youth development, inc. early childhood education...

New and exciting changes are happening at YDI. We have a relatively new President/CEO, Dr. Diego Gallegos who started in November 2015 and a new CFO/COO, Mr. Robert Chavez who returned to YDI in August 2017. In addition, seventy five (75%) of the YDI Board of Directors are new community leaders with a renewed vision to strengthen systems and improve family outcomes and program/fiscal accountability.

We also received new Head Start Program Performance Standards. YDI as an agency and the Early Childhood Education program specifically are evolving into a different and dynamic era.

This year’s Vice President’s message is to convey a philosophical change. The ultimate goal remains to improve outcomes for children and families, however our goals and focus on quality indicators has changed. We have proof that the YDI Head Start program works based on a study conducted by the Albuquerque Public School Systems (APS) entitled “Research on Resilience of Low-Income Students at APS: Report on Impact of YDI Head Start Services on Student Outcomes at Albuquerque Public Schools”. The purpose of the study was to investigate the progress of children who received YDI services prior to enrolling at APS in comparison to those students who did not participate in those services. APS matched 6,000 Head Start children with a comparison of like students and measured outcomes in five areas: math, reading, discipline, attendance and kindergarten retention. In all domains, YDI children outperformed the comparison group. This was a longitudinal study from kindergarten to seventh grade. The immediate impacts of the findings support the efforts of YDI’s practices. This study provides evidence that YDI’s approaches and methods are making an impact. Children leaving the YDI Head Start program are ready for kindergarten!

The YDI Early Childhood Division has developed seven (7) program goals. These goals reflect our program’s approach to serving children and families in a way that creates a shift from a culture of compliance to a culture of continuous improvement. As always, YDI strives for continuous quality improvement, using data to make informed decisions for future program planning and implementation. We are grateful to the YDI Board of Directors, YDI Policy Council and the YDI Staff for each and everyone’s daily work towards these collective goals.

The long term goals and quality indicators for the YDI Early Childhood Education & Family Development Division are:

GOAL #1—Organizational Excellence Quality Indicator: CLASS, increased quality teacher/child interactions Quality Indicator: Improved Staff RetentionGOAL #2—Family Engagement Quality Indicator: Growing Parent Satisfaction Quality Indicator: Outcomes (Needs & Services Received)GOAL #3—School Readiness Quality Indicator: Lap / E-Lap, Developmental milestones for our children Quality Indicator: Greater AttendanceGOAL #4—Workforce Development Quality Indicator: Teacher Development, increase (BA degrees) Quality Indicator: CDA credential program for parentsGOAL #5—Collaborations and Partnerships Quality Indicator: Formal and Informal collaborations Quality Indicator: 10% or greater of children with disabilities served (IFSP’s/IEP’s)GOAL #6—Governance Quality Indicator: Membership and geographical diversity Quality Indicator: Hours and quality of TrainingGOAL #7—Stewardship of Funding Quality Indicator: Diverse Funding and Annual Audit Quality Indicator: Small Administrative Overhead

YDI has enjoyed a year filled with joy and anticipation as we send our next generation of leaders to kindergarten. Thank you partners, parents and the community for your generous support to Youth Development, Inc.

Children & Families FirstDebra L. Baca, M.A.Vice President, YDI

YOUTH DEVELOPMENT, INC.

Early Childhood Education& Family Development

2016-2017 ANNUAL REPORT TO THE COMMUNIT YNationally Accredited Centers (NAEYC-National Association for the Education of Young Children)

YDIBoard ofDirectorsRamona Sanchez,Chair

Grace Chavez,Vice Chair

Priscilla Gonzales, Secretary

Francilla Whiteskunk, Treasurer

Carl Dallas Broach, LPCC,Member

Darren L. Cordova ESQ., Member

Debra Singletary,Member

Jamie Goldberg,Member

Mary Hale,Member

Mary Rose Holtry,Member

Ralph R. Gonzales, Member

Roibala Sanchez,Member

Walter M. Vigil,Member

YDI Head Start/Early Head Start Policy CouncilEmelly Torres,Chair, La Mariposa Cluster

Christine Chavez,Vice Chair, Pedro Baca Cluster

James Medina,Treasurer, Taos Cluster

Marie Martinez,Secretary, Community Representative

Eden Belyea,Early Head Start Cluster

Sandra Gonzales,Rio Arriba Cluster

Karen Hinkle,Heights Cluster

Philip Holmes,EHSCCP – St. Mark’s in the Valley

Ashely Cambara, EHSCCP – First Fruits Christian Academy

Steve Lucero,Community Representative

Cathy Qi, Ph.D., Community Representative

Margaret Flores, Community Representative

Elena Salazar,Community Representative

Mary Rose Holtry,YDI Board Representative

DEAR PARTNERS, PARENTS, STAFF AND COMMUNITY LEADERS:

MISSIONTo partner with families to help them solve life’s problems – we do this by always finding a

better way to provide: accepting environments, diverse services and proven results.YDI is a family and community based agency that improves lives.

Youth Development, Inc. is proud to share a personal story that demonstrates the tremendous impact high quality early childhood education and family development services has made on the Aragon family. Deanna Aragon is a 21-year-old single mother whose son, Daniel, attended the Questa and La Mariposa Head Start centers. The Aragon family is from the beautiful northern New Mexico village of Questa. Deanna spoke highly of Teacher Rosie, “I know Daniel will be instilled with learning, safety and character. Head Start has helped me get my degree, and they helped raise my child with the same respected teaching techniques that I had.” As a single mother who works and goes to school full-time, Deanna spoke of her typical days – getting up at 5am to get ready for work, dropping off her son, running back and forth between jobs and classes (she successfully completed 24 credit hours during her final semesters to complete her degree), then back to pick up her son, put him to bed, study, and start all over again. She largely credits the Head Start staff at the Questa location with beginning her educational ambition, “I was able to leave Daniel with people I felt comfortable with while I got some early credit hours in high school before going to UNM.” With the assurance that her son Daniel was being cared for in a safe, nurturing, and stimulating learning environment, Deanna received her Associates Degree from the University of New Mexico – Taos Branch. She went on to complete her Bachelor’s Degree in Criminology at the UNM Main campus in Albuquerque. Deanna was able to transfer Daniel to the La Mariposa Head Start center when she moved to Albuquerque to complete her undergraduate degree program. She expressed that she was also pleased with the La Mariposa center. Deanna recently got a job with the Attorney General’s office and just bought a house in Rio Rancho. She stated, “I just want my son to be comfortable. It’s worth all these days and nights with no rest, just to know he will never have to struggle like I have.” Deanna indicated that she is thinking about applying to law school in the near future and Daniel is doing wonderfully in kindergarten. Deanna mentioned that he is ready for the Spring sports season so she will be adding “#1 Sports Mom” to her numerous roles. YDI Head Start wishes Deanna the very best in her personal and professional aspirations.

FAMILY SUCCESS STORY

Youth Development, Inc. has established goals for Head Start school readiness and future success. These goals have been aligned with the Head Start Early Learning Outcomes Framework (ELOF) and the New Mexico Early Learning Guidelines. The school readiness goals also illustrate the domains that correlate with the goals based on the Learning Accomplishment Profile (E-LAP and LAP-3), which is the assessment instruments YDI utilizes to assess the children. The goals also illustrate the YDI-adopted Early Head Start and Head Start curricula activities and experiences and how these activities correlate with the overall school readiness and future success of children.

YDI Head Start/Early Head Start has created school readiness goals based on assessment and observation results from both inside and outside of the classrooms, and are providing many opportunities for the parents to become actively engaged in their child’s school readiness and success from day one. The families are provided with engaging “take home activities”, Parent Child Connectors (PCCs) that connects the school with the home, while involving the parents with their children’s development and school readiness. The activities are connected to the theme-based learning experiences that take place in the children’s classrooms.

By separating the goals and alignments for EHS and HS, there is an increased focus on the needs of the different age groups, and a better understanding of how to support the children and the families as we are reaching the goals together. By enrolling the families first into the Pregnant Women’s program, and then offering them the opportunity to enroll into the EHS center based-or home based program, to eventually transitioning into HS should they qualify based on the required guidelines, we have a great opportunity to reach families from the very beginning, giving them an educational foundation and tools to reach school success.

YDI uses both formal and informal assessments, screenings, questionnaires and surveys while collecting and aggregating data. Some information pertains directly to the children, and some information relates more to the families’ needs and the delivery of the program services. While looking at assessment child outcomes and school readiness goals for our Kinder bound children, it is clear that the children are making progress and are well on their way to future school success.

The Head Start children’s growth and development in the domains of approaches to learning, social-emotional development, language, communication, literacy, mathematics development, scientific reasoning, and perceptual, motor, and physical development are assessed several times per year, using the criterion referenced instrument Learning Accomplishment Profile, 3rd edition (LAP 3) and the results are used by the teachers to create an individualized lesson plan each week for the children, building on their strengths, and developing their emergent skills.

YDI Early Head Start utilizes the Early Learning Accomplishment Profile (E-LAP) as its quantitative analysis of progress. The E-LAP is a criterion referenced assessment used to assist teachers, parents, and clinicians in understanding individual skill development. This quantitative assessment tool is developmentally appropriate and takes into account the patterns of uneven development, limited language skills, sensitivity to context, limited interest in being tested and inability to meet the demand of certain types of tasks.

The E LAP can be used with any infant or toddler including children with disabilities. The E-LAP is designed to help assess overall development of children with special needs functioning, based on developmental milestones focusing on the birth through 42 months age range. The E-LAP focuses on the following domains: Gross Motor, Fine Motor, Cognitive, Language, Self-Help, and Social/Emotional skills. Items in the E-LAP were drawn from various early childhood assessment instruments.

The YDI Early Head Start Home Based Program is utilizing the E-LAP assessment instrument as well. The results are used for curriculum planning; and data is aggregated for program information after each assessment period. The home visitor and the parent use the assessment results to discuss the next steps and milestones for the child when developing their weekly plans. The parent(s) are involved in the assessment, curriculum planning and individualizing process from the beginning and periodically throughout the year. The key findings from aggregating the child assessment data have revealed various trends of progress and areas where program improvement and changes may be necessary.

YDI HEAD START SCHOOL READINESS GOALS

Head Start Early Learning Outcomes Framework

NM Early Learning Guidelines age 3-5 (pre-school)

YDI HS School Readiness Goals by the time the child leaves the program for Kindergarten

Approaches to Learning

Approaches to Learning, Aesthetics and Creativity

• Children will show interest in and curiosity about the world around them ( such as exchange ideas with peers)

• Children will manage actions, words, and behavior with increasing independence (able to answer questions about personal safety, manage behavior according to expectations)

Social and Emotional Development

Social Emotional Development, Self/Family, and Community

• Children will engage in and maintain positive interactions and relationships with other children (develop friendships with chosen/preferred other children)

• Children will learn self- regulation and positive coping strategies to manage impulses and strong feelings which can lead to maladaptive behavior (using words when upset, or taking a deep breath)

Language and communication

Literacy

English Language Development

Literacy

• Children will understand and respond to increasingly complex communication and language from others ( i.e. follow 3-step direction in proper sequence)

• Children will identify letters of the alphabet and produce correct sounds associated with letters (tell name of 10 or more letters)

Mathematics DevelopmentScientific Reasoning

Numeracy

Scientific Concept Understanding

• Children will understand the relationship between numbers and quantities (count 10 items with one-to-one correspondence

• Children will ask a question, gather information, and make a prediction ( predict and test an hypothesis)

Perceptual, Motor, and Physical Development

Physical Development, Health and Wellbeing

• Children will be able to demonstrate increasing control, strength, and coordination of small muscles (i.e. cutting a square with scissors)

• Children will be able to use perceptual information to guide motions and interactions with other objects ( i.e. move body in position to kick ball)

YDI EARLY HEAD START SCHOOL READINESS GOALS

Head Start Early Learning Outcomes Framework

NM Early Learning Guidelines for Infants and Toddlers

YDI EHS School Readiness Goals



• Children will develop and strengthen problem solving skills, persistence and imagination.

• Parents will participate in training to enhance knowledge and skills in four primary areas: child development, social-emotional wellbeing, advocacy, and nutrition

Social and Emotional Development

Beginning to Know about Ourselves and Others

• Children will develop their own capabilities and manage emotions, while developing their self- confidence and relationships with others.

• Parents will enhance their self-concept and emotional well-being and experience less parenting stress

Language and Communication

Beginning to Communicate

• Children will develop a strong foundation in their home language. • The expectant parent will learn basic parenting and communication skills for infants

and toddlers

Cognition Beginning to Build Concepts

• Children will initiate exploration in a safe environment. • Parents will provide home environments and experiences that are supportive of their

children’s development and school readiness goals.

Perceptual, Motor, and Physical Development

Beginning to Move and Do

• Children will demonstrate physical health and development• The family will have a healthy pregnancy and a healthy baby.

YOUTH DEVELOPMENT, INC.Early Childhood Education & Family Development

2016-2017 ANNUAL REPORT TO THE COMMUNITY

KINDERGARTEN READINESS AND FUTURE SUCCESS

2016-2017 Head Start Lap-3 ResultsDemonstrates pro�ciency in >75% of aligned items (Kindergartenbound)

100

90

80

70

60

50

40

30

20

10

0Approaches to

LearningSocial Emotional

DevLanguage &

Communication Literacy Math Dev

60.63 71.93 48.66 36.29 58.44 57.61 66.2672.04 81.42 60.62 48.16 74.2 66.86 78.6880.39 88.02 69.01 60.95 80.62 74.71 87.75

ScientificReasoning

PerceptualMotor

BeginningMid-yearEnd

2016-2017 EHS E-Lap ResultsDemonstrates pro�ciency in >75% of aligned items

90

80

70

60

50

40

30

20

10

0Approaches to

LearningSocial Emotional Dev Language &

Communication Cognition Perceptual Dev

52.94 68.53 64.83 65.89 65.54

74.27 74.32 71.8 72.44 71.38

78.92 79.72 75.29 76.19 74.3

Beginning

Mid-year

End

As families enter the YDI Head Start/Early Head Start program, they are frequently taking the first step in their child’s educational journey. As we support these families with young children, we have the opportunity to build a foundation of family engagement that will support future school success. When families are involved in their children’s education, children have better attendance, achieve higher grades, demonstrate more positive behaviors and have higher graduation rates. YDI Head Start/Early Head Start transition activities are collaborative in nature and designed to build relationships with families and community agencies. Families are supported as they learn to navigate educational systems and settings.

Parent orientation provides an opportunity for families to gain information about the Head Start/Early Head Start classroom, center and program. During parent/teacher conferences and home visits parents learn about their child’s progress in the Head Start/Early Head Start program and they gain skills in advocating for their child as they discuss their child’s strengths and needs and develop individualized goals for their child.

Individualized planning is necessary when transitioning children with disabilities. YDI Head Start/Early Head Start collaborates with local early intervention agencies and the local education agencies to assist the children transitioning between agencies and to develop transition plans to meet each child’s individual needs. Transition planning for children with disabilities includes a discussion of the child’s strengths, needs, current developmental levels and any special considerations that should be addressed. Individual transition plans are also developed for children transitioning from Early Head Start to Head Start or their next placement.

Several activities prepare children and families for the transition from YDI Head Start to kindergarten. In the spring, Head Start teachers meet with the families of transitioning children and complete “Meet Your Kindergarten Child” forms, transition plans from Head Start to kindergarten. During this meeting the Head Start teacher and family discuss the child’s strengths, needs and developmental levels. They also review the child’s Head Start assessment results. With parental consent,

the “Meet Your Kindergarten Child” form is forwarded to the child’s elementary school along with the child’s assessment results. Parents are also invited to attend Kinder Parent Workshops and they receive a Kinder Parent Handbook. These kindergarten transition services are designed to support families through the transition process and to help families understand the importance of parental involvement in education and the role of parents as educational advocates for their children.

PREPARING CHILDREN AND FAMILIES FOR TRANSITIONS

During the 2016-2017 program year:

•36 children in our childcare partnership and expansion classrooms transitioned from Early Head Start to Head Start

•73 Early Head Start children transitioned to Head Start

•648 Head Start children transitioned to kindergarten

•85 individual transition plans were developed for children with special needs or developmental concerns

Health in the early childhood division continues to be the very imperative to school readiness success. At Youth Development Inc. health is determined within the first 45 days a child enrolls into our program. Since children have received their well child checks at different times in the year, YDI has made it our practice to complete in-house screenings for all children within 45 days of enrollment. The in-house screenings include but are not limited to hearing screenings, blood pressure, vision screenings, heights and weights. We collaborate with parents as partners in discussing the importance of well child checks, and dental screenings, according to our state standards. Parents bring us documentation from the child’s physician and dentist showing the child is healthy and ready to learn. If the physician or dentist notes any concerns YDI staff sends out referrals, as follow up reminders, to help the child get the treatment that is needed. Studies have shown that if a child is healthy they are ready to learn. Staff use the well child checks to obtain blood count levels and blood lead levels, which helps us to assess the child’s overall health and well-being. As we work with parents, physicians, dentists, and community organizations we show that health is a very important aspect of school readiness. Staff work with providers, families and community organizations to ensure that children are up to date on the NM EPSDT or the Early and Periodic Screening, Diagnostic, and treatment schedule.

In some cases families enroll into head start without a medical or dental home. In this case staff work with families to help them find a medical and dental home. This allows families to build a trustworthy relationship with physicians and dentist and creates continuity of care. Having a solid foundation of health in Early Head Start and Head Start increases the child’s well-being and success of the family unit. We also work with families in obtaining health insurance or low cost care if they are not

eligible for health insurance. Health does not only pertain to the child, staff work tirelessly with families to help and assist them in finding resources and organizations that can contribute to their health. The success of the family unit directly relates to the success of the child. In the classroom and centers families and children learn about healthy tooth brushing techniques, proper handwashing techniques, emergency preparedness, and fire safety amongst other valuable information. Staff use a variety of resources to ensure that children and families are able to retain the important information. Staff collaborate with community organizations to come into our centers and teach children and families techniques on living healthy. The community organizations also offer valuable resources to ensure that families continue to build strong foundations in health.

Below you will see all the hard work that staff has put in to ensure that the children have insurance, medical homes, and dental homes. Staff has also worked extremely hard to get children up to date on their health and dental screenings. All this hard work contributes to the success of the children and families while in our program. It also ensure that they are ready for school and can continue to build on a strong healthy foundation they have built while in Early Head Start and Head Start.

2016-2017 CHILD HEALTH OUTCOMES

YDI Early Head Start # of children %

Medical home – children with ongoing source of continuous, accessible health care 320 99.7%

Health Insurance – children with health insurance 318 99.1%

Health Insurance – pregnant women with health insurance 26 83.8%

Medical Services – children who are up-to-date on a schedule of age-appropriate preventive and primary health care according to EPSDT schedule for well child care

313 97.5%

Total # of children = 321Total # of pregnant women = 31

YDI Head Start # of children %

Medical home – children with ongoing source of continuous, accessible health care 1,277 99.9%

Health Insurance – children with health insurance 1,272 99.5%


1,190 93.1%

Total # of children = 1,278

YDI Early Head Start Child Care Partners/Expansion # of children %

Medical home – children with ongoing source of continuous, accessible health care 133 100%

Health Insurance – children with health insurance 133 100%


126 94.7%

Total # of children = 133

Once again New Mexico ranks 49th in child well-being, according to the 2017 Kids Count report (Annie E. Casey Foundation, 2017). According to Map the Meal Gap (Feeding America, 2016) one in five New Mexican lives in poverty, with a household of four earning just $24,250. The U.S. Census Bureau, (American Community Survey, 2010-2014) indicates that 15% of New Mexico households receive Supplemental Nutrition Assistance Program (SNAP) benefits. The overall percentage in the United States is 13%, therefore, the high recipient percentage in New Mexico reveals our state’s challenges with food insecurity and hunger. This is alarming, because food insecurity is harmful to all people, but especially devastating to a child’s development.

The United States Department of Agriculture uses the term “food insecure” to describe someone who lacks reliable access to a sufficient quantity of affordable, nutritious food. It does not sound so bad when you hear about families in New Mexico having low food security, but you get a different reaction when you hear about

hungry families in New Mexico. When the Census Bureau conducted the American Community survey, participants that were classified as food insecure reported being worried that their food would run out before they got money to buy more, the food they bought just did not last and they did not have money to get more, they could not afford to eat balanced meals, that an adult had cut the size of meals or skipped meals because there was not enough money for food, they had eaten less than

they felt they should because there was not enough money for food, they had been hungry but did not eat because they could not afford enough food, they had lost weight because they did not have enough money for food, and that an adult did not eat for a whole day because there was not enough money for food. These conditions were similar in homes with and without children.

The implications of food insecurity on a child’s development are significant. Infants and toddlers that experience food insecurity may struggle with attachment, behavioral problems and cognitive development. For children in lower elementary school grades, it has been found that food insecurity impacts reading and math performance, girls’ weight gain and boys’ development of social skills (Jyoti, Frongillo, & Jones, 2005). A study published in the Journal of the American Academy of Child and Adolescent Psychiatry found that children in higher elementary school grades who experience food insecurity are at a greater risk of repeating a grade, while adolescents face increased risk of disordered mood, behavior, substance use, and even suicide (McLaughlin et al., 2012). These struggles do not end in childhood, but continue on into adulthood. Child poverty in New Mexico warrants attention because a considerable amount of research links poverty with lower levels of child well-being, where poor children are more likely to have low academic performance, have health problems, along with social and emotional problems. Our children deserve better.

Across the nation millions of children benefit from USDA breakfast and lunch programs. According to the 2017 Kids Count report (Annie E. Casey Foundation, 2017) New Mexico has the second highest rate of public school students who qualify for free or reduced price lunches. YDI’s Early Childhood programs served 547,334 reimbursable meals to enrolled children during the 2016 -2017 school year. School meals lessen the effects of food insecurity during the school year. Service Specialist work

with food insecure families to connect them programs to improve their food security. YDI also collaborates with the UNM’s Prevention Research Center, CHILE Plus Program and the Bernalillo County Cooperative Extension Service “Ideas in Cooking and Nutrition” (ICAN) to expand knowledge of healthy eating choices and involve families. The Nutrition Component received 1603 referrals for children with nutrition concerns during the 2016 -2017 school year, with the majority being for weight concerns, mainly underweight.


2016-2017 ANNUAL REPORT TO THE COMMUNITY

Parent, family and community engagement in Head Start and Early Head Start is about working together to strengthen relationships. YDI has aligned its Parent, Family, and Community Engagement goals with the Office of Head Start’s PFCE framework. The family engagement goals were used throughout the year to guide program staff in developing positive

working relationships with families and community partners. When parent and family engagement activities are systemic and integrated, family engagement outcomes are achieved. This results in children who are healthy and ready for school. Parent and family engagement activities succeed when they are grounded in positive, ongoing, and goal-oriented relationships with families. YDI understands that strong family, school, and community partnerships are critical for the success of all children. The educational preparation of young children begins in the home and progresses into the formal school system, where partnerships and relationships are developed between the home, school, and community.

The following are results from the YDI Parent Satisfaction Survey, which was administered at the end of the 2016-2017 school year. A total of 748 surveys were completed by parents enrolled in the program. The survey is aligned with the four Parent Family and Community Engagement goals.

1. To increase the financial wellness of families:• 348 Parents became employed as a result of their HS/EHS

experience. • 222 Families are more financially secure due to their engagement in

the program. • 251 Parents were offered and attended trainings in budgeting, food

dollars, debts, and job skills.• 298 Parents stated their income has increased as a result of being

engaged in HS/EHS program.2. Parent Engagement in School Readiness Goals:

• 670 Parents were kept informed about their child’s developmental progress.

• 580 Parents stated that they became more knowledgeable on Parenting, Child Development and Health.

• 664 Parents have a designated area at home to read & support learning.

• 317 Families attended Literacy Night trainings/activities. • 680 Parents are prepared for current and future school success. • 735 Parents were provided with activities to make connections

from home to school (PCC’S). • 469 Families decreased time spent watching TV. • 563 Child’s social behavior improved due to participating in HS/

EHS.

3. Parent trainings to enhance knowledge and skills in thefollowing areas:

• 397 Parents attended the evidence-based family literacy training, Abriendo Puertas/Opening Doors.

• 469 Parents stated that their discipline skills improved as a result of the Nurtured Heart Approach training.

• 539 Parents indicated that they are more knowledgeable in parenting skills by attending the HS program.

• 636 Parents stated that their child now eats different foods due to attending the HS/EHS program.

• 643 Families now eat family style.• 248 Parents attended Support Group meetings. • 553 Parents attended Advocacy/ Leadership trainings: (Policy

Council, Parent Committees, PAL, etc.).• 597 Parents are better advocates for their child/family due to their

experience in HS/EHS.

4. Increase satisfaction by improving communication and understanding within the community:

• 606 Parents stated they are now more informed on how to access resources in the community.

• 583 Parents have increased their communication with members of the community.

5. The overall Head Start and/or Early Head Start program:• 597 Parents stated that staff assisted them in the transition process,

EHS to HS, or HS to kindergarten.• 668 Parents were given information on their rights and

responsibilities as their child’s first teacher.• 635 Parents stated they had a family services specialist home visit,

to set their family goals, identify strengths and necessary supports for their family.

• 735 Parents would recommend Head Start or Early Head Start to other families.

YDI Head Start and Early Head Start Family Services Outcomes for 2016-2017

Family Services Provided

Total number of Head Start

families who

received services

Total number of Early

Head Start families who

received services

Total number

of EHSCCP families

who received services

Emergency/crisis intervention such as meeting immediate needs for food, clothing, or shelter

91 27 0

Housing assistance such as subsidies, utilities, repairs, etc. 94 41 8

Mental Health services 150 112 6

English as a Second Language (ESL) training 77 6 0

Adult Education such as GED programs and college selection) 296 167 9

Job Training 141 71 9

Substance Abuse Prevention or Treatment 2 5 0

Child Abuse and Neglect Services 29 3 2

Domestic Violence Services 10 0 1

Child Support Assistance 6 3 0

Health Education 187 0 43

Assistance to Families of Incarcerated Individuals 6 1 1

Parenting Education 1,200 297 124

Relationship/Marriage Education 1 2 0

Asset building services (such as financial education, opening savings and checking accounts, debt counseling, etc.)

98 37 5

Of these, the number that received at least one of the services listed above 1,200 297 124

TOTAL NUMBER OF FAMILIES SERVED 1,200 297 124

PARENT, FAMILY AND COMMUNITY ENGAGEMENT

Family Engagement Activities•Classroomvolunteerism•Parenttrainings(NurturedHeart, Abriendo Puertas/ Opening Doors)•ParentChildConnectors•FatherEngagementactivities•PolicyCouncil•Centerparentcommittees•Parentmeetings•Parentadvocacy•SocializationsforEHShome-basedand pregnant women •Familyliteracyevents•Fieldtrips•Homevisits•Parent/Teacherconferences•Lessonplandevelopment•Familygoalsettings•Committeeparticipation–Health Services Advisory Committee, School Readiness Committee•ChildDevelopmentCredentialProgram•ParentLegislativeLeadershipTraining

CHILD NUTRITION

CHILD HEALTH AND WELLNESS

2016 - 2017 Meals (July-Aug)

Breakfast 190,494

Lunch 201,616

PM Snack 155,224

Total 547,334

2016-2017 Nutrition Referrals

80

69High Iron,Intake,

or Head Circumference

Short for Age

108Other Nutrition

Concerns 319Overweight

290Tall for Age

737Underweight

YOUTH DEVELOPMENT, INC.518 1st Street NW, Albuquerque, NM 87102

505.212.7239 • Fax: 505.268.0457 • www. ydinm.org

Program collaboration between YDI Head Start/Early Head Start and the Local Education Agencies (Part B Providers) and the Early Intervention Agencies (Part C Providers) has continued to be a key factor in providing special education services to children with identified needs. Building a good working relationship with our community partners enables more children with disabilities to be served alongside typically developing peers and reduces unnecessary duplication of efforts.

One of the main responsibilities of the Special Education Manager is to track the number of students who are referred for special education services and support teachers in developing effective lesson plans and modifications, and support families during this process, as needed. Communication between the Part B and Part C Providers, the parents, the Head Start/Early Head Start staff and the Special Education Manager or Northern Component Manager is crucial in providing appropriate special education services to children who qualify for an Individual Family Service Plan (IFSP) or an Individualized Education Program (IEP). Enrollment of children with a disability into the Head Start/Early Head Start Program complies with the placement criteria as outlined in the American with Disabilities Act (IDEA) and the Head Start Performance Standards.

During the 2016-2017 school year, 144 Head Start children were referred as a result of teacher concerns, parent concerns, and/or doctor recommendations.

• 163 of our Head Start children received services outlined in their IEP which was 12.8% of our cumulative enrollment for the year. 48 of the 163, Head Start children with IEPs were dually enrolled in Developmental Preschool which is 29% of our total number of children receiving Special Education Services. An increase in children eligible for Developmental Preschool is a trend that is anticipated to continue as more of the children enrolled in Head Start are requiring more hours of Special Education Instruction. 7 Early Head Start children were referred as a result of teacher concerns, parent concerns, and/or doctor recommendations.

• 41 of our Early Head Start children received services from an Early Intervention Agency which was 12.8% of our actual enrollment.

• 20 of our Early Head Start Child Care Partner and Expansion children received services from and Early Intervention Agency which is 15% of our actual enrollment.

2016-2017 YDI Head Start Disability Types

DIAGNOSED PRIMARY DISABILITY

# OF CHILDREN RECEIVING SPECIAL EDUCATION SERVICES

Speech-Language Impairment 99

Developmentally Delayed 61

Orthopdic Impairment 1

Autism 2

2016-2017 YDI Early Head Start children who received services from an early intervention agency




Established Condition 1

Environmental Risk 4

Biological/Medical Risk 2

2016-2017 Early Head Start Child Care Partnership and Expansion children who received services from an early intervention agency




Environmental Risk 1

Biological/Medical Risk 2

2017 HEAD START/EARLY HEAD START BUDGET

Categories Budget Amount Percentage

Personnel $7,438,458 56%

Fringe Benefits $2,587,986 19%

Travel $20,000 0.01%

Supplies $489,452 4%

Contractual $236,634 2%

Facilities/Construction $6,443 0%

Other $1,308,018 10%

Indirect $1,166,806 9%

TOTAL BUDGET $13,253,797

PROPOSED 2017 BUDGET

Categories Budget Amount Percentage

Personnel $7,388,142 56%

Fringe Benefits $2,797,761 21%

Travel $12,500 0.1%

Supplies $370,211 3%

Contractual $222,300 2%

Other $1,233,908 9%

Indirect $1,228,975 9%

TOTAL BUDGET $13,253,797


2016-2017 ANNUAL REPORT TO THE COMMUNITYSPECIAL EDUCATION SERVICES

PROGRAM BUDGET FUNDING SOURCE

Head Start/Early Head Start $13,253,797 U.S. Dept. of Health & Human Services – Admin. for

Children & Families (ACF)

Food Program (CACFP) $850,000 N.M. Child Adult Care Food Program (CACFP)

Pre-K $477,441 N.M. Children Youth & Families Department (CYFD)

Home Visitation $112,000 N.M. Children Youth & Families Department (CYFD)

Child Care Subsidies $417,835 N.M. Children Youth & Families Department (CYFD)

Child Care Partnerships/Expansion $1,432,325 U.S. Dept. of Health & Human Services – Admin. for

Children & Families (ACF)

In-Kind Contributions $3,671,531 Community/Parent Volunteer services

TOTAL $20,214,929

YDI Early Childhood Education & Family Development - Financial Information

Public Funds = 100%

FISCAL ACCOUNTABILITY

MONITORING REVIEW AND FINANCIAL AUDIT

The most recent federal review conducted by the Office of Head Start occurred in March 2014. Reviews of Head Start agencies are conducted by the Office of Head Start under the authority of the Head Start Act to determine whether Head Start agencies meet regulatory requirements with respect to program, administrative, and financial management, and to help programs identify areas for improvement and areas of strength as part of their ongoing self-assessment process. The overall results of the March 2014 review for Youth Development, Inc. revealed that the program was “compliant”.

The agency financial audit report completed by Moss Adams LLP for the 2015-2016 fiscal year revealed an “unmodified” auditor report. The audit was approved by the YDI Policy Council on March 11, 2017 and the YDI Board of Directors on January 19, 2017.

Head Start = SuccessYouth Development, Inc. (YDI) is a family and

community based agency that has been serving children, youth, and families since 1971. YDI provides high quality early childhood education and family development services for children from birth to 5 years old in Bernalillo, Rio Arriba, and Taos counties. Head Start and Early Head Start support the cognitive, social, and emotional development of young children from birth to age 5. YDI provides center-based program options for Head Start and Early Head Start, home-based program options for Early Head Start, and

extended day education and care for families who are working or going to school at two private child care providers that YDI is collaborating with: St. Marks in the Valley and First Fruits Christian Academy. YDI Early Head Start also offers prenatal care and education services for pregnant women.

Children participate in a variety of educational activities that encourage a love of learning and promotes lifelong healthy habits. Children receive medical and dental care, have healthy meals and snacks, and enjoy creative play in safe settings, indoors and outdoors. Head Start helps all children succeed. As a result, children get along with others, solve problems, and are more confident. The children also improve their listening and speaking skills. Children leave Head Start more prepared for kindergarten; excited about learning and ready to succeed.

In addition, YDI Head Start’s comprehensive services includes the active engagement of families. Families play a critical role in helping their children be ready for school and also sets the foundation for future academic success. Parent and family engagement in Head Start and Early Head Start is about building

relationships with families that support family well-being, strong relationships between parents and their children, and ongoing learning development for both parents and children. YDI believes that in order for children to be successful, the parents and families must also be engaged in their children’s learning and development.

2016 - 2017 Enrollment

Head Start Early Head Start EHSCCP

Funded Enrollment 1,122 220 80

Total Cumulative Enrollment (including drops and new enrollees) 1,278 321 133

Average monthly enrollment for July 2016 – June 2017 99.5% 96.5% 99.7%

The average monthly enrollment for all programs during the timeframe of July 2016 – June 2017 was 98% of the funded enrollment.

Our program served approximately 12.4% of eligible children in Bernalillo, Rio Arriba, and Taos Counties.

youth development, inc. early childhood education...

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