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ANNUALREPORT21-22Head Start and Early Head Start885 S. VILLAGE OAKS DRIVE, COVINA, CALIF. 91724 626-699-8060 OPTIONSFORLEARNING.ORG
Options for Learning Head Start strives to meet the needs of vulnerable children and families in our communities through our quality programs that encourage lifelong learning and support their success.
Options for Learning Head Start strives to meet the needs of vulnerable children and families in our communities through our quality programs that encourage lifelong learning and support their success.
INTRODUCTIONOptions for Learning Head Start strives to meet the needs of vulnerable children and families in our communities through our quality programs that encourage lifelong learning and support their success. As the pandemic continued to impact many programs and services within our communities in the year 2021-22, our Head Start and Early Head Start programs developed a progressive approach. Through the guidance and support of the Ofce of Head Start and the direction of the Department of Public Health, we focused on offering comprehensive services and support to children and families during this period of recovery. Supporting the social-emotional development of children post-pandemic was necessary for children who were accustomed to in-person learning or a classroom setting. Our classrooms used individualized calming kits, quiet areas, and family engagement kits, and we shared mental health resources with our children and families. Our teachers and parent educators partnered with families to ensure the social-emotional needs of the children in our program were met as we transitioned to a “new normal.” Community partnerships and parent education programs were key for families, as many of them reinstated access to in-person dental and health care for the health and well-being of their children. Together with our community partners, our program offered necessary comprehensive services that allowed Options for Learning Head Start and Early Head Start families to thrive after challenging times.Options for Learning’s three Head Start grants are managed by the following programs:• Early Head Start • Head Start Pasadena • Head Start South El Monte • Full-day PreschoolHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22
INTRODUCTIONOptions for Learning Head Start strives to meet the needs of vulnerable children and families in our communities through our quality programs that encourage lifelong learning and support their success. As the pandemic continued to impact many programs and services within our communities in the year 2021-22, our Head Start and Early Head Start programs developed a progressive approach. Through the guidance and support of the Ofce of Head Start and the direction of the Department of Public Health, we focused on offering comprehensive services and support to children and families during this period of recovery. Supporting the social-emotional development of children post-pandemic was necessary for children who were accustomed to in-person learning or a classroom setting. Our classrooms used individualized calming kits, quiet areas, and family engagement kits, and we shared mental health resources with our children and families. Our teachers and parent educators partnered with families to ensure the social-emotional needs of the children in our program were met as we transitioned to a “new normal.” Community partnerships and parent education programs were key for families, as many of them reinstated access to in-person dental and health care for the health and well-being of their children. Together with our community partners, our program offered necessary comprehensive services that allowed Options for Learning Head Start and Early Head Start families to thrive after challenging times.Options for Learning’s three Head Start grants are managed by the following programs:• Early Head Start • Head Start Pasadena • Head Start South El Monte • Full-day PreschoolHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22
SCHOOL READINESS GOALSHEAD STARTPercentage of children at or above the California Early Learning Foundation ExpectationEARLY HEAD STARTHead Start denes school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for lifelong learning. Options for Learning’s School Readiness Goals are developed to meet the developmental needs of children in the areas of language and literacy development, cognition, approaches to learning, physical health and well-being, motor development, and social and emotional development. Options for Learning Head Start parents and families are involved in the long-term and lifelong success of their children. As their child’s primary teachers and advocates, parents are partners in their child’s educational journey. Parents participate in parent conferences, home visits, parent workshops, and other services. Program staff and parents collaborate to ensure their child’s school readiness goals are met both at home and in school. Options for Learning’s school readiness goals are developed to meet the developmental needs of children in the areas of language and literacy development, cognition, approaches to learning, physical health and well-being, motor development, and social and emotional development.Options for Learning’s Head Start and Early Head Start school readiness goals align with the Head Start Early Learning Outcomes Framework. The HighScope curriculum, the Desired Results Developmental Prole (DRDP) assessment tool, and the Portage Guide for home-based programs support all areas of children’s development.Curriculum and assessment are crucial in meeting the school readiness of children. The DRDP and Portage Guide are used to measure children’s progress. Assessments are conducted three times a year in our center- and home-based programs. Data is summarized and analyzed at the child, classroom, and program level, and outcomes are shared with families.Our DRDP assessment data is based on our spring reports. The cumulative results reported reect the percentage of children at or above the California Early Learning Foundation Expectations.56%60%61%66%69%68%60%71%77%70%approaches to learningcognitionlanguage developmentlanguage and literacyphysical developmenthealthenglish language learnersSOCIAL-EMOTIONAL DEVELOPMENTcognitionHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22SOCIAL-EMOTIONAL DEVELOPMENT
SCHOOL READINESS GOALSHEAD STARTPercentage of children at or above the California Early Learning Foundation ExpectationEARLY HEAD STARTHead Start denes school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for lifelong learning. Options for Learning’s School Readiness Goals are developed to meet the developmental needs of children in the areas of language and literacy development, cognition, approaches to learning, physical health and well-being, motor development, and social and emotional development. Options for Learning Head Start parents and families are involved in the long-term and lifelong success of their children. As their child’s primary teachers and advocates, parents are partners in their child’s educational journey. Parents participate in parent conferences, home visits, parent workshops, and other services. Program staff and parents collaborate to ensure their child’s school readiness goals are met both at home and in school. Options for Learning’s school readiness goals are developed to meet the developmental needs of children in the areas of language and literacy development, cognition, approaches to learning, physical health and well-being, motor development, and social and emotional development.Options for Learning’s Head Start and Early Head Start school readiness goals align with the Head Start Early Learning Outcomes Framework. The HighScope curriculum, the Desired Results Developmental Prole (DRDP) assessment tool, and the Portage Guide for home-based programs support all areas of children’s development.Curriculum and assessment are crucial in meeting the school readiness of children. The DRDP and Portage Guide are used to measure children’s progress. Assessments are conducted three times a year in our center- and home-based programs. Data is summarized and analyzed at the child, classroom, and program level, and outcomes are shared with families.Our DRDP assessment data is based on our spring reports. The cumulative results reported reect the percentage of children at or above the California Early Learning Foundation Expectations.56%60%61%66%69%68%60%71%77%70%approaches to learningcognitionlanguage developmentlanguage and literacyphysical developmenthealthenglish language learnersSOCIAL-EMOTIONAL DEVELOPMENTcognitionHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22SOCIAL-EMOTIONAL DEVELOPMENT
8 9CURRICULUMHome-based curriculumPreschool curriculumThe Head Start and Early Head Start home-based programs use the evidence-based Parents as Teachers (PAT) curriculum. The curriculum partners with pregnant women and parents of infants, toddlers, and preschoolers to enhance the parent-child relationship and support the family’s well-being. The PAT curriculum promotes a reective approach that allows partnerships between parent educators visiting homes and families. Head Start and Early Head Start classrooms follow the HighScope Curriculum. This research-based curriculum uses a child-centered approach focusing on active learning. Our teachers create enriched learning environments reective of the children’s interests and developmental needs. The HighScope curriculum promotes high-quality experiences through learning objectives, effective adult-child interactions and strategies, and partnerships with parents. Teachers implement intentional learning opportunities to support children’s developmental needs that align with the Head Start Early Learning Outcomes Framework and state standards. SUPPORT SERVICESParent, family, and community engagementOur programs strive to create ongoing collaborative partnerships that support the parent-child relationship and benet the child’s overall development, school readiness, and well-being. Throughout the pandemic recovery, staff remained committed to creating meaningful connections with families while supporting their needs and goals in a variety of ways. We leveraged relationships with key community partners — such as ChapCare, San Gabriel Valley Dental Foundation, UCLA Vision Program, Foothill Family, and Young and Healthy — to support the essential health needs of our children and families. These organizations, as well as other health providers in our communities, engaged with our families at events throughout the year. Other key partnerships include: • DocGo, which offered vaccine clinics to families; • Social service programs, such as WIC and the Department of Public Social Services (DPSS), provided valuable resources and information to families at various events; • Local businesses and organizations, such as Claremont Chef’s Academy, provided generous donations that were distributed to our families through family engagement giveaways and toy and food drives. Partnerships with community organizations such as ChapCare and Young and Healthy allowed parents of young children to have a deeper understanding of child development, effective communication strategies, and coping mechanisms for managing parental stress. These workshops provide parents with valuable insights and tools to foster their children’s emotional well-being, strengthen family relationships, and promote a healthier home environment. In addition, parent workshops remained a staple of our family engagement plan, were conducted in English and Spanish and were well attended.Parent educators conduct weekly home visits designed to meet the individual needs of the families and to implement the curriculum by providing intentional activities and handouts based on the child’s needs in the areas of language, cognitive, social-emotional, and motor development. The home-based program also offers group socialization experiences to promote secure parent-child relationships through interactions and activities that take place with other children and families.These experiences provide high-quality early learning experiences, interactions, education, and community experiences through a daily routine.
8 9CURRICULUMHome-based curriculumPreschool curriculumThe Head Start and Early Head Start home-based programs use the evidence-based Parents as Teachers (PAT) curriculum. The curriculum partners with pregnant women and parents of infants, toddlers, and preschoolers to enhance the parent-child relationship and support the family’s well-being. The PAT curriculum promotes a reective approach that allows partnerships between parent educators visiting homes and families. Head Start and Early Head Start classrooms follow the HighScope Curriculum. This research-based curriculum uses a child-centered approach focusing on active learning. Our teachers create enriched learning environments reective of the children’s interests and developmental needs. The HighScope curriculum promotes high-quality experiences through learning objectives, effective adult-child interactions and strategies, and partnerships with parents. Teachers implement intentional learning opportunities to support children’s developmental needs that align with the Head Start Early Learning Outcomes Framework and state standards. SUPPORT SERVICESParent, family, and community engagementOur programs strive to create ongoing collaborative partnerships that support the parent-child relationship and benet the child’s overall development, school readiness, and well-being. Throughout the pandemic recovery, staff remained committed to creating meaningful connections with families while supporting their needs and goals in a variety of ways. We leveraged relationships with key community partners — such as ChapCare, San Gabriel Valley Dental Foundation, UCLA Vision Program, Foothill Family, and Young and Healthy — to support the essential health needs of our children and families. These organizations, as well as other health providers in our communities, engaged with our families at events throughout the year. Other key partnerships include: • DocGo, which offered vaccine clinics to families; • Social service programs, such as WIC and the Department of Public Social Services (DPSS), provided valuable resources and information to families at various events; • Local businesses and organizations, such as Claremont Chef’s Academy, provided generous donations that were distributed to our families through family engagement giveaways and toy and food drives. Partnerships with community organizations such as ChapCare and Young and Healthy allowed parents of young children to have a deeper understanding of child development, effective communication strategies, and coping mechanisms for managing parental stress. These workshops provide parents with valuable insights and tools to foster their children’s emotional well-being, strengthen family relationships, and promote a healthier home environment. In addition, parent workshops remained a staple of our family engagement plan, were conducted in English and Spanish and were well attended.Parent educators conduct weekly home visits designed to meet the individual needs of the families and to implement the curriculum by providing intentional activities and handouts based on the child’s needs in the areas of language, cognitive, social-emotional, and motor development. The home-based program also offers group socialization experiences to promote secure parent-child relationships through interactions and activities that take place with other children and families.These experiences provide high-quality early learning experiences, interactions, education, and community experiences through a daily routine.
SUPPORT SERVICESPARENT, FAMILY, AND COMMUNITY ENGAGEMENTHealth and mental wellnessOur Head Start and Early Head Start programs provide comprehensive health services to assist our children’s physical, cognitive, and social-emotional development by partnering with local organizations. These organizations provide accessible care and intervention assistance to create a healthier and happier community. The availability of services was adapted to meet families’ needs, including in-home, classroom, and medical facility options. The goal of the health and mental wellness service component is to improve and maintain the health of the enrolled children and their families regardless of insurance coverage or nancial status. 98.5% 94.5%96.3%8.5%Children with a primary medical provider Children with a primary dental provider Children with current immunizationsChildren diagnosed with chronic conditions 1,072/1,088 1,028/1,0881,048/1,08892/1,088FAMILY WORKSHOPS WORKSHOP TOPIC PRESENTER Keeping our children safe CHLA Injury and Prevention ProgramThe importance of routines Young & Healthy Nutrition and picky eaters Registered dietitian Navigating challenging behaviors Young & Healthy The importance of your child’s dental health Access Dental and Children’s Dental Fun Zone Toilet training Attendance and school readiness Attendance specialist Promoting positive behaviors Young & Healthy Emotional awareness and control Young & Healthy Creating a learning environment and kinder readinessEducation coordinators Healthy relationships and co-parenting Young & Healthy Promoting a healthy environment and family engagement Young & Healthy HEAD START AND EARLY HEAD START ANNUAL REPORT 21-22OPTIONS FOR LEARNING
SUPPORT SERVICESPARENT, FAMILY, AND COMMUNITY ENGAGEMENTHealth and mental wellnessOur Head Start and Early Head Start programs provide comprehensive health services to assist our children’s physical, cognitive, and social-emotional development by partnering with local organizations. These organizations provide accessible care and intervention assistance to create a healthier and happier community. The availability of services was adapted to meet families’ needs, including in-home, classroom, and medical facility options. The goal of the health and mental wellness service component is to improve and maintain the health of the enrolled children and their families regardless of insurance coverage or nancial status. 98.5% 94.5%96.3%8.5%Children with a primary medical provider Children with a primary dental provider Children with current immunizationsChildren diagnosed with chronic conditions 1,072/1,088 1,028/1,0881,048/1,08892/1,088FAMILY WORKSHOPS WORKSHOP TOPIC PRESENTER Keeping our children safe CHLA Injury and Prevention ProgramThe importance of routines Young & Healthy Nutrition and picky eaters Registered dietitian Navigating challenging behaviors Young & Healthy The importance of your child’s dental health Access Dental and Children’s Dental Fun Zone Toilet training Attendance and school readiness Attendance specialist Promoting positive behaviors Young & Healthy Emotional awareness and control Young & Healthy Creating a learning environment and kinder readinessEducation coordinators Healthy relationships and co-parenting Young & Healthy Promoting a healthy environment and family engagement Young & Healthy HEAD START AND EARLY HEAD START ANNUAL REPORT 21-22OPTIONS FOR LEARNING
MODELS AND SERVICE AREAS DURING THE 2021-22 PROGRAM YEARHead Start and Early Head Start resumed in-person services. Through creativity and compliance with Los Angeles County’s Public Health requirements, our programs offered services in many of our Head Start locations. The Ofce of Head Start continued to provide exibility through distance learning for home-based programs, especially in situations with families exposed to COVID-19 and families recovering from exposure. CARE MODELS AND SERVICE AREASHome-based program; full-day, full-year, center-based classrooms and home-based program (hybrid).Azusa, Covina, Diamond Bar, East La Puente/San Jose Hills, Glendora, Irwindale, Monrovia, Rowland Heights, San Gabriel, South El Monte, Temple City, Walnut, West Covina. 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. Home-based program (hybrid); part-day, school-year, center-based classrooms (in-person); full-day, full-year, center-based classrooms (in-person). Early Head Start (birth to 3 years) Early Head Start: Head Start: Head Start (ages 3 to 5 years)SERVICE AREASHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22
MODELS AND SERVICE AREAS DURING THE 2021-22 PROGRAM YEARHead Start and Early Head Start resumed in-person services. Through creativity and compliance with Los Angeles County’s Public Health requirements, our programs offered services in many of our Head Start locations. The Ofce of Head Start continued to provide exibility through distance learning for home-based programs, especially in situations with families exposed to COVID-19 and families recovering from exposure. CARE MODELS AND SERVICE AREASHome-based program; full-day, full-year, center-based classrooms and home-based program (hybrid).Azusa, Covina, Diamond Bar, East La Puente/San Jose Hills, Glendora, Irwindale, Monrovia, Rowland Heights, San Gabriel, South El Monte, Temple City, Walnut, West Covina. 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. Home-based program (hybrid); part-day, school-year, center-based classrooms (in-person); full-day, full-year, center-based classrooms (in-person). Early Head Start (birth to 3 years) Early Head Start: Head Start: Head Start (ages 3 to 5 years)SERVICE AREASHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22
STAFF QUALIFICATIONS In order to recruit and retain teachers with high qualications, promoting staff well-being through a supportive work environment has been a priority. The program offered generous paid time off, paid leave during COVID-19 exposure and illness, wellness breaks, mental health webinars, and paid professional development training. Our new parent classroom assistants have proven to be a benet to the program. The parent classroom assistants support dual-language learners by speaking the primary language of children in our classrooms. This role has provided opportunities for parents to discover a career in early childhood education: some were prompted to take child development courses and become teachers the following year.100% OF OUR TEACHERS HOLD A DEGREE IN EARLY CHILDHOOD EDUCATION OR HAVE A CHILDHOOD DEVELOPMENT PERMIT.62%bilingualteaching staff45%3%36%bachelor’s degreemaster’s degreeassociate’s degreeOur Head Start and Early Head Start programs created a reopening plan in consultation with the early childhood guidance protocols developed by the Los Angeles Public Health Department and the Centers for Disease Control. Our reopening plan included health and safety protocols to mitigate the exposure of COVID-19. We continued to recruit families in need of services by using social media and advertising since community events were minimized. Our staff leveraged technology to conduct virtual enrollment meetings and orientations. Enrollment documents were collected electronically. In response to continued pandemic concerns, Head Start and Early Head Start programs maintained consistent care groups and smaller class sizes. SERVING OUR COMMUNITY 2,0381,4731,577Funded enrollmentFamilies servedChildren servedHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22OPTIONS FOR LEARNING
STAFF QUALIFICATIONS In order to recruit and retain teachers with high qualications, promoting staff well-being through a supportive work environment has been a priority. The program offered generous paid time off, paid leave during COVID-19 exposure and illness, wellness breaks, mental health webinars, and paid professional development training. Our new parent classroom assistants have proven to be a benet to the program. The parent classroom assistants support dual-language learners by speaking the primary language of children in our classrooms. This role has provided opportunities for parents to discover a career in early childhood education: some were prompted to take child development courses and become teachers the following year.100% OF OUR TEACHERS HOLD A DEGREE IN EARLY CHILDHOOD EDUCATION OR HAVE A CHILDHOOD DEVELOPMENT PERMIT.62%bilingualteaching staff45%3%36%bachelor’s degreemaster’s degreeassociate’s degreeOur Head Start and Early Head Start programs created a reopening plan in consultation with the early childhood guidance protocols developed by the Los Angeles Public Health Department and the Centers for Disease Control. Our reopening plan included health and safety protocols to mitigate the exposure of COVID-19. We continued to recruit families in need of services by using social media and advertising since community events were minimized. Our staff leveraged technology to conduct virtual enrollment meetings and orientations. Enrollment documents were collected electronically. In response to continued pandemic concerns, Head Start and Early Head Start programs maintained consistent care groups and smaller class sizes. SERVING OUR COMMUNITY 2,0381,4731,577Funded enrollmentFamilies servedChildren servedHEAD START AND EARLY HEAD START ANNUAL REPORT 21-22OPTIONS FOR LEARNING
SERVING OUR COMMUNITYMONITORING AND FINANCIALS DUAL-LANGUAGE LEARNERS AND CHILDREN WITH DISABILITIES Dual-language learners Children with disabilities COVID-19 Pandemic94.5%75%Average number of enrolled dual-language learnersAverage attendance during the pandemic2021 - 2022 ACTUAL REVENUE AND EXPENSESREVENUESOUTH EL MONTE EARLY HEAD START PASADENA FOOTHILLFederal grants 7,446,430 1,421,944 8,372,220 4,835,551State grants 1,059,079 981,515 1,452,210 420,630Totals 8,505,509 2,403,459 9,824,430 5,256,181EXPENSESSalary4,504,781 917,543 4,759,117 2,508,138Fringe benets997,940 208,127 1,070,638 599,631Travel200,019 36,005 175,747 181,655Equipment- - - -Supplies571,652 39,208 565,421 592,947Contractual121,164 12,052 255,722 127,220Construction- - - -Other522,603 108,590 952,740 481,633Indirect528,271 100,149 592,835 344,327Totals7,446,430 1,421,674 8,372,220 4,835,5512022 - 2023 PROPOSED BUDGETSOUTH EL MONTE EARLY HEAD START PASADENA*FOOTHILL*Expenses23,522,380 2,682,447 - -The Head Start and Early Head Start programs promote the full participation of children who are dual-language learners and their families. The program serves families in the San Gabriel Valley, who represent diverse multicultural and multilingual communities. We served dual-language learners whose primary language is not English, including those who speak Spanish and are from Middle Eastern, and East Asian cultures. Professional interpreters and program staff provided support when there were language barriers to ensure families received the necessary program and support services and resourceful information.The Head Start and Early Head Start program is required to ensure that at least 10% of enrollment slots are occupied by children with disabilities. Our program met the requirement and exceeded in serving infants and toddlers through strong community partnerships with our regional centers. The program served children with several impairments, with the top three being speech and language impairments, hearing impairments, and autism. Since the onset of the pandemic, Head Start and Early Head Start programs have faced unprecedented challenges related to child attendance. Due to community health conditions, many families faced quarantine requirements and illness, which resulted in inconsistent attendance during the pandemic. Programs offered resources and support to children and families by offering test kits, thermometers, at-home learning materials and videos, and virtual meetings or phone calls to connect the child and teacher during absences.10%with IEPs34%with IFSPsChildren receiving special education servicesThe Head Start and Early Head Start programs completed the multiyear monitoring cycle in February 2021. There were no additional monitoring events in the program year 2021-22. The program works toward enhancing the program by offering ongoing professional development to teachers, related to CLASS, curriculum delity, school readiness and to program staff on ways to strengthen the services we offer to children and families. The ongoing collaborative meetings with the Policy Council and the Governing Board allowed the program to monitor and seek continuous quality improvement through our community needs assessment and self-assessment. * Pasadena and Foothill grants have been consolidated into the South El Monte grant.HEAD START AND EARLY HEAD START ANNUAL REPORT 21-22OPTIONS FOR LEARNING
SERVING OUR COMMUNITYMONITORING AND FINANCIALS DUAL-LANGUAGE LEARNERS AND CHILDREN WITH DISABILITIES Dual-language learners Children with disabilities COVID-19 Pandemic94.5%75%Average number of enrolled dual-language learnersAverage attendance during the pandemic2021 - 2022 ACTUAL REVENUE AND EXPENSESREVENUESOUTH EL MONTE EARLY HEAD START PASADENA FOOTHILLFederal grants 7,446,430 1,421,944 8,372,220 4,835,551State grants 1,059,079 981,515 1,452,210 420,630Totals 8,505,509 2,403,459 9,824,430 5,256,181EXPENSESSalary4,504,781 917,543 4,759,117 2,508,138Fringe benets997,940 208,127 1,070,638 599,631Travel200,019 36,005 175,747 181,655Equipment- - - -Supplies571,652 39,208 565,421 592,947Contractual121,164 12,052 255,722 127,220Construction- - - -Other522,603 108,590 952,740 481,633Indirect528,271 100,149 592,835 344,327Totals7,446,430 1,421,674 8,372,220 4,835,5512022 - 2023 PROPOSED BUDGETSOUTH EL MONTE EARLY HEAD START PASADENA*FOOTHILL*Expenses23,522,380 2,682,447 - -The Head Start and Early Head Start programs promote the full participation of children who are dual-language learners and their families. The program serves families in the San Gabriel Valley, who represent diverse multicultural and multilingual communities. We served dual-language learners whose primary language is not English, including those who speak Spanish and are from Middle Eastern, and East Asian cultures. Professional interpreters and program staff provided support when there were language barriers to ensure families received the necessary program and support services and resourceful information.The Head Start and Early Head Start program is required to ensure that at least 10% of enrollment slots are occupied by children with disabilities. Our program met the requirement and exceeded in serving infants and toddlers through strong community partnerships with our regional centers. The program served children with several impairments, with the top three being speech and language impairments, hearing impairments, and autism. Since the onset of the pandemic, Head Start and Early Head Start programs have faced unprecedented challenges related to child attendance. Due to community health conditions, many families faced quarantine requirements and illness, which resulted in inconsistent attendance during the pandemic. Programs offered resources and support to children and families by offering test kits, thermometers, at-home learning materials and videos, and virtual meetings or phone calls to connect the child and teacher during absences.10%with IEPs34%with IFSPsChildren receiving special education servicesThe Head Start and Early Head Start programs completed the multiyear monitoring cycle in February 2021. There were no additional monitoring events in the program year 2021-22. The program works toward enhancing the program by offering ongoing professional development to teachers, related to CLASS, curriculum delity, school readiness and to program staff on ways to strengthen the services we offer to children and families. The ongoing collaborative meetings with the Policy Council and the Governing Board allowed the program to monitor and seek continuous quality improvement through our community needs assessment and self-assessment. * Pasadena and Foothill grants have been consolidated into the South El Monte grant.HEAD START AND EARLY HEAD START ANNUAL REPORT 21-22OPTIONS FOR LEARNING
FINANCIAL REPORT CATEGORIES 2021-22 POLICY COUNCIL OFFICERS 2021-22 POLICY COUNCIL MEMBERSBOARD OF DIRECTORS 2021-22 Personnel: Total combined salaries of all Head Start classrooms and support staff. Fringe benets: Benets provided to Head Start staff included health, vision, and dental insurance, Social Security, Workers’ Comp., etc.Travel: Expenses for transportation, lodging, subsistence, and related items.Equipment: Ofce equipment.Supplies: All instructional and classroom materials, printing, ofce, custodial, repairs, etc.Contractual: Outside contractors for ofce and classroom cleaning, facility repairs, staff training, computer support, etc.Construction: N/A. Other: Rents, utilities, mileage, insurance, audit, personnel advertising, etc. Indirect: Accounting, payroll, human resources, etc. PREPARING CHILDREN FOR LIFE SUCCESSJoe Brown, chairpersonMario Zarate, vice chairperson and board representativeTeresa Chang Silvia Chavira Carmen Mojica Daniela Ruiz Elizabeth RuizSarah SamonteXenia TillmanDave Wilbur, chair Lisa Brown Margarita Buitrago Marlen Gomez Andrew Levey Giselle Navarro-Cruz Evan Pan Joyce Robinson Inga Rodriguez Jose Sandoval Randy Wines Pat Huffman, emeritus Paul Pulver, CEO 885 S. Village Oaks Drive Covina, Calif. 91724 626-699-80601033 | V7 | 10252023 CORPORATE OFFICE