops. Many
have stated that they have learned something new each
time and now can see some of the mistakes that they have
made managing their money. ey consider the packet they
receive at each class a tool to help them – giving them terms
and denitions, activities and examples, websites and phone
numbers to further explore the topic discussed.
Energy Efciency
e Energy Eciency workshop by the City of Monroe is
a workshop that talks with clients about the importance of
conserving energy, as well as ways for them to conserve energy.
Clients learn what they can do to cut their power bills and save
money. ey receive an Energy Eciency Kit that includes light
bulbs, a shower head, a can of foam to seal around pipes, as well
as other items to help them become more energy ecient. ey
are allowed to ask questions and are always excited to leave with
their energy eciency kits.
Credit Counseling
Alliance Credit Counseling came in to speak with our clients
about their credit reports and scores. Alliance helped pulled the
credit reports, reviewed it with the client, and made suggestions
as to how they can improve their scores. Clients were also given
handouts on Check Your Credit Reports, Raising Your Credit
Scores, and Building Good Credit.
Healthy Kitchen
e Healthy Kitchen workshop by the NC Cooperative Extension
provided a class on food safety. is workshop helped clients
learn how to prepare and store safely, preventing pantry pests,
and safe shopping. Clients were given an “Inspect Your Home
inventory to complete. Knowledge gained from this workshop
not only helped them learn about food safety, but provided them
ways to stretch their food stamps dollars by avoiding food waste.
Job Hunting
e Job Hunting workshop helped clients learn about today’s job
market and how to go about getting that job from start to nish.
It covered how to search for jobs, resume writing, completing
an application, getting the interview. Clients explored the
dierent careers in the market, what education is needed for
those jobs and medium income for dierent positions. Clients
received a portfolio and calendar to help them organize their
job searches and look more professional when presenting their
selves for interviews.
Employment & Training Youth Services
During the 2013-2014 year the Division of Employment and Training provided services to low-in-
come at-risk youth, age 16 to 22, across Union and Anson counties through the Workforce Invest-
ment Act (WIA) Youth program. In total, WIA Youth services provided across Anson and Union
counties impacted the lives of 50 families, and 77 individuals.
Workforce Investment Act Youth Program-
Union County
e Workforce Investment Act (WIA) Youth
program in Union County provided services to
36 youth, age 16 to 22, during the 2013-2014
year. Of the 36 participants served, 10 were
single mothers. Assistance provided to the youth
in Union County included: comprehensive case
management services, vocational training ser-
vices, work experience, so-skills training, ed-
ucation services, transportation assistance, day
care assistance, car repairs, and utility assistance.
As a direct result of the comprehensive services
provided to youth in Union County, 14 were
able to secure employment, 16 participated in
leadership sessions to improve social/emotional
development, and 12 participants increased their
academic skills through participation in GED
courses or continuation of their High School
education.
WIA Youth Success Story- Union County
William “Nate” Baker II was enrolled into the
WIA Youth program as a junior at Monroe High
School. Aer Nate completed TABE testing it
was clear that he had a lot of potential, yet only
held a 2.0 GPA. One of his main barriers was his
family situation. Nate was raised by his grand-
mother aer his mother was incarcerated right
aer his birth. Nates father lived right next door
to him for years but they did not have a relation-
ship, something that Nate struggled with as a
young teen.
Nate had no work history upon his enrollment
and was therefore assigned a position at Com-
munity Development Corporation (CDC) as an
oce assistant. His supervisor, Isabelle Gillespie,
raved about his work ethic and positive attitude.
While completing his work experience Nate also
worked toward obtaining his Career Readiness
Certicate (CRC). Nate obtained a Silver certi-
cate immediately following the conclusion of his
work experience.
Nate graduated high school in the spring of 2013
with plans to join the Army. WIA provided tu-
toring and study skills training in order for Nate
to prepare for the Armed Services Vocational
Aptitude Battery (ASVAB) test. Nate passed his
test on his rst try and le for nine weeks of
basic training in Jacksonville, FL on October 9,
2013. Today he is married and serves as a Pri-
vate in the US Army. William “Nate” Baker II
is a wonderful example of the impact the WIA
Youth program can have on someones life. WIA
helped shape him from a troubled young teen
into a successful young man dedicated to helping
keep our country safe.
“Nate Baker II is a wonderful
example of the dierence the
WIA Youth Program can make in
someone’s life. WIA helped shape
him from a troubled young teen into
a successful young man dedicated to
helping keep our country safe.
Workforce Investment Act Youth Program- Anson County
e Workforce Investment Act (WIA) Youth program provided services to 14 youth across
Anson County during the 2013-2014 year. Of the 14 youth served, ve were single mothers.
Assistance provided to youth in Anson County during the 13-14 year included: comprehen-
sive case management services, vocational training services, work experience, so-skills train-
ing, education services, transportation assistance, day care assistance, car repairs, and utility
assistance.
During the 13-14 year, the Anson County WIA Youth program assisted three participants
in receiving their career readiness certicates, and one participant in re-enrolling in High
School and completing her High School diploma. e WIA youth program in Anson County
continues to make a dierence in the lives of Anson County youth through comprehensive
case management, and the formation of positive collaboration with partner agencies and local
employers.
Lend-a-Laptop Program
Following with the agency’s mission statement, Union County Community Action, Inc. (UCCA)
and Monroe City Councilman Billy A. Jordan combined resources and identied a lack of access to
personal computing technology, and high speed connectivity among low-income youth in the City
of Monroe. is issue, commonly referred to as the digital divide, is easiest explained as a situation
where individuals of a lower socioeconomic status have a disproportionate lack of access to technolo-
gy resources.
Currently, one (1) in four (4) citizens living in Monroe is in poverty, meaning these individuals, in
large part, lack access to the digital world. Although the obvious eects of this high poverty in Mon-
roe are diluted by the relatively low poverty level in Union County (10%) those of us who have lived
in, worked in, and served in the low-income communities in Monroe are neither surprised nor dis-
couraged by the alarming fact that 25% of our citizens live in poverty. Instead UCCA and the City
Councilman Billy A. Jordan used these concerning gures as an opportunity to identify a need within
the community, and structure a program to address that need.
e Lend-a-Laptop program oers laptop computers with Microso Oce and mobile broadband
internet cards for short and long term loan. Since the programs inception in 2011, dozens of youth
have utilized the program to meet their short and long term educational and digital needs. e suc-
cess of the program can sometimes be best demonstrated through the statements of our participants,
which includes:
“With the help of the Lend-a-Laptop Program I have completed my Veterinary Assistant Courses with
ying colors.
is program has given me the opportunity to complete my work through internet availability to
take online courses.
is (Lend-a-Laptop) was crucial to her success and our goal to keep her enrolled and on track for
graduation… Most importantly she is set to graduate in June.
Community Action is providing a much needed service for the population that we serve.
“You have made a tremendous impact in the future of one of our students. We support your program
and hope that you receive needed funding and support.
Our Board of Directors
P.E. Bazemore
Chairman
David Broome
Secretary
Isabelle Gillespie
Board Member
George Miller
Board Member
Curtis Harrell
Board Member
Billy A. Jordan
Vice-Chairman
Tom Caldwell
Board Member
Ashley Duncan
Board Member
Haywood Hilliard
Board Member
Selma Davis
Board Member
Allene Cuthbertson
Treasurer
Annetta Robinson
Board Member
Margaret Hood
Board Member
Grady Burns
Board Member
Sheila Craig
Board Member
Our een member volunteer Board of Directors features a proportional tripartite structure, with ve members
representing the low-income target groups we serve, ve members representing the private sector, and ve mem-
bers representing the public sector.
Jenny R. McGuirt, Executive Director
2013-2014 was a challenging year for Union County Community Action, Inc. (UCCA). We were forced to make,
and endure, very dicult decisions regarding operations within Head Start and Early Head Start due to a federally
mandated 5% reduction in funding as a result of sequestration. While these decisions adversely impacted members
of our sta; the reduction in sta, sta hours, and funded enrollment were necessary in order to preserve the agen-
cy’s nancial well-being for the 2013-2014 year, and beyond.
Along with the budgetary challenges faced by UCCA, due to funding reductions for Head Start and Early Head Start,
we also experienced several monitoring visits from funding sources, including our Oce of Head Start Triennial re-
view, a review of our Child and Adult Care Food Program (CACFP), and a review of our Workforce Investment Act
(WIA) youth programs. During each review we were found to be performing well, which speaks to the dedication of
our sta in providing high quality services to the communities we serve, even in the most dicult of times.
I would like to take this opportunity to thank each and every sta member at Union County Community Action,
Inc. for the continued dedication, devotion, and passion that is continuously present even during dicult and uncer-
tain times. I would also like to express my gratitude for the support provided to all of us by our Board of Directors,
and the members of our Head Start/Early Head Start Policy Council.
For the upcoming year, sequestration funds have been restored for Head Start and Early Head Start, and we look
forward to continuing to work with the same passion, dedication, and devotion as we provide the individuals and
families we serve with the tools and resources needed to secure a better and brighter future.
Jenny R. McGuirt, Executive Director
Union County Community Action, Inc.
1401-H West Roosevelt Blvd.
Monroe, NC 28110
704-283-7583
www.uccainc.org