Annual Report
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Texas Tech University
Early Head Start
Annual Report
2013-2014
Early Head Start makes available an annual report published at least once in each fiscal
year that discloses the following information from the most recently concluded fiscal
year, except that reporting such information shall not reveal personally identifiable
information about an individual child or parent:
The total amount of public and private funds received and the
amount from each source.
Source of Funds June 2013-May 2014
Department of Health and Human Services
Department of Health and Human Services
Texas Tech University matching funds
Lubbock Housing Authority matching funds
USDA funds
Donations
Funds
$641,970
$16,942
$175,211
$65,313
$32,548
$37,127
An explanation of budgetary expenditures and proposed budget
for the fiscal year.
Proposed Budget June 2014-May 2015
Personnel
Travel
Supplies
Other direct costs (internet, insurance, mileage, snacks
not covered by USDA, meals for parent meetings,
postage, printing, publications, fingerprinting,
background checks, licenses, fees, medical and disability
costs, Child Plus data based program)
Rent
Nutrition Services (meals)
Staff Development and Training
Indirect Costs
Expenditures
$588,285
$6,766
$3,049
$13,741
$65,313
$ 36,181
$8,361
$72,609
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The total number of children and families served, the average
monthly enrollment (as a percentage of funded enrollment), and
the percentage of eligible children served. The percentage of
enrolled children that received medical and dental exams.
Results from PIR for 2013-2014:
Funded for # of
Children
Served # of Children
Served # of Families
Served # of Pregnant
Women
Total # Served
Average Monthly
Enrollment
Percentage of Eligible
Children
Total Children with
Access to Healthcare
Total children with
access to dental care
Total children up to
date on well checks
Total children up to
date on dental exams
56
88
68
9
97
99%
93%
94%
92%
81%
85%
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The results of the most recent review by the Secretary (see
attached) and the financial audit.
TEXAS TECH UNIVERSITY
A-133 AUDIT REPORT
FISCAL YEAR ENDED AUGUST 31, 2012
The Texas State Auditor’s Office (SAO) performs an annual financial statement audit
for all State agencies and higher education institutions known as the Statewide Single
Audit. Texas Tech University is not separately audited by independent auditors. The
State of Texas Comprehensive Annual Financial Report (CAFR) for the year ended
August 31, 2012, is available in its entirety at
http://www.window.state.tx.us/fm/pubs/cafr.
In conjunction with the annual financial statement audit, the SAO contracted with
KPMG, LLP to perform portions of the federal audit procedures to meet the
requirements of the Office of Management and Budget (OMB) Circular A-133, Audits of
States, Local Governments, and Non- Profit Organizations. KPMG, LLP concluded that
the Schedule of Expenditures of Federal Awards for the year ended August 31, 2011, is
fairly stated, in all material respects, in relation to the financial statements taken as a
whole.
KPMG, LLP also evaluated internal controls and audited compliance for the State’s
major federal programs. The Federal Portion of the Statewide Single Audit report for
the State of Texas is available in its entirety at
http://www.sao.state.tx.us/reports/main/13-322.pdf. Included in the report are
detailed findings, questioned costs, and management’s corrective action plan for
noncompliance and material weaknesses in internal controls noted for the Student
Financial Assistance cluster.
For additional questions concerning the University’s A-133 audit, please
contact: Simone Barnhill, Managing Director
Office of Sponsored Programs Accounting and
Reporting (806) 742-2985
simone.barnhill@ttu.edu
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Information about parent involvement activities.
EHS strives to engage each member of the family as an active participant in the child’s education and believes that
making parents the child’s primary educators is extremely important to sustain the work that we accomplish.
Upon enrollment, teachers and support staff work toward developing relationships based on trust and open
communication with families in order to engage them in the Family Partnership Agreement. Families are made to feel
comfortable, welcome, and empowered to get involved in the program and their child’s education. EHS provides a
variety of activities as well as a variety of times so that families can participate in activities that both interest them
and work with their personal schedule. Staff actively encourage families to take advocacy and leadership roles within
the community. Examples of EHS Family Engagement Activities:
Active Policy Council. During monthly meeting, childcare and meals are provided to encourage consistent attendance
and active participation in decision making.
Annual Self-Assessment. Parents help facilitate the data collection for this annual process.
Socialization. In partnership with Early Childhood Intervention, the Home based program provides weekly
socialization opportunities, both at the center, and at community functions.
Parent Committee Meetings, offered in a variety of forums, including Scrapbooking classes and Parent Information
Sessions.
IMHAP (Interactive Mental Health Activities for Parents), weekly meetings regarding mental health issues selected
from parent feedback.
Holiday Special Events, offered both during the EHS regular day, as well as at night, with an emphasis on important
developmental concepts for children such as literacy, early math, and healthy eating.
Fatherhood Program, including a Fatherhood Advisory Committee, father focused classroom activities and assistance
to families with incarcerated father/father figures.
Family Literacy Program, including Baby Book Club (take home library,) and partnership in the Texas Literacy Initiative
and East Lubbock Promise Neighborhood grants to offer family literacy events, both at EHS and in the community.
Assistance with higher education, job placement, and social service connections in the community.
Volunteer Opportunities. Parents are encouraged to volunteer in the classroom, at special events, and as assistants
to support staff.
Resources, such as Texas Tech University Linguistics Department and Early Childhood Intervention, are used for
families who speak a language other than English.
Baby Bucks Store, an incentive program in which parents earn participation points and can shop in the “store” twice a
year.
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EHS Efforts to prepare children for kindergarten.
We have developed school readiness goals that are consistent with the five domains of
the Head Start Child Development and Early Learning Framework. Our school readiness
goals cover the following areas: physical development and health, social and emotional
development, language and literacy, cognition and general knowledge, and approaches
to learning.
Our goals apply to the children aged 6 weeks to 3years enrolled in our Early Head Start
program. Our school readiness goals align with the Infant, Toddler, and Three-Year-Old
Early Learning Guidelines developed for the State of Texas by the Texas Early Learning
Council. Our goals are also consistent with the High/Scope research-based curriculum
and assessment for infants, toddlers, and three-year-olds
School readiness is assessed by an instrument, the Child Observation Record (COR),
developed by High/Scope. The COR is a valid and reliable research-based observation
instrument. We use both the infant/toddler and the preschool COR to capture the
behaviors of our children. The COR is particularly developmentally appropriate as it is
based on daily authentic observations of children’s behaviors. The COR is culturally
appropriate because it is based on the behaviors that children engage in naturally on a
daily basis; in addition, it has been normed using data from publically funded programs.
The COR is linguistically appropriate because the child observations are based on
anecdotal records. Whether a child asks a two-word question in English or Spanish, the
teacher will record the anecdotal evidence relative to language development. The COR
provides materials in Spanish for parents who speak Spanish.
The COR online yields data on children’s progress both for individual children and groups of
children.
Observation anecdotes for each child are collected and rated for each domain of
development. Teachers review the findings for individual children; these findings are
used for individual lessons plans and shared with parents. Averages of children’s levels
of development for each domain and age group are aggregated and described in a
report on school readiness progress written 2-3 times a year. This report is shared with
our Policy Council, Governing Board, and is included in our Annual Report. Our program
responds to our findings by integrating them into all aspects of our program, including
education, disabilities, training, self-assessment, parent engagement, reporting, and
governance.
Individual child data is shared with parents during home visits two times a year.
We have also developed a family engagement plan in which results from the COR are
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discussed with parents during the year and tied to specific activities designed for parent
participation. The results of the aggregated data have been reported in detail to the
Policy Council and Governing Board. We also reported the areas in which additional
training is needed and have developed a training plan for these areas. To raise
awareness of our curriculum goals, we plan to highlight areas of the curriculum in each
newsletter along with suggestions for parents. We collaborate with community
initiatives to meet our goals, including Texas Literacy Initiative and a parent opinion
study to clarify parent goals for children in our program.
TTU EHS School Readiness 2013-2014 Comparison
Infant Toddler COR
Domain
Key Indicator
Physical
Development
and Health
N-Moving Parts of the Body
O-Moving the Whole Body
P-Moving with Objects
Q- Moving to Music
Period Period Period
Average
Gains
SocialEmotional
B-Distinguishing Self from Others
E-Forming an Attachment to Primary Caregiver
F-Relating to Unfamiliar Adult
G-Relating to Another Child
H-Expressing Emotion
I-Responding to the Feelings of Others
J-Playing with Others
Average
Gains
Approaches
to Learning
1
2
3
2.36
2.40
2.70
3.00
2.45
3.20
3.20
3.57
3.36
4.20
3.90
4.00
2.62 3.11 3.87
2.10
2.82
2.12
2.00
2.62
3.00
2.62
Average
Gains
0.76
2.60
3.27
3.25
2.77
2.69
3.40
3.08
3.50
3.82
4.38
3.54
3.69
3.90
4.00
2.47 3.01 3.83
2.64
2.58
2.58
A-Expressing Initiative
C-Solving Problems
D-Developing Self Help Skills
0.49
0.54
3.00
2.67
3.08
0.82
3.64
3.67
3.83
2.60 2.92 3.71
0.32
0.80
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Cognition and
General
Knowledge
K-Pretending
L-Exploring, Building, and Art Materials
M-Responding to, and Identifying Pictures and
Photographs
X-Exploring Objects
Y-Exploring Categories
Z-Developing Number Understanding
AA-Exploring Space
BB-Exploring Time
Average
Gains
Language and
Literacy
R-Listening and Responding
S-Communicating Interests, Nonverbally
T-Participating in Give-and-take Communication
U-Speaking
V-Exploring Picture Books
W-Showing Interest in Stories, Rhymes, and Songs
Average
Gains
Physical Development and Health
Social and Emotional Development
Approaches to Learning
Cognition and General Knowledge
Language and Literacy
2.67
2.58
2.83
2.75
3.92
3.50
2.14
2.54
2.55
2.11
2.27
2.10
2.57
3.23
2.64
2.56
2.73
2.00
3.71
3.77
3.91
3.78
4.00
3.10
2.37 2.66 3.71
3.09
2.15
2.44
2.18
2.78
2.88
0.29
3.73
2.38
2.89
2.73
3.33
3.00
1.05
4.18
3.77
3.67
3.45
4.00
4.38
2.59 3.01 3.91
2.62
2.47
2.60
2.37
2.59
0.42
0.90
3.11
3.01
2.92
2.66
3.01
3.87
3.83
3.71
3.71
3.91
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