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Education Required: AA or AAS Degree in Early Childhood Education or related field or CDA certification. Responsibilities Include: Develop, carry out, evaluate, and document lesson plans and observations for each enrolled child. Maintains confidentiality of family records and information. Conducts developmental screenings as scheduled. Set up and maintain a safe, clean, and healthy learning environment for infants and toddlers in accordance with EHS Performance Standards, FIP Policies and Procedures and State regulations. Semi-annual audit of all EHS participant files to ensure compliance with EHS policies and procedures, performance standards and state regulations. Ensure we are meeting the goals and objectives for each participant to include the developmental domains: cognitive, social/emotional, fine motor, gross motor, and language development. Provide semi-annual home visits and parent-teacher conferences for participants in the Center based option. Collaboratively establish professional development plans with Center Manager to include continued formal education, ongoing training in the Child Development field, and other relevant educational opportunities. Collaborate with other EHS staff in the development of parent education and participate in staff training relating to education and child development, transition activities, parent-child relationships, and other appropriate topics. Provide transition activities for EHS children at the Center. Collaborate with other staff to ensure that the transition takes place in a timely manner. Collaborate with CDC, Early Intervention Programs, Kootenai Valley Head Start, and other local preschools to ensure positive transition practices. Participate in socializations with Center children and families Mental Health Behavioral Plan and behavior report. Work with mental health specialist when children have documented a-typical behavior issues. Follow CACFP guidelines for meals and snacks. Execute an evidenced based curriculum in the classroom, as well as integrate school readiness goals and objectives. Participate in weekly staff meetings to ensure effective communication within our program areas. Participate in the development and analysis of a community needs assessment. Participate in the development and analysis of the annual self-assessment. Participate in the development and analysis of the annual Program Information Report (PIR). Other duties as assigned by the Executive Director.
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Funding The Families in Partnership Early Head Start Center participates in CACFP. We also work with the Nurturing Center and Best Beginnings Scholarships for childcare. These funds are put back into the center in the form of salaries and supplies. Budgetary Expenditures Early Head Start The statement of revenues, expenses, and changes in net assets compare budget to actual. Revenues: Budget Actual Grant Revenue $388,499 $388,499 In-Kind $97,125 $97,125 Total Revenue $485,624 $485,624 Expenses: Personnel and Fringe Benefits $330,637 $328,664 Travel and Training $14,676 $14,965 Supplies $11,152 $11,853 Contractual $7,800 $7,069 Other $24,234 $25,948 In-Kind $97,125 $97,125 Total Expenses $485,624 $485,624 Revenue Over Expenses $0 $0 Enrollment The total number of children and families served during 2012-2013 were 102. There were 87 children and 15 pregnant women. The average monthly enrollment was 48, 100% of funded enrollment slots. We are funded for 48 slots and were fully enrolled for the entire fiscal year. There were 32 children under age one, 21 children 1 year old, and 34 children 2 years old. We had 23 children in their second year, and 8 children enrolled for three or more years. There were 49 enrollees who were eligible at an income level below 100% of the federal poverty line, 15 receiving public assistance, such as TANF, or SSI, 0 foster children, 30 with a status of homeless, and 8 over-income. Three families reported their race as American Indian or Alaska Native, 90 as White, and 9 as Biracial/Multi-racial. There were 5 who listed their ethnicity as Hispanic or Latino, and 97 as Non-Hispanic or Non-Latino. Financial Audit Findings A financial audit was conducted by Loren W. Randall, P.C. with no negative findings. The audited financial statements included an Independent Auditor’s Report, Financial Statements, (Statements of Financial Position, Activity, Functional Expenses, Cash Flows, and Notes), Supplemental Schedules including and explanation and a Statement of Revenues, Expenses, and Change in Net Assets – Early Head Start. Medical/Dental Exams During the 2012-2013 year there was a total cumulative enrollment of 102. There were 87 infants and children served and 15 pregnant women, 85.3 % of enrolled children have health insurance and a medical home, 76.5% of children are up-to-date on immunizations or all possible immunizations to date, or exempt, and 85.3% of enrolled children have a dental home. Parent Involvement Parent involvement activities offered by our Early Head Start program include Policy Council, Parent Committees, volunteering at various local events hosted by Families in Partnership Early Head Start, Socialization planning and preparation, training opportunities offered by the program, Love and Logic Parenting classes, Health Advisory Committee, Healthy Mothers Healthy Babies, and various other parent involvement activities. School Readiness Families in Partnership Early Head Start participates in MBI (Montana Behavioral Initiative). The Libby School District has adopted MBI and it is fully integrated throughout the elementary, middle, and high school. Early Head Start, Head Start, and the local school district all participate. This expansive inclusion of MBI from early childhood education through high school offers continuity to our programs. Families in Partnership, Inc. also has a literacy project that puts books into the hands of babies. Literacy is one of the first goals we use with our families. This establishes early on that literacy is a very important part of life. Babies “read” by touching, mouthing, and feeling the books and by being read to. This is all part of school readiness starting at birth. Families in Partnership Early Head Start offers early intervention screenings that result in Individual Family Service Plans. We work directly with CDC, our part C agency, to offer these services. We also work with the Early Intervention Pre-school to ensure we are all working toward the same goals for children and families. The curriculum we use in our home and center based options also address school readiness. We follow the basic principles of school day routine by incorporating circle time, weather, date, songs, colors, shapes, and other age appropriate activities. Our School Readiness Goals are as follows: 5 Domains of School Readiness Goals Physical Well-Being and Motor Development I. Children will begin to demonstrate control of movement and balance. II. Children will be able to manipulate small objects and tools. III. Children will learn, and begin to participate in healthy and safe habits. Social and Emotional Development I. Children will engage in warm, nurturing relationships, demonstrating self- control, and emergent control of their bodies and emotions. II. Children will engage in play, socialization, and positive peer interactions. III. Children will express concern for others, through positive peer relationships. IV. Children will sit still, engage in classroom activities, and pay attention for short periods of time. Approaches to Learning I. Children will demonstrate inquisitiveness, by asking questions about different topics. II. Children will show persistence in mastering new materials. III. Children will use appropriate language to define actions. IV. Children will demonstrate an enthusiasm for books. Language Development I. Children will speak in short sentences, be able to communicate, and be understood by others. II. Children will use and understand varied vocabulary, including prepositional phrases. III. Children will be able to use oral, and when appropriate, sign language, to communicate. Cognition and General Knowledge I. Children will be able to express their basic needs. II. Children will be able to follow simple directions and follow a simple routine. III. Children will be able to demonstrate a knowledge of one to one correspondence. IV. Children will demonstrate a readiness to toilet train. |
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