ECEC Releases Latest Annual Report

ECEC Releases Latest Annual Report
Posted on 10/21/2019
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CLICK HERE TO DOWNLOAD A PDF OF THE ANNUAL REPORT.

I am pleased to present this report of the Early Childhood Education Center for the 2017-2018 school year. Our goals are to prepare children for success as life-long learners and to strengthen families in the Community.  — Tami Brungard, ECEC Leader

2017-2018 Education Board Members

  • Heather Washington, Chair
  • Kim Anton
  • Henry Osife, Secretary
  • Henry Osif
  • Deana Washington
  • Patricia Rush
  • Roberta Seepie
  • Deanna Scabby (SRPMIC Council Representative)

2017-2018 Policy Council Members

  • Kimberly Manuel
  • Sierra Conger
  • Celestine Martinez
  • Janessa Thomas
  • Genoveva Ramos
  • Donna Enas
  • Kim Anton (Education Board Representative)
  • Michael Dallas (SRPMIC Council Liaison)



ENROLLMENT SUMMARY

(Maintained Full Enrollment)

2017-2018 Enrollment 165 Preschoolers 142 Infant/Toddlers
Age Breakdown
  • 71 three -year-olds
  • 87 four-year-olds
  • 7 five-year-olds
  • 11 expectant mothers
  • 32 < 12 months olds
  • 50 one-year-olds
  • 44 two-year-olds
  • 5 three-year-olds
Receiving Public Assistance  34% 37%
Foster Child 22% 15%
Homeless 23% 31%
Head Start Income Eligible 85% 82%
Head Start Over Income 15% 18%

 

290 Families Served

 

111 Two-Parent Families   179 Single Parent Families
Employment Status 137 families with one or both parent employed 118 families with parent(s) unemployed, retired or disabled
School and Job Training 64 families with one or both parents in school/job training 226 families with neither parent in school or job training

 



FUNDING

The Early Childhood Education Center is funded by the Salt River Pima-Maricopa Indian Community General Fund, Child Care Development Fund (CCDF), Head Start and Early Head Start grants. 

The Head Start and Early Head Start programs operate during regular school hours and there is no cost to families. CCDF subsidizes the Extended Day hours for tribally-enrolled children with parents who are working or in school; parents pay a copayment based upon family size and income.

The service area for the Salt River Head Start program is the boundaries of the Salt River Pima-Maricopa Indian Community. The CCDF service area is the boundaries of Phoenix, Mesa, Tempe, Scottsdale, Glendale, and the Salt River Pima-Maricopa Indian Community.

  Salaries  Benefits  Operation Expenses  TOTAL 
General Fund
10/1/17-9/30/18
 $2,605,003  $853,019  $21,900  $3,479,922
Child Care Development Fund
10/1/17-9/30/18
 $847,969  $245,833  $1,111,154  $2,204,956
Early Head Start
01/01/2018-12/31/2018
 $463,041  $135,903  $117,224  $716,168
Head Start
 01/01/2018-12/31/2018
 $585,836  $171,943  $109,732  $867,511
Early Head Start
Cost of Living
 $12,039  $3,534  $3,047  $18,620
Head Start
Cost of Living
 $15,232  $4,471  $2,852  $22,555
Carry Over
Request Funding
     47,517  $47,517
 TOTAL  $4,529,120  $1,414,703  $1,413,426  $7,357,249



STUDENT HEALTH
  • 95% of preschoolers and 53% of infant toddlers completed dental exams.
  • 18% of preschoolers and 19% of infant toddlers completed physical exams.
  • 97% of preschoolers were current on immunizations at the end of the school year. (1% had approved exemptions)
  • 80% of infant toddlers were current on immunizations at the end of the school year. (1% had approved exemptions)
  • 100% of preschoolers received hearing and vision screenings within the first 45 days of beginning school.
  • 100% of infant toddler families completed a sensory screening form.



CURRICULUM

The Early Childhood Education Center recognizes the importance of a high-quality, early childhood education in preparing children for success, not only in kindergarten, but throughout their lives. Our long-term goals are to prepare enrolled children for success as lifelong learners and to strengthen families.

CREATIVE CURRICULUM

We use Creative Curriculum, a research-based, comprehensive, early childhood curriculum. Creative Curriculum promotes the cognitive, language, social-emotional and physical development of young children. Social-emotional growth is further supported by Positive Behavioral Intervention Support and Conscious Discipline.

OBJECTIVES FALL WINTER SPRING +/-CHANGE
Social-Emotional Development 55% 78% 95% +40%
Physical, Gross & Fine Motor Skills 64% 83% 97% +33%
Literacy 49% 71% 86% +37%
Language 58% 80% 90% +32%
Cognitive & General Knowledge 57% 80% 86% +29%
Math 48% 61% 75% +27%

Percentage of students meeting/exceeding Teaching Strategies GOLD Widely Held Expectations



TEACHER-STUDENT INTERACTIONS

The Classroom Assessment Scoring System (CLASS) is an observational tool that focuses on teacher-student interactions within classrooms and is designed to increase teacher effectiveness.

The CLASS dimensions are based on developmental theory and research, which suggests that interactions between children and adults are the primary way of supporting children’s development and learning and that effective, engaging interactions and environments form the foundation for all learning in early childhood classrooms.

The CLASS scoring is based on a 1 to 7 range. The 2017 CLASS Monitoring Review Results show ECEC’s average scores are above the 2017 National Head Start Averages for two Domains: Emotional Support and Classroom Organization.

CLASS DOMAIN ECEC Average National HS Average CLASS DOMAIN ECEC Average National HS Average CLASS DOMAIN ECEC Average National HS Average 
Emotional Support 6.34 6.07 Classroom Organization 6.12 5.83 Instructional Support 2.53 3



FAMILY ENGAGEMENT
  • Events & Activities: 78% individuals provided volunteer services. Of these, 38% were Head Start or Early Head Start parents.
    • Burritos for Dads
    • Parent Meetings
    • Transition Activities
    • Grandparents Day
    • Literacy Events
    • Health & Wellness Events
  • Cultural Activities
    • Traditional Dances
    • Language Lessons
    • Storytelling
    • Monthly Culture Board
    • Mini Pow Wow
    • Multicultural Fashion Show
    • Traditional O’odham Calendar
    • Classroom culture lessons
    • Family events


Summary of the SRPMIC Regional 2018 Needs & Assets Report*
  • According to the 2010 U.S. Census, 10% of the population in the Salt River Pima-Maricopa Indian Community were children ages birth to 5 years. Over half (65%) of the households in the region are single parent households. Thirty seven percent of young children lived in their grandparents’ homes. The majority (91%) of young children living in the Community are Native American.
  • Over half (56%) of the children in the Community lived below the federal poverty level. The median family income was $35,277.
  • In 2015, 17% of young children in the Community received LEARN (TANF) benefits and 83% of the ECEC children were eligible for free or reduced lunches. Despite eligibility, all children receive free breakfast, lunch and snacks subsidized by the Salt River Community.
  • Early childhood education programs in the Community include the Early Childhood Education Center (ECEC), the Family & Children Education program (FACE), and the Early Enrichment Program (EEP).
  • The Early Childhood Education Center operates with tribal funds as well as Head Start, Early Head Start, and Child Care Development funding.
  • Families at ECEC only pay for the Extended Day hours outside of the Head Start and Early Head Start hours. Co-payments are based on total family income and size.
  • Families would like to see an increase in the following:
    • Connecting families to Community resources
    • Increase in prenatal care
    • Emphasis on early literacy
    • Improved collaboration among resources
    • Support for grandparents raising grandchildren
    • Transportation assistance

*Prepared by Community Research, Evaluation, and Development, John & Doris Norton School of Family & Consumer Sciences, the College of Agriculture and Life Sciences, and the University of Arizona. Funded by the First Things First SRPMIC Regional Partnership Council.

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