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HomeMy WebLinkAboutMINUTES - 07162013 - C.83RECOMMENDATION(S): ACCEPT and APPROVE the corrective action plan response to 2013/14 program year annual Head Start self-assessment as submitted and as recommended by Employment & Human Services Director. FISCAL IMPACT: None BACKGROUND: The Head Start Act of 2007 (Section 641A (g)(1)(2)(B)) requires Board approval of the Head Start Grantee corrective action plan in response to the annual self-assessment completed by the Department. During the period of February 27, 2013 through March 8, 2013, the Community Services Bureau completed the required self-assessment wherein internal processes were examined and evaluated for efficacy. The Head Start Performance Standards [CFR 1304.50(d)(1)(vii) and 1304, Appendix A] require that the Board of Supervisors approve the program's corrective action plan once all of the corrections have been certified by program staff. CONSEQUENCE OF NEGATIVE ACTION: If not approved, Department will not be able to submit required documents to federal agency. APPROVE OTHER RECOMMENDATION OF CNTY ADMINISTRATOR RECOMMENDATION OF BOARD COMMITTEE Action of Board On: 07/16/2013 APPROVED AS RECOMMENDED OTHER Clerks Notes: VOTE OF SUPERVISORS AYE:John Gioia, District I Supervisor Candace Andersen, District II Supervisor Mary N. Piepho, District III Supervisor Karen Mitchoff, District IV Supervisor Federal D. Glover, District V Supervisor Contact: C. Youngblood, 313-1712 I hereby certify that this is a true and correct copy of an action taken and entered on the minutes of the Board of Supervisors on the date shown. ATTESTED: July 16, 2013 David Twa, County Administrator and Clerk of the Board of Supervisors By: June McHuen, Deputy cc: Cassandra Youngblood, Christina Reich C. 83 To:Board of Supervisors From:Kathy Gallagher, Employment & Human Services Director Date:July 16, 2013 Contra Costa County Subject:Head Start Corrective Action Plan / Self-Assessment CHILDREN'S IMPACT STATEMENT: The Employment & Human Services Department Community Services Bureau supports three of Contra Costa County’s community outcomes - Outcome 1: “Children Ready for and Succeeding in School,” Outcome 3: “Families that are Economically Self-sufficient,” and, Outcome 4: “Families that are Safe, Stable, and Nurturing.” These outcomes are achieved by offering comprehensive services, including high quality early childhood education, nutrition, and health services to low-income children throughout Contra Costa County. ATTACHMENTS Head Start Report Corrective Action Plan 2 Corrective Action Plan 1 2013 Self-Assessment Report Contra Costa County EHSD Community Services Bureau February 25 – March 8, 2013 Self-Assessment 2013 Report Page 1 CCC EHSD CSB Overview The 2013 Self-Assessment was conducted from February 27th through March 8, 2013 by a team of 76 people, including grantee and delegate staff, board members, parents, and community partners. Twenty centers, two home educator groups and two administrative offices were reviewed. The Grantee operated program was found to be out of compliance in the area of individualization and a corrective action plan has been developed and will be fully implemented on or before June 17, 2013. Instruments Two instruments were used to assess the program: 1. The Classroom Assessment Scoring System (CLASS™) 2. The 2013 Office of Head Start Monitoring Protocols The Results The Classroom Assessment Scoring System (CLASS™): The CLASS™ Assessment is an observational tool that provides a common lens and language focused on what matters— the classroom interactions that boost student learning. Data from CLASS™ observations are used to support teachers’ unique professional development needs, set school-wide goals, and shape system-wide reform at the local, state, and national levels. Thirty-four classrooms were assessed using this instrument. The graph below demonstrates that CSB exceeded the minimum thresholds established by the Office of Head Start in all domains as per 45 CFR 1307.3(c)(1)(i-iii). The Office of Head Start Monitoring Protocols: The FY 2013 Office of Head Start Monitoring Protocols was used to assess the program in accordance with the Head Start Performance Standards and other regulations. Strengths: Strengths noted during the self-assessment were: • Strong communication systems at the grantee and delegate; • All cribs on wheels at the delegate; • Parent praise for disabilities support for her two children to succeed at school at the grantee; • Exceptional professional development of Family Child Care provider at First Baptist Church. 2013 Self-Assessment Report Contra Costa County EHSD Community Services Bureau February 25 – March 8, 2013 Self-Assessment 2013 Report Page 2 CCC EHSD CSB Recommendations: Four recommendations were also noted during the self assessment. To ensure ease when locating required documents it is recommended that the delegate use the grantee’s human resources tracking system. At the grantee, it was recommended that staff be reminded to use the income calculation form (CSB 621) consistently by checking only one categorical eligibility type, to ensure that all Parent Family Community Engagement services reflected in the file are also reflected in CLOUDS, and to help staff to better articulate the use of Creative Curriculum to meet school readiness goals. Non-Compliance: There was one area of non-compliance at the grantee as follows: Child Development and Education, OHS Monitoring Protocol Key Indicator #3 - Individualizing, Compliance Measure 3.1 [1304.20(f)(1)]: The program uses information from ongoing observations, and evaluations, as well as insight from parents to determine how best to respond to each child’s individual characteristics, strengths, and needs. While CSB classroom staff could articulate the policy and procedure for individualization, a review of lesson plans revealed that the process for individualization was not being followed. Corrective Action Plan: Corrective Action Person Responsible Timeline for Completion Verification of Completion The Education Managers in partnership with Site Supervisors will meet with individual lead teachers to conduct an assessment of compliance with the individualization protocol by review of the following: • CSB 119A-DRDP 2010 Individualization • CSB 183- individualized tracking sheet • CSB 105 A-Lesson Plan • CSB 118 – Most recent Parent- Teacher Conference Site Supervisor 5/17/13 • Small Group Conference template Corrective Action Person Responsible Timeline for Completion Verification of Completion Provide small group training and technical assistance as needed, including a review of the individualization training materials, policy, and procedure, and methods to assess and effectively use data and procedures. Education Managers 5/31/13 • Agenda • Sign-in sheet • Training materials • Meeting Evaluation Monitor to determine that the training is being implemented. Education Managers 6/17/13 • Individualization Monitoring Form 1 INDIVIDUALIZATION CORRECTIVE ACTION PLAN SITE ROOM More Training needed? TEACHER COMMENTS Y N Ambrose Room A  Valerie Nunley Lead teacher showed understanding of individualization process. Associate teachers may benefit from additional trainings. Ambrose Room B  Sonia Cabral Child with IFSP is in associate teachers group. Additional training is needed with associate teachers. Cathy will discuss this at next staff meeting. Recommend doing larger trainings that include associate teachers. Martinez Room A  Wahida Gowhary It would be beneficial to provide additional individualization training to teaching teams, including the associate teachers. Martinez Room B  Ana Mendez Ana would like additional training. She also feels it would be beneficial to her associate teacher would benefit from an individualization training. Riverview Room 2  Lorena Perea No additional training needed. Riverview Room 1  Consuelo Honson Consuelo said she never received an individualization training. Everything she understands is from what other staff have told her. An individualization training is needed. Los Arboles Room 1  Gwen Kennedy Goals at high level, but were noted as needing individual lower measure within the same domain. Lesson plan-small group “ask open ended question.” Los Arboles Room 2  Maria Ortega Incorporate more individualization during large group. Los Nogales Room 1  Kailash Arora Ensure children codes are noted on the individualization tracking sheet. Los Nogales Room 2  Zermina Zadran Asked for additional training to strengthen her skills. Note: Red ink indicated additional activities based on the child’s interests Verde 1PM  Bobbie Thompson Focus on more goals in other DRDP domains and list codes next to activities that correlate to children’s individual plans. Verde 2AM  Freda Augustine Focus on more goals in other DRDP domains and list codes next to activities that correlate to children’s individual plans. Verde 1AM  Pamela Blake Focus on more goals in other DRDP domains and list codes next to activities that correlate to children’s individual plans. 2 SITE ROOM More Training needed? TEACHER COMMENTS Y N Las Deltas 2  Claudia Winrow Brookside 6B  Dreaner Clay Needs second follow-up training to be determined with site supervisor. Brookside 6A  Shawn Powers Needs second follow-up up training to be determined with site supervisor. Brookside 5  Gwendolyn McKneely Received second follow-up training to cover individualization process in more depth Brookside 2  Valerie Hand Needs second follow up training, to be determined with site supervisor Brookside 3PM  Betty Defond Handwrite codes on lesson plans that relate to individual child goals. Brookside 3AM  Maria Rosillo Handwrite codes on lesson plan that relate to individual child goals. Bayo Vista 2PM  Herma Sonico N/A Bayo Vista 3PM  Adeola LaShore Handwrite codes on lesson plans that relate to individual child goals. Bayo Vista 2AM  LaTonya Saucer N/A Bayo Vista 3AM  Divina Tiamzon Handwrite codes on lesson plans that relate to individual child goals. CC College Toddlers  Meuy Saechao If changes are needed to children’s goals, make those based on the new individual goals determined after the second DRDP. CC College Infants  Midori Silvan Make sure to identify some goal/measure for objectives on parent conference. If changes are needed to children’s goals, make those based on the new individual goals determined after the second DRDP. Balboa 2  Nitayane Youmagal Make sure mention Home visits and Health History and screening process when describing individualization process. Match goals on Tracking Sheet to parent conferences. Balboa 3  Nomita Kar Reviewed Tracking Sheet make sure you include IEP’s to Tracking Sheet and to Individualized to goals. Balboa 4  Antoinette Sterling Second Parent Conferences will document progress on First Parent Conference goals. Goals will be developed on measures typically rated at exploring and developing. 3 SITE ROOM More Training needed? TEACHER COMMENTS Y N Balboa 8  Yolanda Williams No follow-up needed. Was able describe Individualization process but needs to Add Parent input Health History, IEP and RTI goals when describing process And to individualized tracking sheet. Use individualization codes for social emotional on the lesson plan during work time and outside time. Balboa B1  Tinamarie Mariscal Individualization codes match on Lesson Plan & DRDP form and Tracking Form. Individualization codes are on Lesson Plan during work time and outside time. Parent Conferences updates of goals on Second Parent Form. GM III 1  Braunwyn McIntosh Change Individualization Form to correct one. Need to have a minimum of 7 goalls per child. Add IEP and RTI goals to tracking form. Mention health histories when describing individualization process. GM III 2  Veronica Monroy Make sure you add Health Histories when describing individualization process. Use Correct Form for Tracking. GM III 3  Caroline Cosio Include Health History as a part individualization choose DRDP goals based on Ratings that are exploring or developing. Ensure Ratings are correct. On Second Parent Conference refer to original goals and now Child has progress. GM III 4  Alma Lyons Check DRDP individualization form to ensure all codes are represented. Include IEP and RTI goals on individualized tracking form GM III 5  Jeanette Quintanar Jeanette needs to remember to view health histories and include parent observations as part of the individualization process. GM III 7  Bibiana Delalmon Review Individualization process to ensure you can verbalize to a reviewer. Summarize progress on First Parent Conference goals on Second Parent Conference DRDP Sheet must reflect goals from Individualized Tracking Form. 4 SITE ROOM More Training needed? TEACHER COMMENTS Y N GM III 8  Ana De Parra Add health history and home visit as part of the explanation of the individualization process. Choose DRDP measures for individualization if the child is as the exploring or developing level. Write IEP’s goals on individualization form. Parent conferences should reflect goals on the tracking form and second parent conferences should reference child’s progress on the first conference goals. GM III 9  Add IEP goals to tracking sheet and review first parent conference goals and update first set of goals progress on second parent conference. GM III 10  Harinder Kaur DRDP tracking form should reflect Individualized goals from Individualization form. Contra Costa County Employment & Human Services Department Community Services Bureau Head Start and Early Head Start CORRECTIVE ACTION PLAN FOR NON-COMPLIANCE IN THE 2013 SELF-ASSESSMENT Non-Compliance: Child Development and Education, OHS Monitoring Protocol Key Indicator #3 - Individualizing, Compliance Measure 3.1 [1304.20(f)(1)]: The program uses information from ongoing observations, and evaluations, as well as insight from parents to determine how best to respond to each child’s individual characteristics, strengths, and needs. While CSB staff could articulate the policy and procedure for individualization, a review of lesson plans revealed that the process for individualization was not being followed. Corrective Action Persons Responsible Timeline for Completion Verification of Completion The Education Managers in partnership with Site Supervisors will meet with individual lead teachers to: Conduct an assessment of compliance with the individualization protocol by review of the following: • CSB 119A-DRDP 2010 Individualization • CSB 183- individualized tracking sheet • CSB 105 A-Lesson Plan • CSB 118 – Most recent Parent-Teacher Conference Site Supervisor May 17th • Small Group Conference template Provide small group training and technical assistance as needed, including a review of the individualization training materials, policy, and procedure, and methods to assess and effectively use data and procedures. Ed Managers May 31st • Agenda • Sign-in sheet • Training materials • Meeting Evaluation Monitor to determine that the training is being implemented Ed Managers June 17th • Individualization Monitoring Form