Murray Head Start
2012-2013 Annual Report
Carol Elder, Director
208 South 13th Street, Murray, KY 42071
Phone: (270) 753-6031
A message from the Director
. . .
Head Start has completed its 47th year of providing high quality comprehensive
services to children and families across the program’s eight-county service
area in West Kentucky. Through valued
partnerships with eleven school districts, two universities, and numerous
community agencies, Preschool/Head Start and Early Head Start children were
provided services in a successful, blended model during the 2012-2013
Serving Children and Families in Partnership with:
Ballard County Schools
Calloway County Schools
Carlisle County Schools
Fulton Independent Schools
Fulton County Schools
Graves County Schools
Hickman County Schools
Marshall County Schools
Mayfield Independent Schools
McCracken County Schools
Murray Independent Schools
Murray State University
Western Kentucky University
Easter Seals West Kentucky
Housing Authority of Fulton
Housing Authority of Murray
total of 2,166 children were served in our blended Preschool/Head Start/Early Head Start program.
Head Start children served: 627*
Head Start and 80WKU Head Start)
of Preschool/Head Start
Early Head Start children served: 161*
average monthly enrollment was 100% for
Head Start, WKU and Early Head Start.
maximum enrollment due to withdrawals Number
of Early Head Start Classrooms: 13
Head Start 2,925,772 731,443
Early Head Start 1,494,390 373,598
WKU Head Start Delegate 353,822 88,456
Sub Totals 4,773,984 1,193,497
Total funding for
Head Start: $2,925,772
Personnel $ 857,250
Early Head Start: $1,494,390
The most recent financial audit was for the year ending June 30, 2012, and there were no
last federal monitoring review was March 10-15, 2013. During the on-site review, many program
strengths were noted, including progress in school readiness and parent engagement. One area of concern was noted regarding the
program sharing regular information with the Board of Education about meals
provided through the U.S. Department of Agriculture. This concern was easily resolved and a
corrective action plan was approved by the Policy Council and Board of Education.
Murray Head Start implements an approach to parent engagement that embraces Head Start’s historical emphasis on involving parents as their child’s first and most important teacher as well as leaders in the program. New research in the field of parent engagement further defines the importance of the parent’s role and how staff and parents can work together to support child outcomes in the area of school readiness. Our program’s approach supports family well-being, strong relationships between parents and their children, and ongoing learning and development for both parents and children.
Parents are actively engaged on all levels of the program. Parents attend parent meetings, training events, social events, and participate in advisory councils as well as policy council. Parent training material is designed to meet a variety of adult learning styles and is accessed at parent meetings, through newsletters, and informational flyers.
Parents were surveyed to determine their satisfaction with the program’s services. Of the parents who returned the written survey, 80% rated the program’s overall success as excellent. Parents responded positively to questions about how the program had helped them nurture their child’s growth and development, engage in their child’s education, and in preparing their child for school readiness and later success.
The Murray Head Start Approach to School Readiness means that children are ready for school, families are ready to support their children’s learning, and schools are ready for children. Head Start has long defined school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life. Head Start is built on the principle that the areas of children’s development and learning are all important and interrelated. The program’s long history of attention to children’s physical and mental health, social and emotional well-being is embraced by our program. However, our program is equally committed to support children’s cognitive development, especially to significantly boost language development and to help preschoolers acquire the knowledge, skills, and attitudes that predict later success in reading, writing and math. As a tribute to the history of this program and the War on Poverty, we recognize the ultimate goal of Head Start:
To bring about a greater degree of social competence in all children through quality services for infants, toddlers, preschoolers and expectant families.
School Readiness Goals, as a means of supporting the ultimate goal of Head Start, have been identified and are included in this report. These goals have been generated from a variety of sources and are reflective of families, communities, school district partners, and others with whom we collaborate.
School Readiness Goals
Physical Development and Health
· Children will demonstrate control of large muscles for movement, navigation, and balance.
· Children will demonstrate control of small muscles for such purposes as using utensils, self-care, building, writing, and exploring.
· Children and families will practice healthy and safe habits.
Social and Emotional Development
· Children will develop and demonstrate positive interactions and relationships with adults and peers.
· Children will develop and demonstrate the ability to recognize and regulate emotions, attention, impulses, and behavior.
Approaches to Learning
· Creative Arts Expression—Children will demonstrate an interest in and participate in a variety of visual arts, dance, music and dramatic experiences.
· Approaches to Learning – Children will demonstrate flexibility, inventiveness, curiosity, motivation, persistence and engagement in learning.
Cognition and General Knowledge
· Logic and Reason – Children will find multiple solutions utilizing symbolic representation to questions, tasks, problems and challenges by using reasoning skills.
· Mathematics Knowledge and Skills – Children will use math in everyday routines to count, compare, relate, pattern and problem solve.
· Science Knowledge and Skills – Children will engage in exploring their environments through observations, manipulation, asking questions, making predictions and developing hypotheses.
· Social Studies Knowledge and Skills – Children will engage in exploring their family and community, its history and events, and interacting with people and the environment.
Language and Literacy
· Language Development – Children will be able to utilize language to express their wants and needs.
· Language Development – Children will engage in conversations, follow directions, and comprehend language.
· Literacy Knowledge and Skills – Children will be able to demonstrate knowledge of print and develop the awareness that print conveys meaning
· English Language Development – Children who are dual language learners will demonstrate competency in their home language while acquiring beginning proficiency in English.
Teaching Strategies GOLD was used to assess children across a progression of levels on objectives that are most predictive of school success and are aligned with our school readiness goals. These progressions, known as widely held expectations, are based on standard developmental and learning expectations for the age range. The table below lists the areas of development and the % of children who scored within the widely held expectations for their age in the fall and in the spring.
In the 2011-12 school year, children with special needs comprised a total of 13 percent of our funded enrollment. All of these children received special education or related services as listed on their Individual Education Plans in partnership with eleven school districts. In addition, approximately 11 percent of infants and toddlers being served through Early Head Start were identified as having special needs.
In partnership with Kentucky’s Part C agency First Steps, these children received specialized services in accordance with their Individual Family Service Plan.
Head Start maintains a commitment to all children with special needs and their families that children will be educated alongside their normally developing peers in natural environments.
Assessment of children’s current health status as well as screening for any developmental concerns enables individualized planning for each child to ensure school readiness success. For both EHS and HS children, 96% received medical services and 93% received dental services. With increased knowledge of our collaboration with the Kentucky Oral Health Network (KOHN), more children are registering to receive KOHN’s services, which include dental exams in the classroom, cleaning, and fluoride varnishes
In the spring, our agency was selected as a participant in the UCLA/Johnson & Johnson Health Care Institute, where we must train at minimum 100 families in the treatment of acute childhood illnesses at home, therefore increasing their health literacy.
In addition, Murray Head Start began collaborations with two organizations to further enhance the services we offer our Early Head Start and Head Start children and families—free Photo screening clinics by the Lion’s Club utilizing the latest PediaVision technology and car seat distribution and installation clinics by the KY Department of Highway.