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20-21HEAD STARTAND EARLYHEAD STARTANNUAL REPORTContract Year (December 2020 — November 2021)

INTRODUCTIONThe year 2020-21 was very different for our Head Start programs as wewere thrust into a worldwide pandemic that affected the lives of ourchildren, families, staff, and community partners. With the support of ouragency’s leadership and the Office of Head Start, we were encouragedand gained access to many resources to reach our most vulnerablefamilies. Head Start and Early Head Start strove to provide comprehensive services toenrolled families. Despite the challenges that were the result of COVID-19, wewere able to partner with our communities and families to bring about desiredoutcomes for school readiness and family engagement.Options for Learning's threeHead Start grants are managedby the following divisions:Committed to our Head Start and Early Head Start mission, we set out to meet the needs ofour enrolled families by partnering with them in creative ways. We offered virtualopportunities in education, family engagement, and parent education, along with somein-person services. Teachers set up classrooms to accommodate social distancing anddeveloped digital content and at-home learning resources. Parents played a veryimportant role in this process: Their participation and flexibility aided in the success of thisyear’s program.

Approaches to self-regulation for learning; Social and emotional development; Language and literacy development; English language development for non-English speakers; Cognition, including math and science; Physical development and health; History and social sciences; Visual and performing arts. The Office of Head Start defines school readiness as “children possessing the skills,knowledge, and attitudes necessary for success in school and for later learning and life.”We endeavor to have children ready for school, families supporting their children’s learning,and elementary schools partnering with us to be ready for our children. We strive to prepareour students for success in elementary school by partnering with our Early Head Start andHead Start families. Reliable child assessment is key to ensuring that we are preparing children in our program,for school readiness. The Desired Results Developmental Profile (DRDP) and the PortageGuide are utilized to measure each child’s progress three times a year in our center-basedand home-based programs. The assessments focus on these areas of development:Data is summarized and analyzed at the child,classroom, and program level, and outcomes areshared with families. SCHOOL READINESSOur Desired Results Developmental Profile assessments data is based on our spring reports.The cumulative results reported reflect the percentage of children at or above the CaliforniaEarly Learning Foundation Expectations.Approaches to learningSocial-emotional developmentLanguage developmentLiteracy developmentCognitionPhysical developmentHealthEnglish Language learnersHead Start Social-emotional development: Dual-language learners Non-dual-language learnersLanguage and literacy:Dual-language learners Non-dual-language learnersCognition: Dual-language learners Non-dual-language learners Early Head Start 69%63%68%75%69%71%63%72%78%79%54%54%82%84%

Home-based curriculum The Head Start and Early Head Start home-based programs use the Parents as Teachers(PAT) curriculum for pregnant mothers and in the home-based program for infants ages 0-5years. The PAT curriculum is evidence-based and promotes a reflective approach to supportpartnerships between parent educators visiting the homes and the families, the parent-childrelationship, and the family’s well-being. Our parent educators provide weekly individualized visits designed to meet the needs of thefamilies and to reinforce the curriculum by providing parent handouts and activities. Thematerials provided are designed to support the language, cognitive, social-emotional, andmotor development of children.The home-based program also offers group socialization experiences that promote secureparent-child relationships through interactions that take place with other children andfamilies. These experiences guide parents in providing high-quality early learningexperiences by utilizing community resources and a daily routine. CURRICULUMPreschool curriculum The HighScope preschool curriculum is used in our Head Startand Early Head Start classrooms. The curriculum focuses onproviding a high-quality, research-based frameworkcentered around active learning and creating shared adult-child interactions that focus on building relationships andlearning about the individual needs and interests of eachchild. Using the HighScope curriculum allows our teachers tocreate an enriched learning environment reflective of thechildren’s interests and developmental needs. Teachersprovide learning opportunities to support children’sdevelopmental needs that align with the Head Start EarlyLearning Outcomes Framework and California’s statestandards. Daily activities and classroom learning environments are intentionally planned and createdto support the child’s school readiness, developmental goals, and success, all while makinglearning fun, enjoyable, and exciting!

Medical Dental Immunizations100 75 50 25 0 SUPPORT SERVICESHealth providers;Mental health programs and agencies;Social services departments and programs;Food and nutrition services and consultants; Dental health providers;Disability and special education programs and services.Parent, family, and community engagementOptions for Learning’s Head Start and Early Head Start program staff continued to buildrelationships with families while also providing support to help them achieve their familygoals during the pandemic. Our staff collaborated with community partners and developedrelationships with:As we provided in-person and remote services to enrolled families, our Head Start and EarlyHead Start programs encouraged parent engagement by offering surveys and virtual parentworkshops and through decision-making opportunities for members of the Policy Council. Health and wellnessOur Head Start and Early Head Start programspartner with local organizations across LosAngeles County. Local organizations provide asource of continuous, accessible care withimmunizations, well-child exams, dental exams,and mental health services that help create ahappier and healthier community.Percentage of children receivinghealth care servicesImpact of the pandemicDue to parents' concerns for their children'ssafety during the pandemic, not all childrenreceived dental exams during the programyear.

Head Start: Altadena, Arcadia, Azusa,Claremont, Covina, Diamond Bar, Duarte,Glendora, Highland Park, Irwindale,La Puente, La Verne, Monrovia, Pasadena,Rowland Heights, San Dimas, San Gabriel,San Marino, Sierra Madre, South El Monte,South Pasadena, Temple City, Walnut,West Covina.Service areas CARE MODELS & SERVICE AREASModels of careDuring the pandemic, and with the flexibility provided by the Office of Head Start, we provideddistance learning, hybrid, and in-person sessions for our families. Home-based program (distancelearning during the pandemic);Full-day, full-year, center-basedclassrooms (distance learning).Home-based program (distance learning);Part-day, school-year, center-based classrooms (distancelearning, hybrid learning, in-person learning);Full-day, full-year, center-basedclassrooms (distance learning, in-person learning).EARLY HEAD START(Birth to 3 years)HEAD START(Ages 3 to 5 years)Early Head Start: Azusa, Covina, DiamondBar, East La Puente/San Jose Hills, Glendora,Irwindale, Monrovia, Rowland Heights, SanGabriel, South El Monte, Temple City, Walnut,West Covina.

Our program served children with several impairments, with the top three being speechand language impairments, hearing impairments, and autism.100% of our teachers hold a degree inearly childhood education:SERVING OUR COMMUNITYAlthough there was much uncertainty during the pandemic, our Head Start and Early HeadStart staff continued to recruit and enroll families in need of services. We followed theguidelines issued by the Los Angeles County Department of Public Health, the Centers forDisease Control and Prevention, and California Community Care Licensing. Guidelines dictatedthat we limit the capacity of our classrooms to be able to practice social distancing andensure the health and safety of children and staff. As a result, enrollment and attendancedeclined for our program, as it did for many other programs.Funded enrollment: 2,038Our program served dual-language learners whose primary language is not English.Children’s home languages included Spanish, Middle Eastern, and East Asian. Ourteachers and parents collaborated to support the language development and success ofthe dual-language learners in our programs.Children receiving special education services: 12% IEPs and 17% IFSPsAverage attendance during pandemic: 75%The expected average attendance rate of 85% was not met due to the adverse effects ofthe pandemic.Average number of enrolled dual-language learners: 41%Families served: 1,252Children served: 1,34063% of our teaching staff are bilingual.Staff qualifications7% have a master’s degree;60% have a bachelor’s degree;33% have an associate’s degree.

MONITORING & FINANCIALSHEAD START POLICY COUNCILJoe BrownYuridia DemtrioSilvia GallardoPerla GranadosAnahi RojasSarah SamonteLesley WeinbergerAbir ZeitounPaul Pulver, CEO885 S. Village Oaks Drive Covina, Calif. 91724626-699-8070 BOARD OF DIRECTORS 2020-21$3,351,337$861,026$81,181$0$379,886$79,225$0$584,357$382,193$5,719,205$2,140,187$564,302$56,378$0$345,131$53,132$0$469,819$260,558$3,889,507$5,719,205$0$1,160,846$6,880,052$3,889,507 $0 $256,590$4,146,096RevenueFederal grantsInterest incomeState fundsTotalExpenses (Head Start Funds only)PersonnelFringe benefitsTravelEquipmentSuppliesContractualConstructionOtherIndirectTotal RevenueFederal grantsInterest incomeState fundsTotalFINANCIAL REPORT CATEGORIESPersonnel: Total combined salaries of all Head Start classroom and support staff. Fringe benefits: Benefits provided to Head Startstaff that included health, vision and dental insurance, social security, workers' comp., etc. Travel: Expenses for transportation,lodging, subsistence, and related items. Equipment: Office equipment. Supplies: Included all instructional and classroom materials,printing, office, custodial, repairs, etc. Contractual: Outside contractors for office and classroom cleaning, facility repairs, stafftraining, computer support, etc. Construction: N/A. Other: Rents, utilities, mileage, insurance, audit, personnel advertising, etc. Indirect:Accounting, payroll, human resources, etc.$768,498$194,000 $31,297$0$58,831$11,191$0$92,810$82,267$1,238,894$3,887,990 $1,014,929$51,738$0$569,129$89,559$0$948,641$469,689$7,031,675RevenueFederal grantsInterest incomeState fundsTotalRevenueFederal grantsInterest incomeState fundsTotalHEAD STARTSOUTH EL MONTE2021-22 PROPOSED BUDGET: $7,973,458HEAD STARTFOOTHILL2021-22 PROPOSED BUDGET: $5,436,793$1,238,894$0$851,932$2,090,826Expenses (EHS funds only)Personnel Fringe benefitsTravel EquipmentSuppliesContractualConstructionOtherIndirectTotal $7,031,675 $0 $1,285,215$8,3`16,890Expenses (Head Start funds only)PersonnelFringe benefitsTravelEquipmentSuppliesContractualConstruction Other Indirect Total 2020-21 ACTUAL REVENUE AND EXPENSES: 2020-21 ACTUAL REVENUE AND EXPENSES:HEAD STARTPASADENA2021-22 PROPOSED BUDGET: $8,372,220EARLY HEAD START 2021-22 PROPOSED BUDGET: $2,481,3822020-21 ACTUAL REVENUE AND EXPENSES: 2020-21 ACTUAL REVENUE AND EXPENSES:Expenses (Head Start Funds only)PersonnelFringe benefitsTravelEquipmentSuppliesContractualConstructionOtherIndirectTotal Dave Wilbur, chairLisa BrownMargarita BuitragoMichelle CapistrandMarlen GomezAndrew LeveyGiselle Navarro-CruzEvan PanJoyce RobinsonInga RodriguezJose SandovalRandy WinesPat Huffman, emeritusIn early February 2021, our Head Start and Early Head Start programs participated in the Office of Head Start FocusArea 2 Review for grant numbers 09CH010724, 09CH010726, and 09CH010728. The purpose of the monitoring review isto obtain information on the grantee’s performance and compliance with the requirements of the Head StartProgram Performance Standards. Our governing body, Policy Council, parents, and staff, along with themanagement team, participated in a series of virtual interviews that provided additional information concerning theimplementation of the program.This year, the monitoring team requested additional information regarding the adjustments that were made tosupport families and staff during the onset of the pandemic, which included our service delivery, specific health andsafety practices, and our professional development training model. In March 2021, we respectfully received our letterof compliance for all three grants.CORPORATE OFFICE