Collaboration, Quality, Accountability
Raising the bar for interim Head Start and Early Head Start programs
ANNUAL REPORT
2008-2009
National Interim Management Contract
Community Development Institute
TABLE OF CONTENTS
INTRODUCTION....................................................................................................................................... 2
OVERVIEW OF NATIONAL INTERIM MANAGEMENT CONTRACT ......................................... 3
NIC FAST FACTS ................................................................................................................................... 6
SUMMARY OF PROGRAM STATISTICS ............................................................................................ 7
PROGRAM STATUS: IN FISCAL CLOSE OUT PROCESS ................................................................. 9
TRANSITIONED PROGRAMS ............................................................................................................ 10
CDI MAP OF PROGRAMS SERVED ................................................................................................... 12
CDI HS INTERIM PROGRAM TIMELINE .......................................................................................... 13
ISSUES AND CHALLENGES ................................................................................................................ 14
INNOVATIONS AND IMPROVEMENTS ............................................................................................ 16
MONITORING AND QUALITY ASSURANCE SYSTEMS ............................................................... 16
Expanded Startups.............................................................................................................................. 16
Annual GPS Reviews (CDI Monitoring) for Year Two Programs and Successive Years .................. 19
FAA Year End Projections ................................................................................................................. 19
Content Area Specialists, Budget Analysis, Enrollment and Human Resources Compliance ........... 20
Tracking System for Quality Improvement Monitoring ..................................................................... 22
Program Management Team Development ........................................................................................ 24
SUPPORTING OUR INNOVATIONS AND IMPROVEMENTS ........................................................ 28
Information Services .......................................................................................................................... 28
Quarterly Update on Federal Interest and Legal Issues Pending ..................................................... 29
Workers’ Compensation ..................................................................................................................... 29
Innovative National Vendor Contracts............................................................................................... 29
LOOKING AHEAD—PLANS FOR 2009-2010 ..................................................................................... 32
Reporting ............................................................................................................................................ 32
Expanded Communication with the Regional Office and Other New Strategies ............................... 33
APPENDIX I ............................................................................................................................................. 36
PROGRAM ACCOMPLISHMENTS BY REGION .............................................................................. 36
APPENDIX II ............................................................................................................................................ 59
SPECIFIC CONTRITBUTIONS TO PROGRAMS BY REGION ......................................................... 59
REGION I: ................................................................................................................................................ 59
REGION II: ............................................................................................................................................... 61
REGION III: ............................................................................................................................................. 64
REGION IV: ............................................................................................................................................. 67
REGION V: .............................................................................................................................................. 70
REGION VI: ............................................................................................................................................. 72
REGION VII: ............................................................................................................................................ 76
REGION VIII:........................................................................................................................................... 77
REGION IX: ............................................................................................................................................. 78
REGION X: .............................................................................................................................................. 79
REGION XI: ............................................................................................................................................. 81
REGION XII: ............................................................................................................................................ 82
INTRODUCTION
For the last eight years as the National Head Start Interim Contractor (NIC), Community
Development Institute‘s annual reports have focused on the systems we have designed and
implemented to manage our interim Head Start and Early Head Start programs as well as the
many accomplishments of the local programs through the years. In this 2008-2009 report we
take a different approach. It is presented as an in-depth and candid portrayal of the programs we
are assigned and the issues and challenges we face as the interim management contractor. With
the 121 programs we have managed over the years (including 38 during 2008-2009) fiscal
mismanagement has most often been the presenting issue triggering the actions that lead to
defunding or grant relinquishment. In reality, fiscal non-compliance is almost always just the tip
of the iceberg in the majority of programs coming to interim status. What we regularly find is a
myriad of severe out-of-compliance issues, low staff morale, and community upset.
Our efforts this past year have continued to focus on raising the level of performance in
turning around some of the poorest quality programmatic conditions in the nation. It has been an
ambitious effort, but one for which we are determined and passionate. From March 16, 2008 to
March 15, 2009 we have made substantial gains with in-depth monitoring and improving the
quality of our interim CDI Head Start programs. That is the story this annual report will tell. In
the spirit of President Obama‘s calling us all to a higher level of performance, we welcome the
opportunity to rise to that challenge.
| Collaboration, Quality, Accountability 2
OVERVIEW OF NATIONAL INTERIM MANAGEMENT CONTRACT
.
Through March 15, 2009, Community Development Institute (CDI), with its program
operation arm, CDI Head Start (CDI HS), has successfully completed eight and one half years as
the National Interim Contractor (NIC) for Early Head Start and Head Start programs, beginning
September 29, 2000. The purpose of interim management is threefold: (1) to provide oversight
and administration of the day-to-day Head Start services in communities where a Head Start
grantee has relinquished, is under a suspension, or its grant has been terminated by the Office of
Head Start (OHS); (2) to provide interim management services for up to 40 grantees
simultaneously, and if necessary, provide this service within 48 hours of notification; (3) to work
in partnership with the OHS, regional offices, prior grantees and replacement grantees to assure
there is an orderly transition and minimal or no disruption in services.
Originally funded for eight to ten programs per year, it quickly became apparent there
was a much greater need for the interim services. The contract was subsequently expanded to
serve up to 20 and then, in 2006, up to 40 programs simultaneously. Our specialty continues to
be our ability, within a very short timeframe, to transfer all systems, property, licenses, and
contracts and to begin to address the wide variety of local grantee needs from fiscal
mismanagement to program service quality issues. The programs range in size from 20 to 2,733
children; operate all program design options; and are located in inner city and rural environments
in accordance with 40 different child care licensing and labor management jurisdictions.
As of March 15, 2009, we have operated 121 programs (38 total this past year) in 38
states, Puerto Rico, the District of Columbia, and in all federal regions, including: 5 tribal
programs; 20 Early Head Start only programs; 25 programs providing both Early Head Start and
Head Start only services. We have transitioned 10 full programs and two partial programs this
past year. Program models included: part-day, full-day, part-year, full-year, center-based, homebased, prenatal, combination models, and partnerships with both family child care homes and
private child care centers. For the last 12 months, we have successfully completed 11 program
startups, some months managing as many as 43 programs simultaneously. Since the beginning
of the NIC contract, our programs have served 99,861 children and their families and we have
employed 14,813 program staff to provide these services. As of March 15, 2009, 85 of the 121
programs have been successfully transitioned to their replacement grantees, two of them with
| Collaboration, Quality, Accountability 3
only part of their service area transitioned. The total number of children served is based on
funded enrollment.
Our focus on in-depth monitoring and quality improvement in 2008-2009 built on seven
years of continuous systems improvement in NIC management. To put these most recent
advances in perspective, the following table outlines each year‘s systems improvements.
NIC Contract Year(s)
Interim Management Focus
2000-2001, 2001-2002
Startup Systems. Handling the myriad of details such as: state
licensing to do business in a new state; state child care licensing; Child
and Adult Care Food Program (CACFP) applications; title transfers;
insurance including child accident and workers‘ compensation,
employee health, vehicles, and buildings; hiring staff; leasing
facilities; contracting for food and utilities; designing organizational
structures and salary scales; providing staff orientations; and
developing community relations—with minimal or no break in
services and less than a week‘s notice before assuming operational
responsibility, and sometimes only 48 hours.
Staff Development: Director and management team leadership
development; strengthening and refining systems; program review
systems; and partnerships with parents.
Comprehensive Documentation of our Systems, Policies, and
Procedures. Completion of our CACFP Manual; development of our
Bid Procurement Manual, Transportation Manual, several operations
manuals, and a Policy Council Quick Reference. Ninety percent of our
core documents were translated into Spanish.
Federal Interest. Streamlining legal processes for transferring
property and maintaining—and establishing where necessary—legal
documentation of federal interest (which had frequently become very
contentious with previous grantees), and related legal complications
requiring much attorney time.
2002-2003
2003-2004
2004-March 2006
Union Negotiations. Utilizing the Appreciative Inquiry approach,
turning most union negotiation sessions, which were previously
adversarial, into collaborative planning sessions.
Extensive Budgetary and Organizational Restructuring. Handling
an increasing number of programs coming to NIC in serious financial
default, with staff sometimes not having been paid for six to eight
weeks or more.
Appreciative Inquiry in Programs. More seriously demoralized staff
and negative attitudes from prior grantees called on NIC staff to
incorporate more extensive use of strength based improvement for
staff, parent, and community partners development work.
| Collaboration, Quality, Accountability 4
NIC Contract Year(s)
2006-2007
2007-2008
Interim Management Focus
Consistency Across Regions. In collaboration with the national federal
project officer, contributed to further development of the NIC process
and procedures so that there was more consistency across all regions
in managing the interim project.
Supporting OHS in Centralization of Communication and Funding
for Interim Programs from regional offices to the national office.
Increasing NIC Staffing and Training in order to simultaneously
handle up to 40 programs.
Transitioning Programs to Replacement Grantees. In cooperation
with OHS, became more actively engaged with the replacement
grantee to assist them in building their systems and in addressing the
myriad issues with which we are familiar from startup, but for which
they may not be prepared.
Fiscal Monitoring Systems. Tightened all our fiscal monitoring
systems by creation of monthly budget comparison and fiscal tracking
reports of all program income sources, including OHS, CACFP, nonfederal share, and various state and private sources with monthly
summaries by category; review of all documents on a monthly basis
by our leadership team, including the board of directors, with the top
dozen for which there may be a concern reviewed in detail on a
monthly call between the lead site managers and the project director;
and by program, having monthly calls between the Denver fiscal
specialist, the program director, the local fiscal specialist, and the site
manager for the program to completely review the program‘s budget,
validate projections, and discuss and plan for any unforeseen costs.
In this eighth NIC annual report we set forth the challenges we have faced in addressing
the wide variety and depth of the quality issues facing the interim programs at the beginning of
NIC operation, the innovations and improvements we have made over the last year in our
monitoring systems to address these challenges, and our plans for moving forward into 20092010. Throughout the report we highlight success stories drawn from our programs.
Descriptions of our interim program accomplishments since 2000 and during this past year
appear as Appendices. A map depicting the location of our programs, Fast Facts, the statistics
of current and past interim programs, and a project timeline appear on the pages that follow.
| Collaboration, Quality, Accountability 5
NIC FAST FACTS
Cumulative number of programs served – 1211
Current number of programs served – 381
Cumulative number of employees hired – 14,8131
Current number of employees employed by CDI HS – 3,1351
Cumulative funded child enrollment – 99,8612
Current funded child enrollment – 15,5542
* Total number of programs served includes only program startups and does not take into account partially transitioned
programs.
1
End date – March 15, 2009, not including the four interim programs, Colorado Springs, Conejos/Costilla,
Trinidad/Walsenburg, and St. Louis operated prior to the NIC contract.
2
This number does not include number of children prior to the award of the first NIC contract. In total, including
interim management prior to the NIC, CDI has served 102,156 children and employed 15,209 staff.
| Collaboration, Quality, Accountability 6
SUMMARY OF PROGRAM STATISTICS
Since CDI began operating the National Interim Management Contract, we have served 121
programs. The following is a list of programs administered by CDI during this reporting period.
Programs CDI Administered
During Reporting Period: March 16, 2008-March 15, 2009
CDI HS PROGRAM
FAA
START
DATE
FUNDED
SLOTS
HS/EHS
ANTICIPATED END DATE
OF SERVICES
(NOTE: FAA END IS USED IF NOT IN TRANSITION
PROCESS )
1.
Plainfield, NJ HS
7/1/02
272/0
9/30/09
2.
3.
Pointe Coupee Parish, LA HS
Township of Union, NJ HS
3/1/04
8/1/04
163/0
48/0
7/31/09
7/31/09
4.
5.
6.
North Philadelphia, PA HS
Northwest, WV HS (5 counties)*
Eastern Rivers, (Caroline County)
VA HS*
Dinwiddie County, VA HS
Jeff Davis Parish, LA HS
Northeast GA HS/EHS
Middlesex County, NJ HS
Big Horn Basin, WY EHS
Wyoming Migrant and Seasonal HS
Alamosa, CO HS
North Metro Washington, DC HS
Volusia County, FL EHS
Little Rock, AR EHS
Kendall County, TX HS
Northeast Arkansas HS
Philadelphia, PA HS
Philadelphia, PA EHS
Mercer County, NJ HS
Campo Band of Mission Indians HS
Riverside and San Diego Counties,
CA EHS
Newark, NJ EHS
City and County of Camden, NJ HS
Central Ward Newark, NJ HS
Providence and Blackstone Valley,
RI HS
Fulton County, GA EHS
M
Monroe,
Lee and Pontotoc Counties,
MS EHS/HS
Northeast Puerto Rico HS/EHS
Middlesex County, CT EHS
5/20/05
6/13/05
7/1/05
86/0
152/0
95/0
1/31/10
1/31/10*
11/30/09*
8/15/05
9/12/05
2/1/06
3/7/06
9/1/06
9/7/06
10/1/06
1/6/07
4/1/07
5/1/07
6/1/07
6/1/07
7/15/07
7/15/07
8/1/07
8/17/07
8/20/07
72/0
182/0
0/76
650/0
0/48
54/0
161/0
158/0
0/48
0/48
93/0
1,275/0
449/0
0/100
248/0
20/0
0/50
9/29/09
11/30/09
1/31/10
4/30/09
1/31/10
9/15/09
9/29/09
9/29/09
3/31/09
4/30/09
8/31/09
5/31/09
7/1/09
7/1/09
7/31/09
8/16/09
8/19/09
10/1/07
10/1/07
10/24/07
10/24/07
0/90
1,183/0
123/0
1,001/0
8/31/09
9/29/09
11/23/09
10/23/09
3/18/08
4/12/08
0/112
686/52
3/17/10
4/11/09
5/1/08
6/01/08
858/475
0/32
4/30/09
4/10/09
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
| Collaboration, Quality, Accountability 7
CDI HS PROGRAM
32.
33.
34.
35.
36.
37.
38.
The Texas Wintergarden HS/EHS
Tri-County Area, SC HS/EHS
South St. Louis, MO EHS
Northeast Harris County, TX EHS
Northern San Diego County, CA
HS/EHS
Olathe and Grand Junction Migrant
Seasonal HS
South LA County, CA HS/EHS
Total
FAA
START
DATE
FUNDED
SLOTS
HS/EHS
ANTICIPATED END DATE
OF SERVICES
(NOTE: FAA END IS USED IF NOT IN TRANSITION
PROCESS )
7/21/08
9/1/08
9/1/08
9/1/08
9/11/08
612/76
1,618/40
0/64
0/66
1,919/102
7/20/09
8/31/09
8/30/09
8/31/09
9/10/09
11/7/08
95/0
11/6/09
3/1/09
1,734/68
14,007/
1,547
2/28/10
*Total number of programs served includes only program startups and does not take into account partially
transitioned programs.
| Collaboration, Quality, Accountability 8
PROGRAM STATUS: IN FISCAL CLOSE OUT PROCESS
1.
2.
3.
4.
5.
6.
PROGRAM
START
DATE
FUNDED
SLOTS
HS/EHS
LAST DATE OF CDI HS SERVICES
North Philadelphia HS (Delegate
portion)*
Portland, OR – East of Willamette
EHS
Northeast Alabama HS
Northeast GA HS*
Eastern Rivers, (Charles City County;
King William County; King and
Queen County; and New Kent
County) VA HS*
Harnett County, NC HS
5/20/05
124/0
1/31/07*
6/1/05
0/208
8/31/07
4/1/07
2/1/06
7/1/05
757/0
24/0
100/0
5/30/08
5/31/08*
6/9/08*
5/1/07
212/0
9/8/08
Total
1,217/
208
These programs are no longer under our sponsorship. Financial close out procedures are in process.
*Portion of the program remains in active status.
| Collaboration, Quality, Accountability 9
TRANSITIONED PROGRAMS
During Previous Operating Periods
The following table includes the other programs that have been served by CDI and successfully transferred to
a replacement grantee.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
PROGRAM
START
DATE
FUNDED
SLOTS
END DATE
Dalton, GA EHS
Charleston, WV
Winnsboro, LA
Lawrence County, PA
Newburgh, NY
Pittsburgh, PA
Grand Island, NE
Portland, OR EHS
Philadelphia, PA
SW Metro Atlanta, GA
Pueblo, CO
Houston, TX EHS
Gallipolis, OH
Lubbock, TX
Minneapolis, MN EHS
Everett, WA EHS
Wake, Orange County and Chatham Counties, NC
(Raleigh) HS
Meriden, CT
Central Oklahoma OK, HS
Central Oklahoma OK, EHS
Crow Tribe, MT HS
Carbon County, PA HS
Culpeper, VA HS
Greensboro, NC EHS
Fairbanks, AK
White Plains, NY EHS/HS
Danbury, CT HS
Tom Green, TX EHS/HS
San Jacinto County, TX HS
Sussex County, DE HS
South Bend, IN HS
Oklahoma City, OK EHS
Yolo County, CA EHS/HS
Dorchester County, MD HS
East Carroll, LA HS
Sweetwater, TX EHS/HS
Beaumont, CA EHS
Berkley, Dorchester, & Charleston Co., SC EHS/HS
Calcasieu Parish, LA HS
Seminole Nation EHS/HS
New York City, NY EHS
Summers County, WV HS
6/1/01
5/29/01
7/1/01
7/16/01
5/1/01
8/1/01
10/1/01
8/13/01
8/20/01
2/15/02
6/11/01
1/01/02
12/1/01
2/1/02
9/1/01
11/1/01
3/1/01
65
795
372
333
227
600
153
74
460
495
484
84
344
197
75
37
663
4/01/02
5/28/02
5/31/02
7/15/02
7/31/02
7/31/02
7/31/02
8/12/02
8/19/02
8/19/02
8/31/02
9/1/02
9/30/02
9/30/02
10/31/02
11/30/02
12/31/02
7/1/02
3/9/02
3/9/02
9/17/01
9/1/02
7/29/02
11/1/02
10/1/02
10/1/02
8/1/02
9/1/02
9/1/02
5/1/03
11/1/03
4/1/03
9/1/03
11/5/03
8/1/02
5/1/03
11/1/03
11/11/04
7/1/03
12/1/01
5/21/04
2/1/03
179
1,276
204
304
148
128
100
136
234
307
848
94
179
944
120
403
150
154
209
48
1,658
691
159
88
79
2/28/03
5/31/03
5/31/03
6/30/03
6/30/03
7/31/03
7/31/03
1/2/04
1/2/04
6/30/04
7/31/04
7/31/04
7/31/04
8/31/04
8/31/04
8/31/04
9/15/04
9/30/04
10/31/04
10/31/04
11/18/04
12/31/04
1/31/05
4/30/05
6/30/05
| Collaboration, Quality, Accountability 10
PROGRAM
START
DATE
FUNDED
SLOTS
END DATE
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
Dougherty County, GA EHS/HS
Omaha, NE EHS/HS
Lafayette, TN HS
Camden, NJ EHS
Saratoga County, NY EHS/HS
Lake County, OR HS
Monmouth County, NJ HS
San Patricio and Aransas Counties, TX HS/EHS
Saginaw County, MI HS
Clay, Jackson and Platte Counties, MO EHS/HS
Juniata County, PA HS
Pawnee, Barton and Rice Counties, KS HS
Comanche County, OK EHS/HS
Hampshire County, MA HS
San Fernando and Santa Clarita Valleys, CA
EHS/HS
7/19/04
1/1/04
12/6/03
8/1/04
7/1/04
8/26/04
8/24/04
11/4/04
12/17/04
12/17/04
1/28/05
7/1/04
1/24/05
4/30/05
11/1/05
773
1,013
437
90
434
21
454
548
1,011
2,733
128
105
451
226
1,435
7/18/05
8/15/05
8/31/05
9/30/05
10/31/05
10/31/05
10/31/05
11/30/05
12/31/05
1/2/06
1/27/06
1/31/06
4/7/06
8/31/06
10/31/06
58.
59.
Union County, NJ HS
Butte County, CA EHS/HS
8/1/04
9/24/05
359
662
10/31/06
1/31/07
60.
Northwest WV HS (5 Counties)*
6/13/05
427
1/31/07*
61.
62.
63.
Yazoo County, MS HS
Franklin County, OH EHS/HS
Knox County, ME HS
8/15/05
5/30/05
10/1/05
469
2,264
141
2/28/07
5/26/07
5/31/07
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
Crow Creek Sioux Tribe HS
Metro Puerto Rico HS
Cambridge, MA HS
McDowell County, WV HS
Fairfield County, CT HS
Northeast GA, HS*
Beauregard Parish, LA HS
Grant Parish, LA HS
Alachua County, FL EHS
South Texas HS/EHS
Spotsylvania County, VA HS
Clark County, NV HS
Sumter County, GA EHS
Levy, Dixie and Gilchrist Counties, FL EHS/HS
West Baton Rouge Parish, LA HS
3/14/05
8/1/05
12/1/05
1/7/06
11/24/05
2/1/06
6/5/06
1/1/07
8/15/06
3/1/07
6/1/07
2/18/06
7/1/05
5/8/06
8/31/05
155
816
166
280
406
830
74
167
75
807
121
1,723
75
374
136
6/30/07
6/30/07
6/30/07
8/17/07
9/30/07
10/31/07*
11/17/07
10/31/07
1/7/08
9/2/08
9/15/08
4/15/08
1/20/08
4/30/08
5/30/08
79.
80.
81.
82.
Western Sussex County, DE HS
Arlington County, VA HS
Catawba Indian Nation HS
Polk County, FL HS
Total
*Portion of the program remains in active status.
11/3/05
3/2/06
6/1/05
1/1/07
196
204
82
942
35,869
5/30/08
6/16/08
7/31/08
7/31/08
NOTE: Tensas Parish, LA – although an FAA was received for this program, interim services were not provided.
The funds were not drawn down and the grant is closed.
| Collaboration, Quality, Accountability 11
CDI MAP OF PROGRAMS SERVED
| Collaboration, Quality, Accountability 12
CDI HS INTERIM PROGRAM TIMELINE
| Collaboration, Quality, Accountability 13
ISSUES AND CHALLENGES
Throughout our experience of being the National Interim Management Contractor (NIC)
we have continually strived to raise the bar on ourselves and our ability to take interim programs
as we find them, and to thoroughly assess their needs and effectively and sustainably improve the
quality of their services, systems, and development of their staff to be as employable as possible
by the replacement grantee. Several issues have become challenges to accomplishing this goal
as effectively as we would have desired over the years. We discuss them here to set the context
for our accomplishments this past year and the plans we have for addressing and overcoming
these barriers in the upcoming year.
The first few years of the interim management contract were guided by a view from the
Associate Commissioner that the interim grantee contract was to change nothing, but rather to
simply continue operations as best we could so that the replacement grantee could make any
desired or required changes or improvements. That has not been the attitude of OHS since that
time and CDI has worked diligently to improve every deficiency we have discovered. However,
many interim programs coming to the NIC have been neglected for years with exceedingly low
levels of staff performance, almost no structures for accountability, and little understanding of
the Head Start Performance Standards, let alone the new requirements of the 2007 Head Start
Reauthorization. When NIC sponsorship begins, our own assessments find far more deficiencies
than the presenting problem(s) causing the program to come to interim status, such as financial
mismanagement.
Though a great deal of progress has been made and many accomplishments achieved for
each interim program transitioned to a replacement grantee, ACF Regional Offices and Head
Start-State Collaboration Offices have little or no knowledge of the actual conditions of
programs at the point interim management responsibility begins by NIC nor of what progress is
made throughout interim sponsorship. This is in part due to the requirement of the NIC to be in
communication exclusively with the Office of Head Start. We understand the efficiencies of
direct communication with OHS. However, without baseline information about program
compliance at the time interim management begins and no ongoing information about the
challenges and all the improvements achieved throughout the interim process, unrealistic
expectations can evolve and ―no information‖ appears as secrets and causes suspicions and
complaints. Adding to this has been CDI‘s approach of simply jumping in and doing the work,
| Collaboration, Quality, Accountability 14
instead of thorough documentation and broadcasting improvements and accomplishments
throughout the interim period. We have provided required documentation to comply with our
contract but we have not been as effective in documenting the many challenges overcome and
corrective actions taken throughout the interim period.
Another challenge we face is that interim status, especially when there is a suspension
leading to even more instability, has made it extremely difficult to attract, keep and/or develop
good quality staff, due to the perceived temporary nature of employment with the interim.
The above challenges are not meant to be excuses or permanent barriers for not having
higher perceived quality at transition to replacement grantee. Rather, we address them to provide
context for NIC‘s evolving quality management system from which we created our most recent
monitoring and quality innovations described in the next report section.
| Collaboration, Quality, Accountability 15
INNOVATIONS AND IMPROVEMENTS
Here we present the major innovations to our NIC systems put in place, and refined, over
this past year related to monitoring, tracking quality improvements, and systems development.
These innovations were created with broad input from NIC field and administrative staff, with
the goal of increasing each interim Head Start program‘s overall performance and services.
MONITORING AND QUALITY ASSURANCE SYSTEMS
In the relatively short time CDI operates the interim programs it is imperative that we
have systems in place to monitor each program‘s compliance with the Head Start Performance
Standards and CDI‘s own policies and procedures. Our quality assurance provides CDI with
tools to monitor and measure the interim programs‘ progress in reaching the goal of providing
quality services to the children and families served. These tools and systems bring a more broadbased team approach to monitoring and program development—than reliance on single site
managers has in the past. Six components make up these monitoring and quality assurance
systems initiated during this past year: (1) Expanded Startups; (2) annual GPS (CDI Systems
Reviews) for programs we operate for one year or more; (3) FAA year end projections; (4)
content area specialists; (5) tracking system for quality improvement monitoring; and (6)
program management team development.
Expanded Startups
During our site manager meeting in early fall 2008 we created the concept of expanding
our onsite startup teams from the previous two weeks at the inception of a new interim program
to include an additional two weeks beginning at about six to eight weeks after operations begin
with a new program—at a point when the initial shock and upheaval of separation from the prior
grantee has settled down a bit. At the six to eight week mark, a full team of NIC staff and
consultants works for an additional two weeks onsite to enhance more rapid compliance and to
begin to address all content areas and systems issues in more depth than possible during the
initial two week startup or waiting for the GPS previously scheduled at 90 days. The objectives
of the Expanded Startup process follow.
| Collaboration, Quality, Accountability 16
Complete any outstanding ―transfer of the business‖ issues from the prior grantee.
Assess content areas earlier using the GPS (Global Positioning System which is CDI‘s
own program monitoring process which includes the Head Start Performance Standards,
Improving Head Start for School Readiness Act of 2007 requirements, and Information
Memoranda ( IMs), and the 2009 Monitoring Tool items). This is conducted with local
staff, the site manager, lead site manager, and content area consultants.
Create an action plan for each content area and/or system needing improvement.
Work with local staff and site manager to set up development plans and provide training
and technical assistance.
The outcomes we expect to achieve as a result of the Expanded Startups are:
Site managers and program staff are more thoroughly knowledgeable of existing gaps in
quality and compliance with tasks and action plans detailed and timetables to be met in
order to increase program quality.
The whole team of lead site manager, site manager, consultants and program staff address
any out of compliance issues they can during these two weeks in a spirit of ―git‘er done‖
so that program staff are left with fewer items on their action plan after the team departs.
Site managers, program management teams, and staff understand their individual and
collective remaining responsibilities for completing the action plans after this visit is
complete.
Staff experience CDI as a positive, supportive partner in their ongoing development.
Accomplishments are tracked on a monthly basis and plans revised as needed following
the team departure.
During the initial ―scouting visit‖ with a new interim program, typically occurring within
a few weeks before the actual hiring of staff, the startup lead and site manager make a
determination for the timing of the Expanded Startup. The timing is based on the developmental
level of the management team, whether there is a program director and/or vacancies in key
positions, any upcoming holiday and/or break periods, etc. Typically no later than six to eight
weeks after NIC assumes full operating responsibility, the Expanded Startup team goes to the
local program. The team is led by the lead site manager supervising the site manager assigned to
that program. Together, the team members seek to thoroughly review the program status of
content areas, work to identify which systems are viable (e.g., recordkeeping, etc.) and where the
| Collaboration, Quality, Accountability 17
program is currently performing as it
relates to the Head Start
Performance Standards, Head Start
Reauthorization IMs, and the 2009
Head Start Monitoring Tool. A
clear picture is created of compliance
strengths and areas for program
improvement not already addressed.
Together the Expanded Startup lead,
site manager, and the local staff
prioritize actions, goals, and
timelines.
The Expanded Startup
STORIES FROM THE FIELD:
Partnership Supports Environment, Staff Development
When CDI assumed operations of the North Metro DC
program, the Lillian Lynch center, which was located on the
first floor of a high rise apartment building, was plagued with
numerous facility issues: roach and rodent infestations, ceiling
leaks, gaseous odors, floods and a temperamental air
conditioning unit, none of which the landlord was willing to
fix.There were times the program had to call parents to pick
their children up early, relocate the children or close operations
completely until things could be resolved. Staff was not able
to focus on providing services to children and families.
United Planning Organization (UPO), a nearby Head Start
agency that subleased from the North Metro program when we
operated the Lillian Lynch center, relocated to a new
building—the Dance Institute of Washington (DIW). One
day, after UPO relocated, the center was overcome with a
gaseous odor that forced the evacuation of the children and
staff. A subsequent environmental study determined that it
was unsafe to occupants.
process also allows CDI to determine
if there are issues with enrollment
and/or substantial gaps in knowledge
and skills related to Head Start
and/or Early Head Start so that a Hot
Spot report can be sent to the OHS
and joint decision making about
resources for this program can be
made, as needed.
During our recent first few
Expanded Startup visits we have
experienced tremendous shifts in
program staff moving out of hanging
on to the past of the old grantee ways
of doing things, no matter how poor
the experience was for them at least
it was familiar, to focusing on the
present and future, accepting CDI as
The day of the evacuation, the program director called Ms.
Yates, the center supervisor at DIW. She welcomed CDI with
open arms and said, ―Bring those babies down here and we will
make room for you.‖ So began the partnership between two
Head Start agencies. CDI HS is now subleasing two
classrooms from UPO at DIW.
The staff and children alike enjoy and appreciate the bright,
clean, warm and inviting surroundings. It is a true case study
in how environment can affect productivity—and was
made possible through this collaboration.
The two sets of staff share everything from training to the
kitchen, celebrations to parent activities. ―It‘s like having a
second pair of eyes and ears,‖ said Ms. Yates, when describing
what it‘s like having another center director present in her
facility. ―We each respect each others‘ roles and
responsibilities.‖
Another partnership has emerged. CDI North Metro DC
management has been faced with the challenge of how to meet
the Head Start education mandate for their four teachers. UPO,
struggling with the same issues for a much larger number, has
partnered with CDI North Metro DC and together the teams are
speaking with local universities to explore how they can
accommodate all of the staff. Given the sheer volume of UPO‘s
staff, it gives more clout when we can stand together on behalf
of teachers attaining their degrees. The two agencies invite
each other to trainings they are holding for their staff creating
increased opportunities for staff development.
| Collaboration, Quality, Accountability 18
their partner and beginning to engage in their own development and quality improvements much
earlier than in other programs. In the most recent Expanded Startup in South Los Angeles
County a team of 13 CDI staff and consultants were able to impact virtually every program
employee in a positive way. The management team in particular made tremendous strides in
pulling themselves together as a functioning jointly accountable unit.
Four months after the initial startup date, and usually about two months after the
Expanded Startup, the GPS (CDI‘s systems review process) is conducted. The process is similar
to Expanded Startup in that the GPS team members partner with the local content area
managers/specialists to review the program. Together they look at program systems and content
areas and use the GPS outcomes checklist to determine current status. In addition, they look at
the goals and actions created during Expanded Startup and assess quality improvements and
progress towards meeting the identified timelines, making adjustments to action plans, as
necessary. Policy council members are invited to join the process and a report of the GPS is
presented to the full policy council.
Annual GPS Reviews (CDI Monitoring) for Year Two Programs and Successive
Years
Annual GPS reviews are now being conducted using the process described above for each
successive year the program continues in interim status. Our current data reveals that when the
staff have remained stable they have been substantially strengthened by their partnership with
CDI in their own development through both the Expanded Startup, the GPS and the annual GPS
Review. They have greater in depth knowledge and understanding of the Head Start
Performance Standards. Program staff are then able to participate more in their state Head Start
associations and they are more self sufficient in terms of self-monitoring and initiating
improvements.
FAA Year End Projections
This past year, we were required to ensure a ―zero balance‖ status as closely as possible
by the end date of each FAA. For those programs that may have a balance of federal funds at the
end of a grant year with another funding year anticipated, the year-end projections provide the
documentation and preparation of the ―off-set‖ of federal funds. This has required a combination
| Collaboration, Quality, Accountability 19
of training, design of budget data templates, intensive ongoing budget analysis, and
communication with program staff, which has been supported by the newly created program
budget specialist.
For those programs ending their interim management status with the NIC, extremely
close forecasting and budget management is required to ensure only the amount of funds needed
are authorized on the FAA. Partial year funding is much more complex to manage than full year
funding and we have developed the systems to support this endeavor. The process of tightly
monitoring Head Start funds requires a high level of coordination between OGM/OHS/CDI and
results in the excellent stewardship of federal funds, ensuring all Head Start grant funding under
the auspices of the National Interim Contract remains with Head Start.
Content Area Specialists, Budget Analysis, Enrollment and Human Resources
Compliance
After conducting a detailed review of CDI‘s ongoing monitoring systems and tools
beyond the GPS and the Expanded Startups, we identified the need for more specific and
intentional monitoring in the areas of budget analysis, human resources (HR) compliance,
enrollment monitoring and community needs assessment, and increased program content area
quality. As indicated above, the newly created position of budget analyst supports pre-transition
budget analysis. Each of these other areas is detailed below.
Content Area Specialists. In our ongoing monitoring of programs we have become aware
that, of course, not all site managers or even lead site managers are expert in every Head Start
content area. Our site managers and leads are expert in administration and management and/or
early childhood education. To address all the various content areas we have identified each of
the lead site managers as the content specialist for one or possibly two specific content areas.
For the following three areas—health, family and community partnerships, and
enrollment/community needs assessment—we have identified consultant experts to serve as
content specialist. These consultant experts became full time CDI staff at the start of the new
NIC contract year on March 16, 2009. The function of each content area specialist is to spend a
large percentage of their time working directly with the assigned site manager and program staff
to improve the quality of services in their particular area of expertise. They review OHS IMs to
| Collaboration, Quality, Accountability 20
assess if our manuals, systems and/or procedures need to be revised; provide updated resources,
training and staff development support; respond to the variety of questions about current
requirements in their specific area of expertise; and establish a consistent knowledge base for all
NIC interim programs. Here are the content areas assigned to either a lead site manager or a
content area specialist to address all Head Start required areas and our most challenging issues as
they relate to the management of interim programs, e.g., federal interest:
1. Health (includes medical, dental, mental health, nutrition, and child health and
safety)
2. Early childhood (HS/EHS, center-based and home-based)
3. Family and community partnerships
4. Program governance (including board of directors and policy council)
5. Administration (includes management systems and procedures)
6. Human resources (includes career development and personnel record keeping)
7. Transportation
8. Facilities (includes inventory and emergency management)
9. Fiscal/Budgeting
10. Enrollment compliance (separate from FCP, as interim programs seem to have
special challenges in this area)
11. CACFP
12. Disabilities (services to children with disabilities)
13. Legal/Federal Interest/Contracts
Human Resources Compliance. Every program assigned to the National Interim
Management Contract must comply with city, county, state, and federal regulations regarding
human resources with a myriad of ever changing and complex laws and requirements. Through
ongoing monitoring, CDI identified the need for each program to implement a system of tracking
all levels of required HR regulations and to access the multiple resources for updated compliance
information, comprehensive file maintenance, documentation of compliance, and coordination
between the local program and Denver central office HR files. A newly created HR Compliance
Specialist position facilitates and monitors this area.
Enrollment Compliance. A common issue for the programs assigned to the interim status is
under enrollment. Identifying eligible children in the designated service area requires immediate
attention. To coordinate and to monitor the enrollment status of every program, CDI has added
the Enrollment Compliance Specialist position. This position‘s primary focus is to support site
| Collaboration, Quality, Accountability 21
managers in their efforts to achieve full enrollment at every program. Strengthening this content
area will ensure fully enrolled programs in a timely manner.
Tracking System for Quality Improvement Monitoring
Building on the recent additions of Expanded Startups, GPS at one year, and the
establishment of content area specialists, CDI has developed a tracking system to give a real time
view of compliance in all areas for each program. CDI is using an internet based program called
―Google Docs‖ for the following documents/checklists:
1.
2.
3.
4.
5.
Startup Checklist and Action Plan
Expanded Startup Assessment
GPS Checklist of demonstrated compliance items within each area
Transition Checklist
Action Plans
An Excel spreadsheet is created on the Google Doc site (internet based) for each interim
program. The administrator (the person who sets up the account – typically the CDI program
support specialist) sets up the account to indicate who can edit the document and who can view
the document. This includes a very, wide range of individuals including site manager, lead site
manager, NIC project director, program director, etc.
The document can be viewed and/or edited with any internet connection 24 hours per
day/ seven days per week. In the past, CDI had one document that was centralized in Denver
and as consultants and staff made updates, these items would be cut and pasted into the master
document. This new process allows for immediate access to the most up-to-date version of any
document. It also includes the ability to look at the history of revisions and see who has made
updates and how often updates have occurred. Periodic verification of all entries made by the
program staff are verified by the site manager.
The document is set up to automatically calculate the percentage of completed items.
Through this process CDI can determine baseline data about status of content areas via
percentage of completed items as well as to measure/monitor progress and improvement over
time. Lower percentage items and/or little or no progress toward 100% compliance, triggers
going deeper into the source documents to determine specific out-of-compliance causes by NIC
management. This can help determine best approaches for accelerating completion of
| Collaboration, Quality, Accountability 22
STORIES FROM THE FIELD:
Tupelo’s Technological Transformation
Darren Owens, the IT Specialist for our Monroe,
Lee, and Pontotoc program headquartered in
Tupelo, MS says that his program was in virtual
―shambles, suffering from a struggling budget and
lack of relevant equipment—evidence of the ways
in which the previous grantee devalued
technology.‖ ―Everything had to be built from
scratch because the most basic functionality was
unavailable‖ recalls CDI Information Specialist,
Kurt Siegfried.
CDI provided the technical assistance and training
that facilitated the massive upgrade,
revolutionizing the ineffective systems and
procedures that crippled program efficiency:
personal cell phones that doubled as main phone
lines, limited and sluggish dialup internet service.
Reports were often too lengthy to be efficiently
faxed and there was no server to house the
ChildPlus database. Instead, the courier—a
designated Head Start employee—operated a
―sneaker network,‖ transporting information on
floppy disks to program centers.
outstanding items. The areas tracked for the
GPS checklist include the following 13 content
areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Management Systems
Program Governance
Facilities
Transportation
Human Resources
Financial Management
CACFP
Center-based ECE
Home-based ECE
Disabilities
Health
Family and Community
Partnerships
ERSEA
Utilizing the immediately accessible
data from Google Docs allows program
directors and site managers to self assess and
The information services makeover resulted in the
best technology and equipment that fit within the
program budget. Computer access for all staff,
desktop computers, a new phone switch, and
multifunction machines complement each other
for more efficient functionality. A new server,
endearingly called Elvis, connects PCs for file
sharing capabilities and antivirus protection. The
server also enabled an internet upgrade to
ChildPlus, giving centers real time access to
crucial information such as child health and
dietary needs, enrollment tracking, and parent
information.
Salvaged computers find new purpose for parent
job searches and résumé building sessions—
luxuries most families do not have at home.
Parents are also learning to create web and email
accounts. IT Specialist Darren Owen says, ―in an
11 month period we‘ve gone from 19th century
pony express services to 21st century quick as
lightening services.‖
track progress. It also serves as a monitoring
tool for CDI to determine how our programs are
doing and track their program improvements.
Many times when there are needs in one or
more areas (trends) we can set up specific
training and technical assistance or development
tools to assist programs in making more rapid
program improvements. A good example of
this is when some programs did not have HSFIS
or Child Plus, CDI decided not to purchase
these since we don‘t know what program the
replacement grantee will be using. We created a
program called Child Tracks to gather PIR-type
data at no cost to the program. Another example is that programs had not completed the criminal
record checks prior to coming to interim management. From this trending information, CDI was
| Collaboration, Quality, Accountability 23
then able to identify the need for a national company to do immediate criminal record checks so
at startup we know that children are safe and our program hiring procedures are compliant in that
area. In a recent startup this system brought to our attention 15 employees needing further
investigation (note: it turned out all but 1 was hired).
Another resource created from trending GPS resulted in the development of File Tracks
to ensure that all of the items that need to be in a child file are present. This monitoring tool
assists staff to make sure all files are complete at a glance.
Our entire tracking system can now generate an up to the minute report on compliance
status at any time. Reports for each program will be sent to our OHS Project Officer at least
quarterly, but can be produced at any time requested.
Program Management Team Development
To strengthen the partnership between program management staff and CDI staff, site
managers, leads and fiscal specialists, and to increase the sustainability of gains made during the
interim period, we determined that we needed to strengthen local management teams more
intensively.
Our approach is to focus on expanding each program management team‘s successful
experience of being held jointly accountable for producing results together according to mutually
determined specific program goals, action plans, timetables, and CDI monitoring. This does not
mean just following the ―CDI rules,‖ but rather sets up whole new practices of intentional
communication, joint problem solving, and addressing issues and obstacles to achieve desired
outcomes in a timely fashion. Successful achievement of management team joint accountability
and shared competence contributes lasting benefits throughout the program to other staff and all
the children and families served by the program.
The structure for this approach is based on a series of 2.5 days foundational strengths
based training and development of management teams from all of our programs. Thus far we
have conducted two Management Team Training and Action Planning Sessions using the
Appreciative Inquiry format, one in Cherry Hill, New Jersey in June of 2008 and the other in
Denver, Colorado in January of 2009. We have trained and provided follow up to all eleven of
our second year program management teams and an additional seven programs, which are
somewhere in the middle or towards the end of their first year in interim status. Integral to this
| Collaboration, Quality, Accountability 24
process has been regular (every two weeks) focused meetings with each program management
team and their site manager focused specifically on the action plans developed during the
session. During the in between weeks program directors, site managers, and lead site managers
have conference calls to document and acknowledge results and provide ongoing idea generating
discussions across programs. This process has allowed many more NIC staff to engage in
monitoring and development of program management teams at one time and much more rapid
progress to be made than any one-on-one process we have previously used. The results have
been phenomenal. Some examples follow.
The site manager and the interim program director for the South Texas program
choosing to focus on community collaboration created a unification day with the
transitioning staff from CDI HS, staff and board members from the Texas Migrant
Council (TMC), and other community partners. The focus of the day was identifying
each other‘s strengths, creating a unified vision for the newly integrated program,
developing action plans to achieve their goals and personal commitments from everyone
to support the unified program. The day was a tremendous success with staff from both
programs learning more about each other, committing to shared dreams, and gaining
energetic support from all, but especially enthusiastically from the TMC CEO, Mary
Capello, to achieve their goals as a unified staff.
Focusing on professional development, Mercer County, New Jersey management team
created a staff development tracking system within the first two weeks of the January
2009 training. Next they communicated changes in federal requirements to all staff.
They have also provided the training they received to the rest of their management team
and to each service area group. The management team worked with each center director
to identify the positive core of each center. They are now creating daily lesson plans
from a whole new level of clarity around values and mission.
Since the training the Camden, New Jersey management team has pulled together
around their strengths, engaging each other around difficult issues, and being willing to
make decisions without the director. In management team meetings they are less
defensive, not dwelling on minutia, talking more about specific accomplishments related
to action plan goals they have recently set for themselves, and looking for the great things
| Collaboration, Quality, Accountability 25
STORIES FROM THE FIELD:
Head Start Cook Turns Techie
Liana McKinley is a soft-spoken woman in her mid
70‘s who is passionate about child nutrition and not
afraid of a challenge. When CDI first assumed
operations of the Alamosa, Colorado program she
struggled a bit with the new Child and Adult Care
Food Program (CACFP) procedures and
recordkeeping. For this reason, the food and
nutrition manager was hand-picked by CDI‘s
CACFP coordinator, Brett Parmenter, to pilot
software aimed at streamlining CACFP
management.
The results spoke volumes: there was increased
accuracy in CACFP claims, the program has
received more CACFP reimbursements and,
Liana‘s comfort with computers has grown by
leaps and bounds.
―The software provided a routine Liana could
adapt to and have success in getting claims filed,‖
said Brett.
Being a software tester for CACFP management—
would be a daunting task for most people. This was
not the case for Liana. ―She was excited to work
with computers and not intimidated.‖ Brett said.
She admitted fear, but welcomed the challenge.
Her go-getter attitude meant she was a quick study
on the computer and her testing has had a ripple
effect. She has identified kinks in the system that
will be help the software developers. And, her
ability to quickly learn and be comfortable with the
program has meant she is catching errors before
they are claimed, avoiding huge financial losses for
the program.
Menu planning, a task that used to give Liana
headaches, is now a relative breeze. ―Before this
[pilot], putting in menus was a chore. I always had
to call Brett, because it was not that simple, and
this is working for me…That is very helpful.‖
All these benefits add up to nutritious meals and
critical program CACFP reimbursement claims are
well documented. As much as Liana has seen the
benefits of computers in her food and nutrition
work, she is realistic about the limitations of
computers in the kitchen, ―Your computer doesn‘t
run your oven. You still have to be a good cook.‖
Liana joked.
among their staff to build and expand. In
general they are taking on more responsibility
themselves and are not as dependent on their
director or the site manager.
Working on professional development,
the Northeast Arkansas management team
created new professional development plans
and held individual meetings with each staff.
At a recent staff meeting they conducted a
further inquiry into their ―Heart‘s Desire‖ for
the program and prioritized and developed
implementation plans in the areas of unity,
cohesive teams, and communication. A follow
up training in strength based management will
be conducted for all management team
members and center/area supervisors.
The management for the Jefferson
Davis, Louisiana program—a team
experiencing collaborative challenges—took
on the topic of communication and began
modeling what‘s going right with the program
by acknowledging staff and each other and
asking in each staff meeting, ―What are the
best things going on around here?‖ This
approach is greatly expanding everyone‘s
awareness of each other‘s contributions as well
as providing energy and inspiration for
completing their daily tasks at a higher level of
performance. The program director is very
excited by staff response. The management
| Collaboration, Quality, Accountability 26
team now meets biweekly taking turns sharing and bringing forth a team building
presentation/ quote of day to incorporate into the content area team meetings and then all
staff meetings.
Focusing on the topics of communication and collaboration, the Northwest West
Virginia management team created a management and staffing structure based upon their
strengths. In moving State PreK plan implementation beyond what is written on paper,
the management team is thoughtfully expanding their face-to-face relationships and
communication with their partner schools.
The Newark, New Jersey, EHS management team focused on expanding their
teamwork. After completing a GPS review they were asked to discuss what was going
well. Most of the management team talked about the opening of two new classrooms and
how they worked as a team to get classrooms open. They were further probed to look at
what made the situation work. It was the first time the team had really taken a look at
what was working to make it happen. They are taking that model of opening the
classrooms and using it in other areas where teamwork is needed. The education
manager now convenes weekly classroom team meetings to review lesson plans and
classroom observations, so that there is a more team-focused approach to planning.
Management team development is paying rich rewards as they have more experience, not only
partnering with CDI, but also in holding themselves and each other jointly responsible for
producing results and experience being the source for their own program‘s quality
improvements.
| Collaboration, Quality, Accountability 27
SUPPORTING OUR INNOVATIONS AND IMPROVEMENTS
To facilitate our monitoring, quality assurance, and tracking advances in 2008-2009 we
created new and enhanced supports in the areas if information technology; federal interest and
pending legal issues; and national contracts (including workers‘ compensation). Descriptions of
these efforts follow.
Information Services
Intranet. Substantially expanded this past year, the CDI Intranet provides instant online access
to shared resources, including documents, forms, contacts, common links, news, announcements,
events, technical support, consultants, NIC program information and more.
Extranet. The newly launched CDI Extranet offers secure access to many of the resources
available on the intranet for NIC program staff as well as consultants.
NIC Programs Database. The heart of the CDI Intranet, the NIC Programs section, provides
updated and detailed information about NIC programs including status, geographical
information, FAA dates, enrollment and staffing, contacts, CACFP information, consultants, and
IT notes.
Consultants Database. The latest addition to the CDI Intranet is a comprehensive database of
consultants. This includes contact information, history, detailed profiles, and all contracts. New
contracts are initiated online now with consultants logging into the CDI Extranet to receive all
necessary information and resources necessary for completing their assignments.
Sample Accomplishments. The Information Services Team supports local IT staff in
accomplishing a number of tasks, particularly in new programs. A few highlights include:
Prior to becoming a CDI HS interim program Monroe, Lee and Pontotoc, Mississippi
had only three of the 13 centers with access to the internet and only one administrative
office had email. All locations now have email and internet access, resulting in greatly
improved communication and a reduction in paperwork.
The Northeast Arkansas, Arkansas program has moved all documents, forms, and
procedures to Google Docs allowing for easier file access, collaboration, and a reduction
in paperwork.
| Collaboration, Quality, Accountability 28
In Providence and Blackstone Valley, Rhode Island the CDI IS team installed wireless
routers in all sites; trained staff to increase productivity; and created and deployed a tool
for tracking attendance with Excel.
The IS team successfully coordinated and installed communication connectivity for the
16 sites in Northern San Diego County, California.
Quarterly Update on Federal Interest and Legal Issues Pending
During 2008-2009 our CDI HS human resources and legal manager created a quarterly
report tracking progress on all pending federal interest transfers and other legal issues. These are
submitted quarterly to the OHS NIC project officer and are used extensively by both the NIC
project director and our federal project officer.
Workers’ Compensation
In the past we have been required to pay an estimated annual Workers‘ Compensation
premium to our insurance carrier AIG for each program at the beginning of each year (or start of
a new program), a requirement not uncommon in the insurance field. We based the estimate on
full staffing, which frequently did not happen, creating an over-payment with refunds coming
sometimes long after the programs had transitioned.
On January 11, 2009 we negotiated an agreement with a new carrier which has allowed us to
shift the focus to a zero balance budget. The zero balance approach requires monthly premium
payments based on actual payroll dollars, which we submit to a third party administrator at the
end of each month to calculate exact premium amounts. The new process eliminates any credits
or debits at the time a program transitions or after.
Innovative National Vendor Contracts
A unique piece of the National Interim Contract is that a minimum of 48 hours may be
given to CDI to respond to a termination, suspension or relinquishment of an existing Head Start
grantee. Our work is very different than that of a grantee. We are responsible for setting up a
new interim business in only a few days which prompted us to set up two national vendor
contracts related to criminal records checks and safety testing.
| Collaboration, Quality, Accountability 29
National Criminal Background Checks. In
December of 2007, the Head Start
Reauthorization included a new regulation
required all employees to have a criminal
background check completed and be void of
criminal charges before hiring. As the contractor,
we generally hire all the prior grantee staff. Many
of the programs coming into interim status have
CDI’s Designing Inclusive Systems in
Community (DISCO) is a comprehensive,
innovative community change process that uses
Appreciative Inquiry to transform the culture of
its grantees and their community partners into
inclusive environments that bring the best
services to all young children and their families
by including children with disabilities.
Working closely with Patti Smith, CDI site
manager, Roman Cruz introduced the DISCO
Project and Appreciative Inquiry to Rio Grande,
TX where participants identified their positive
core as an inclusive community. They forged a
community-wide vision for the future, and
developed a comprehensive action plan to
create an inclusive community. They made a
commitment to work together, and they
established a system of mutual accountability
among stakeholders for implementing what they
know works.
hundreds of employees to be screened before
hiring, as most previous grantee files are
incomplete, out of date or completely missing.
Utilizing local law enforcement resources often
took more than 30 days to collect the data and
respond. In response to this unusual set of
circumstances we crafted and negotiated a
Diana Gomez is active in the Rio Grande
DISCO Project. ―I‘m a grandmother of a child
with a disability. I want her to be involved in
the same world as other children. I want her to
feel like this is her community, too.‖
nationwide contract with a company able to
conduct large numbers of criminal background
checks in a very short timeframe, ensuring all
CDI HS employees are cleared prior to working
with children.
Safety Testing. As a result of our success in
negotiating and designing procedures to meet our
specifications, we created two more national
contracts—one for drug and alcohol testing and
the other for motor vehicle checks. The drug and
alcohol contract allows anonymous processing of
random drug and alcohol tests to ensure that our
bus drivers, bus monitors, and designated staff are
appropriate to be providing services to the
STORIES FROM THE FIELD:
Inclusive Community-building Starts with
Support for Children with Special Needs
Using Appreciative Inquiry as the basis for the
DISCO process, participants identified their
positive core as an inclusive community. They
forged a community-wide vision for the future,
and developed a comprehensive action plan to
create an inclusive community. They made a
commitment to work together, and they
established a system of mutual accountability
among stakeholders for implementing what they
know works.
For Cruz, getting involved in the DISCO
Project got him back in touch with what he was
passionate about. When asked how the project
affected those who took part, he says, ―It
brought us all back to our roots, to the reason
why we do what we do – helping children be
children, regardless of their disability.‖
children in the area of transportation services.
This contract provides for drug testing for non-Department Of Transportation personnel as well,
| Collaboration, Quality, Accountability 30
when deemed to be necessary by CDI and/or the policy council. Another national contract
provides motor vehicles record searches that are quicker than locally available services to ensure
that our drivers and designated staff are appropriate, which enables us to provide transportation
services immediately upon assuming responsibility for a new interim program.
| Collaboration, Quality, Accountability 31
LOOKING AHEAD—PLANS FOR 2009-2010
In our next contract year we plan to build on this year‘s successes and quality
improvements by continuing to raise performance expectations and standards for ourselves and
our programs. In this report section we set forth our action plans for 2009-2010 along with
initiatives we will continue to explore with the Office of Head Start.
Reporting
Monthly enrollment reports with explanations. Since January 2009, we have sent a monthly
report directly to the NIC Project Officer at OHS with complete information about the
circumstances, and when necessary we include our proposed plans and/or requests of OHS for
each under-enrolled program. This practice will continue moving forward. Of course, we will
also send a Hot Spot report as soon as we know about any under-enrollment. The new report
provides an ongoing continuously updated monitoring tool for CDI and OHS. We would also
like to send this report to the appropriate regional office.
Quarterly program summary report. In addition to the project wide quarterly report we now
send, we will initiate program specific reports capturing updates for each program the NIC
operates. Towards the end of the interim status these reports will be compiled into a PreTransition Program Summary Report for each program. We would also like to send these
quarterly program specific reports to the appropriate regional office.
Quarterly Google Doc monitoring report: As detailed in the Innovations and Improvements
section of this annual report, the Google Doc monitoring report is an online Excel spreadsheet
format for each program—encompassing checklist compliance with Head Start Performance
Standards, 2007 Head Start Authorization, and the 2009 Monitoring Tool requirements with
assessments conducted at startup (initial and expanded at six to eight weeks), then again during
the GPS at a about four months and annually thereafter. The report is continually updated from
startup to give a real time view of compliance in all areas for each program. We will send this
report to the NIC Project Officer on a monthly basis and more frequently as requested. At this
time we are not intending to send this document to regional offices, as it takes some orientation
to make the data useful.
| Collaboration, Quality, Accountability 32
Expanded Communication with the Regional Office and Other New Strategies
For the last several years as OHS has centralized the interim management award and
funding process, almost all contact about the interim management contract and the operation of
the NIC programs has been channeled entirely through the NIC project director and the OHS
project officer. While this has streamlined and standardized the process and brought real
improvements to the efficiency of the system, it has left regional office program specialists and
regional administrators almost completely in the dark about what is happening with interim
programs in their regions. This has contributed to questions, suspicions, and complaints about
CDI staff and our programs, which could easily be addressed if there were some more ongoing
communication and exchange of information. We recommend the following communication and
collaboration changes for the 2009-2010 NIC contract year:
General communication
Increase communication opportunities with regional offices and include them as
recipients of the quarterly program report and the monthly enrollment report as described
above.
Startups
Provide accurate information to the community with pre-approved press releases at
startups.
Shared communication during the startup process (first two weeks at least) by lead site
manager to regional office, national project officer, and NIC project officer, to answer
their questions directly and provide them information on conditions we discover during
the earliest phase of a new interim grantee.
Transitions
Send the redesigned pre-transition program summary report to OHS/RO and schedule a
conference call to review the information without the replacement grantee attending the
initial call and allow time for resolution of potential issues before the call with the
replacement grantee.
| Collaboration, Quality, Accountability 33
Posting of RFA – Develop an appropriate training of the CDI HS interim program staff in
dealing with information requests during this period—perhaps creating a script for them
to use with the community. The current restriction from saying anything makes it appear
that we are stonewalling and unduly secretive, leading to all kinds of speculation that
CDI and our CDI HS program staff have something to hide.
Develop consistency of pre-transition site visits and what information can or cannot be
made available.
Request the regional offices share replacement grantee proposed operation plans with the
NIC project director, as NIC staff may have important relevant information to contribute.
Establish a longer transition period – 60 days minimal.
Require the physical presence of the regional office program specialist who is assigned to
the program at the first face-to-face meeting.
CDI staff (1) facilitate unification meetings between staffs of CDI HS and the
replacement grantee as described for our South Texas program earlier in this report; (2)
build the unification meetings into the expectations of the replacement grantee; and (3)
include the regional office program specialist in the meetings as well.
Lead site managers and site managers assigned to the transitioning program will make biweekly calls to the replacement grantee for 90 days after transition to answer questions,
clarify any issues, and provide as much assistance as possible to ensure the successful
startup of the replacement grantee.
CDI provide an acknowledgement receipt for all items in the transition notebook,
including payroll records, copies of leases and contracts, and any other documentation
relevant to the successful operation of the program at the end of the 90 day post-transition
period to be signed by replacement grantee.
Throughout the last half of the 2008-2009 contract year we have developed substantial
enhancements to the overall monitoring and development of our NIC interim management
system. With more team monitoring and more sets of experienced and specialized eyes assisting
| Collaboration, Quality, Accountability 34
in the improvement of our CDI Head Start programs we anticipate even greater program
accomplishments than has been possible when we were relying more on single site managers.
| Collaboration, Quality, Accountability 35
APPENDIX I
PROGRAM ACCOMPLISHMENTS BY REGION
(March 16, 2008 – March 15, 2009)
As the National Interim Management Contractor, the Community Development Institute
(CDI) has made significant contributions in each of the programs we have managed. The list
below is not exhaustive, but is representative of the results and improvements we have produced
for children, families, staff, and communities while programs have been under interim
management. All dates reference the FAA dates.
Region I:
Middlesex, CT EHS
6/1/08 – 5/31/09
During startup, CDI learned the previous grantee‘s staff members would not consider
employment with CDI HS. Coupled with dropping enrollment numbers, the regional
office, in collaboration with the Office of Head Start (OHS), limited operations to focus
on stabilizing services for currently enrolled families and children.
The program has continued serving enrolled families and maintains a positive presence
in the community, resulting in several community partnership agreements over the past
months.
The policy council is active with full participation from parents and one community
member.
CDI HS secured sufficient office and socialization space—helping increase parent
meeting attendance and participation.
Providence and Blackstone Valley, RI HS
10/24/2007 – 10/23/08
After the previous grantee relinquished the program, steady improvement in all areas of
operation has occurred, including extensive training, improvement in health and nutrition
reporting systems, implementation of DECA for identifying children at risk for mental
| Collaboration, Quality, Accountability 36
health issues, introduction of Second Steps curriculum, increased parent involvement,
and the implementation of a more effective application and enrollment process.
CDI HS has restored and participated in several community collaborations to help staff
achieve CDA, AA, and BA degrees. Organizations in these partnerships include Rhode
Island College, the National Center for Research on Early Childhood Education, and the
University of Virginia.
Recent collaboration with Farm Fresh Rhode Island will provide families with weekly
supplies of fresh, local produce.
Another partnership with the local police department offers community safety training
and Head Start involvement in local community safety groups.
Collaboration with the Providence ―Trees 2020‖ project and CDI HS has enabled CDI
HS to purchase and plant several trees at a reduced price which has enhanced outdoor
play areas.
Despite major cuts in state child care funding, careful budgeting has enabled several
quality improvements such as reduced class size and the addition of a mental health
coordinator.
Region II:
Central Ward Newark, NJ EHS
10/24/07 – 10/23/08
CDI HS has located a new site to accommodate 54 children. This new center provides an
environment for children which is considerably brighter, cleaner, and safer.
Technology was updated with new computers and printers for staff and classrooms.
Appreciative Inquiry has been integrated into operating systems resulting in a changing,
more supportive environment.
City & County of Camden, NJ HS
10/1/07 – 9/29/09
The program successfully negotiated a collaborative agreement with the New Jersey
Department of Education and the Camden Board of Education, delivering ABBOTT
services to 425 children at four sites.
| Collaboration, Quality, Accountability 37
Additional funding has allowed the program to enhance the quality of the classroom
environments though the purchase of children‘s computers, new equipment, additional
technical assistance, and mentoring from the Abbott Program in the implementation of
the Creative Curriculum.
A lease agreement with the Mt. Calvary Church enhances classroom environment space
and provides an additional eight classrooms, giving CDI HS the opportunity to recruit
and enroll children on waiting lists.
Camden staff, in collaboration with CDI leaders, hosted the first regional Appreciative
Inquiry training in Cherry Hill, New Jersey. Skills acquired at this training, have helped
the management team be more integrated with the local center staff.
Mercer County, NJ HS
8/1/07 – 7/31/09
The program established numerous partnerships for the benefit of the children and
families, including, ―Child Care Connection,‖ which provides family strengthening
activities; ―Healthy You/Healthy Planet‖ to provide environmentally safe household
products and training; Border‘s Books to promote literacy in the home; eight classroom
volunteers through the Foster Grandparent‘s program; and the identification of the
program as an approved site for the College of New Jersey‘s nursing students to intern.
A memorandum of understanding with Hamilton Township Schools designates the
Mercer program the Universal Preschool Program site in the district.
The program contracted with a high quality local child care to provide services to 14
children, relieving overcrowding and addressing under-enrollment issues.
The program has increased its capacity for using technology in tracking outcomes. Staff
participated in software classes and computers were updated, allowing for greater
internal and external communication and tracking.
Middlesex, NJ HS
3/1/06 – 4/30/08
The program has taken a ―green‖ approach in providing quality services for children. The
project began with a tree planting project that brought children, parents, and staff together
to plant trees and other plants in the playground.
| Collaboration, Quality, Accountability 38
The success of the ―green‖ project encouraged recycling at all program sites. In fact, CDI
HS is in communication with community partners that helped develop the recycling
program. Next steps involve including families through information sharing and activities
that will help develop skills and techniques on how to be ―green.‖
Program staff implemented an outreach process so that 100% of children received a flu
vaccination within the time frame established by the state‘s health department.
Newark, NJ EHS
10/24/07 – 8/31/09
Extensive health and safety issues were addressed including a renovated playground, new
carpeting and flooring, new interior paint, new electrical wiring, and new lighting.
The main center was expanded to include two new classrooms, restrooms, a family
services office, and kitchen area. All classrooms were equipped with new
developmentally appropriate educational materials and furniture.
The management team has embraced Appreciative Inquiry principles and has positively
changed the quality of interactions between staff, parents, and children.
A new mental health and nutrition manager position was created. Previously, those
functions were added to the responsibilities of other managers, affecting the quality of
services and making it difficult to fully meet Head Start Performance Standards.
Northeast Puerto Rico HS/EHS
05/01/2008 – 04/30/2009
The program successfully transitioned to CDI on May 1, 2009. A thorough facility
assessment triggered a massive initiative to address health and safety compliance issues
in the program. CDI HS successfully negotiated 30 facility contracts, ensuring facility
space for 1,333 children.
In a successful collaboration with the Puerto Rico Head Start Collaboration office, CDI
HS developed a unique process with the territory‘s department of health, fire marshal and
occupancy permit offices to expedite the inspection, certification, and permit process for
the 27 facilities.
One hundred and twenty-one child development staff successfully completed CDA
training and are ready to be assessed by May 2009.
| Collaboration, Quality, Accountability 39
The program successfully negotiated a union agreement with Service Employees
International Union (SEIU), establishing a positive work relationship
benefiting employees and management.
Plainfield, NJ HS
7/1/02 – 9/29/09
In the Abbott Site, collaboration with the Plainfield School District has resulted in five
additional classrooms. Of the 272 children enrolled in the program, 225 are enrolled in
the Head Start/Abbott collaborative. This partnership also includes extended day services
provided by DHS funding.
The program participated in ―Read across America,‖ where 70 volunteers read to children
in all of the Head Start classrooms.
To show appreciation for program parents, apples are made available at the beginning of
each week at each center location.
Staff are co-chairing a committee for the Month of the Young Child Parade in Plainfield.
The program introduced a book lending library with items in English and Spanish to give
children the opportunity to take books home, and bring pictures back representing the
stories that were read to them.
Union Township, NJ HS
8/1/04 – 7/31/09
The program continues to operate as a delegate agency serving 48 children in Union, NJ.
A playgrounds project for Connecticut Farms School to support appropriate play
environments for Head Start children.
The program completed a playgrounds project for Connecticut Farms School to support
appropriate play environments for Head Start children. Staff have received training and
development on nature-based play. The program has a long-range goal to develop
appropriate playground spaces for the other five schools.
Staff received Creative Curriculum training, resulting in marked improvement in quality
of child development services.
| Collaboration, Quality, Accountability 40
Region III:
Dinwiddie, VA HS
8/15/05 – 9/30/08
The program focused on staff professional development this past year. Seven staff
members—five assistant teachers and two teachers—enrolled in the Child Development
Associates (CDA) program, as they needed certificates. Staff met weekly for support in
completing the requirements for the CDA program.
All seven staff received CDA certificates. All teaching staff now have CDA or higher
degrees.
The program will now concentrate on meeting the requirements for 2011 and 2013 as
outlined in the Head Start Act.
The program continues to enjoy community support through collaboration and cash
donations for field trips and other activities.
Eastern Rivers, VA HS
7/1/05 – 11/30/08
The program implemented the FISH philosophy as a tool to successfully transition part of
the service area to the replacement grantee.
Four counties were successfully transitioned and are now employed by the replacement
grantee.
Community collaborations with Caroline County were strengthened through the staff
efforts to improve the relationship between the school and the Head Start program. This
collaboration also resulted in the contribution of a recently constructed classroom facility
at Lewis and Clark Elementary School. The school furnished all new furniture and
supplies for twenty children.
The program established a collaborative advisory board composed of parents, teachers,
administrators, and community partners, that meets monthly to discuss topics related to
preschoolers and to address program needs. This group influenced the signing of
additional collaborative agreements, adding a dimension that enlarges and strengthens the
program‘s capacity to become a community of excellence serving young children and
their families.
| Collaboration, Quality, Accountability 41
North Metro, DC HS
1/6/07 – 9/29/09
Professional development has been a major focus in the program this year. Seven of the
program‘s teacher assistants attended CDA class two evenings a week for approximately
20 weeks. All have completed the coursework and are awaiting their final exam.
Facilities improvement was another area of concentration. Under the previous grantee,
one of the centers did not have a playground. Instead, children walked to a neighborhood
playground. The program is in the final stages of preparing to construct play areas for the
children at our two centers. This addition will enhance the children‘s ability to develop
their gross motor functioning and social skills.
North Philadelphia, PA HS
5/20/05-2/28/09
Following an Appreciative Inquiry training, the program director led staff in developing
an organizational mission and vision which has unified employees around a common
purpose.
In conjunction with the CDI HS Philadelphia program, the management team attended
Appreciative Inquiry Philly Synergy meetings and have conducted joint meetings sharing
resources and procedures in preparation for the transition to a new grantee.
All of the teacher assistants are currently enrolled in early childhood education classes
leading to a CDA credential.
Several operational changes improved service delivery. A partnership was initiated with a
child care center to continue providing full day services for Head Start families. Due to a
shortage of space at one center, a classroom was relocated to share space at a child care
partnership site.
In response to changing community needs, the family service advocates have increased
outreach efforts to recruit and enroll additional children from homeless and Spanish
speaking families.
Northwest West Virginia HS
6/13/05 – 1/31/09
| Collaboration, Quality, Accountability 42
In September 2007, CDI HS entered into individual collaborative agreements with each
county board of education to meet state policy to provide universal access to quality early
childhood education by maximizing existing community resources as well as being
inclusive of all children. CDI HS and each of the five county boards of education
partnered to meet this mandate.
All services, with the exception of those in Calhoun County, are blended within
collaborative classrooms where board of education and CDI HS staff partner to serve
enrolled children and families. CDI HS teachers serve in the classrooms as well as
provide family services.
The program utilizes the Creative Curriculum and, as a part of the collaborations, is
evaluated in partnership with the board of education using the ECERS tool annually.
As a result of these partnerships with the board of education, the program has maintained
full enrollment as well as a waiting list in all five counties.
Child attendance has increased as a result of the transportation partnerships which allow
for greater transportation services.
By collaborating with the board of education, training resources have been enhanced to
provide quality program wide staff development opportunities.
Philadelphia, PA EHS
7/15/07 – 7/1/08
Staff turnover is very low — 11 of 14 teachers have remained with the program since
startup in July 2007.
To maintain a community presence, colorful flags were installed around the outside
perimeter of the building, announcing Early Head Start in the community.
The program has maintained full enrollment throughout the year and has a waiting list
equal to its current enrollment numbers.
The building owner is very committed to the success of the program. He maintains his
involvement in the program and financially assists with all building repairs.
Enhancements were made to the environments including interior painting and the
reconfiguration of the children‘s environments.
| Collaboration, Quality, Accountability 43
Philadelphia, PA HS
7/15/07-7/01/09
Partnerships have been established with the Campaign for Working Families, Women‘s
Opportunity Resource Center, PNC Bank, Temple University, and the ACF Regional
Office to expand a math curriculum pilot project to include the following Add It Up for
Families activities: VITA income tax preparation, Individual Development Accounts,
financial education for parents, and an evaluation of the math curriculum implementation.
Financial assistance from OHS allowed a comprehensive evaluation of the math project,
additional one-time expenses for the Add It Up for Families activities, and a project
coordinator position to facilitate the project activities.
In conjunction with the North Philadelphia program, the management teams attended
Appreciative Inquiry Philly Synergy meetings and have conducted joint meetings to share
resources and procedures in preparation for the transition to a new grantee.
Community partnerships have been maintained or developed with Play and Learn (child
care after Head Start classes), Ronald McDonald Mobile (dental screening and
treatment), LaSalle University (speech and hearing screening), and Drexel University
(vision screening).
Spotsylvania County, VA HS
6/01/07 – 5/30/09
An MOU between CDI Head Start and the Spotsylvania School District provided
extensive services throughout the CDI Head Start interim period. The agreement helped
provide supplemental funding for teaching staff and bus monitors, health and nutrition
services, transportation, classroom space, and a fully renovated space for the CDI HS
administrative staff.
After a transition period of only 14 days, CDI HS transitioned successfully to the
Spotsylvania School District on September 15, 2008.
All current CDI program staff members were employed by the new grantee with no
disruption in services.
| Collaboration, Quality, Accountability 44
Western Sussex County, DE HS
11/3/05 – 10/31/08
Ongoing successes and continuous improvements up through the transition period were
the result of the Appreciative Inquiry approach that fostered positive attitudes.
A smooth and swift transition to the Telamon Cooperation in Delaware took place on
June 1, 2008. Most staff members were offered employment by the new grantee.
CDI HS was able to support staff by extending their CDI HS health benefits. This
enabled staff to avoid breaks in their health benefits during the period from the transition
to the date of hire with the new grantee.
Due to the direct involvement and support from the regional office staff, there was no
disruption of services to children and families during the transition period.
Region IV:
Fulton County, GA EHS
3/18/08 – 3/17/09
This program has been on suspension for the complete year. Effective partnerships with
organizations such as KinderCare and Easter Seals, enables continuation of services
despite the loss of a major facility.
Eleven program caregivers completed Infant/Toddler CDA classes. Assessments are
scheduled for the spring of 2009.
Food service was a major problem and has been improved 100% with an upgraded
ordering system and new vendors.
CDI HS successfully located another facility after receiving notification that the second
center, located in a Housing Project in South Fulton County, would close April 1, 2009.
As of March 15, 2009—with only a two month notice—the contract was negotiated,
signed, and the program moved.
Harnett County, NC HS
5/1/07 – 4/30/08
CDI HS completed extensive improvements in the Lillington and Dunn facilities during
the program‘s tenure under interim management. Facility improvements included
| Collaboration, Quality, Accountability 45
plumbing updates, classroom painting, removal of hazardous playground equipment, and
addition of protective ground cover. Structural improvements and vehicle repair, service,
and inspections also took place.
Classrooms received new furniture and supplies including cots and coverings for each
child and developmentally appropriate toys other equipment.
Computers were purchased for each management and family services office at both sites,
updating 10 year-old, outdated computer desktop units.
The program successfully transitioned to Johnston-Lee-Harnett Community Action, Inc.
September 8, 2008.
Northeast Alabama HS
4/1/07 – 3/31/09
Significant fire marshal code violations threatened closure of a facility utilized by Head
Start and a local private child care provider. The Cherokee County Child Development
Center, the Cherokee County Board of Education, and CDI Head Start successfully
negotiated with architects and the state fire marshal office for permission to continue
uninterrupted services to 60 children and families during the renovation period.
The program successfully transitioned to the replacement grantee on June 1, 2008,
transferring title of 29 modular units in 26 towns across the four county service area.
Northeast Georgia HS/EHS
2/1/06 – 1/31/09
The remaining Head Start center that housed 24 students transitioned out of interim
management in May 2008.
The Early Head Start program is in the final phase of transition to a replacement sponsor,
effective April 1, 2009. During interim management, staff received intensive training on
individualizing for infants and toddlers using assessment instruments, parent input, and
developmentally appropriate classroom practices.
Facilities were upgraded to meet licensing standards and to eliminate any potential
hazards. At the Greene site, a large infant/toddler porch was completely replaced with
| Collaboration, Quality, Accountability 46
concrete and protective surfacing replacing the warped wooden structure. Three
centers—Barrow, Greene, and Morgan— were professionally painted.
Polk County, FL HS
1/1/07-12/31/08
CDI HS transitioned Polk County on July 31, 2008. The transition was relatively smooth
with only minor issues in vehicles, administration, computers, and servers.
Management from both programs worked collaboratively to ensure that staff and parents
experienced minimal disruptions in services by conducting four face-to-face meetings
and maintaining open communication via email and telephone.
Tri County, SC HS/EHS
9/1/08 – 8/31/09
The program completed the first year of a three year staff development research project
with the South Carolina Department of Education, Bridges to Learning, in one of four
nationwide grants awarded by the U.S. Department of Education.
Three sites in the Charleston area received the Literacy Curriculum, Opening the World
to Learning (OWL), which included a weekly mentor-coaching and training. The goal is
to measure the effectiveness of the literacy curriculum with training and coaching.
The program developed a partnership with Springfield College to use their classroom
space for meetings and staff development at no cost. The college, which is based out of
Massachusetts, will provide some credit to students with early childhood education work
experience. Staff will begin ECE undergraduate classes in fall 2009 at the Charleston
campus.
The South Carolina Department of Health and Environmental Control (DHEC) partnered
with the program on a research project that monitors obesity in preschool children. A
DHEC representative, who is also a community representative on the policy council and
on the Head Start Health Services Advisory Committee, presents to parent committees on
healthy eating. All of the Head Start classes received a ―Color Me Healthy‖ nutrition
curriculum, a picture book about good nutrition, and other materials.
The number of child care partnerships with community child care programs expanded
from one to five.
| Collaboration, Quality, Accountability 47
Monroe, Lee and Pontotoc Counties, MS HS/EHS
4/12/08 -4/11/09
CDI HS incorporated the Mississippi Pre Kindergarten Benchmark Curriculum—a
curriculum focused on child development and education—to consistently meet the goals
of Head Start and local public schools.
Collaboration with the local foundation Gilmore Early Learning Initiative (GELI) has
resulted in improved literacy skills in the children.
The program formulated a partnership with Kohl‘s Department Store to address literacy.
Kohl‘s donated two distributions of books and stuffed animals to all Head Start/Early
Head Start children. In addition, Kohl‘s awarded a $500 grant to address literacy needs at
the Northside Head Start Center.
A partnership with Barnes & Noble Bookstore donated books to the program and allowed
parents and staff to purchase books at a reduced price.
A partnership with Rust College in Holly Spring, MS assists teaching staff with obtaining
their Bachelor‘s Degree in Early Childhood Education. The program increased the
percentage of teaching staff with AA Degrees to 70%.
Family services assigned caseloads were reduced to a ratio of one worker to 45 families.
Established partnerships with the Department of Human Services in several counties have
placed volunteers at seven Head Start centers. Participants volunteer up to 25 hours per
week; 152 parents volunteer on a regular basis.
Partnerships that address the needs and concerns of children with special needs are in the
works. Twelve school districts will participate in this effort.
In coordination with the Families First Resource Center in Tupelo, the program is
working to address the Healthy Marriage Initiative with Head Start families.
The program has established 44 community partnerships.
Volusia County, FL EHS
4/1/07 – 3/31/09
A memorandum of agreement between CDI HS and the Mid-Florida Head Start program
allowed the leasing of three classrooms, the provision of food services, utility cost
sharing, and the inclusion of CDI EHS in Mid-Florida‘s child care license.
| Collaboration, Quality, Accountability 48
The program successfully completed an Early Learning Coalition requirement for quality
assurance by achieving a score of 4.68 on the Environmental Rating Scale (ERS)—the
passing score is 3.0. Participation in quality assurance testing is an eligibility requirement
for being able to contract for child care reimbursements through the Early Learning
Coalition which CDI has contracted with since the beginning of interim management.
Extensive training and support for implementation of the Creative Curriculum for Infants
and Toddlers has taken place. This is enhancing the overall quality of the program, as
well as preparing the staff to more successfully obtain employment with the future
grantee.
At reporting time, CDI HS was engaged in transitioning to the new grantee, the Chiles
Academy in Daytona Beach. Collaborations include developing transition plans for 24
enrolled home-based families to center-based services in April 2009. Twenty-four
children served in the Pierson Center classrooms will continue to receive services with no
disruption.
The regional office staff has been instrumental in ensuring continuation of services for
currently enrolled children.
Region V:
No programs were served in this region during this report period.
Region VI:
Northeast Harris County, TX EHS
9/1/08 – 8/31/09
The program successfully transitioned after an extensive closure due to Hurricane Ike.
Structural damage was repaired by the landlord, Humble Independent School District.
One-time funding for rental assistance assured uninterrupted services to the children and
families through the remainder of the school year.
Prior to interim management, the program utilized a locally designed curriculum, but had
not implemented a research based curriculum. Staff now receive in depth training on
curriculum implementation and extensive health services and fiscal/human resources.
| Collaboration, Quality, Accountability 49
Jefferson Davis Parish, LA HS
9/12/05 – 11/30/08
The program and the Jefferson Davis School Board of Education have embarked on a
collaboration project as result of Louisiana‘s state sponsored LA-4 Universal Preschool
initiative. Both parties actively participated in the planning and development of a
collaborative agreement. Head Start personnel are now included in the Louisiana
Department of Education‘s quarterly Region V Early Childhood coordinators‘ meeting.
Board members are invited to participate in the local Creative Curriculum training series
events.
The program is working out details of a proposal to fill 20 Head Start slots through dual
enrollment within school board Pre K classrooms. The school board is pleased with the
collaboration project and is enthusiastic about learning more about similarities between
the Head Start Outcomes Framework material and Pre K grade level expectancy material.
Kendall County, TX HS
6/1/07 – 8/31/09
The program worked to extend the center lease an additional year. Initially, the space was
promised for only one year.
Although the program will relocate to a nearby community, however, the move will
present challenges and opportunities. The staff will have to work to maintain full
enrollment and might have to make changes in the program options to meet the needs of
the children and families in the new community.
The staff has demonstrated flexibility and the willingness to perform any job function as
the program needs have changed. This ―do what it takes‖ attitude will allow for a smooth
transition to the new center site. Parents are supportive of the change, having expressed
their continued support of the program in anticipation of the move.
The program‘s only non-degree teacher completed the requirements and received a CDA
this past year.
The staff is now focused on meeting all the requirements related to staff requirements for
2011 and 2013 as outlined in the Head Start Act.
| Collaboration, Quality, Accountability 50
Little Rock, AR EHS
5/01/07 – 4/30/09
The program established a series of classes for pregnant teens at Central High School in
Little Rock. The classes provide support and guidance to more than 20 teens who were
in need of such services.
The program extended its operating hours to better meet the needs of the teen and
working parents.
The program was required to vacate the fully donated facility within 60 days and found
a new facility within a two mile radius of the families.
The transition to the new facility was articulated through frequent meetings and weekly
updates sent to staff, parents, and community members. Transition socials were held to
say ―good bye‖ to the old facility and ―hello‖ to the new. Each of these activities
allowed for a more seamless and comfortable move for the infants and their families.
The program has become a social work internship site for two local colleges.
Northeast Arkansas HS
6/1/07 – 5/31/08
CDI configured and installed 30 laptop computers in classrooms.
Three new buses were added to the fleet to help improve enrollment.
Several major building repairs included new exterior paint and siding, new roofing and
flooring, installation of ramps for wheelchair accessibility, new kitchen space, and new
telephone systems.
Point Coupee, LA HS
3/1/04 – 7/31/08
While the program has maintained an aggressive recruitment plan, enrollment remains
low. Still, families are committed to the home base program and openly express the
positive impact that it has made on their lives.
Staff receive intensive training on curriculum and assessment implementation, home
visitation, and developmentally appropriate practices.
| Collaboration, Quality, Accountability 51
Parents have responded positively to the Nurturing Program for Parents of Preschool
Children. Each family receives workbooks and detailed instruction from weekly home
visitors. Parents also attended the HS national parent training institute.
Participation in the state sponsored LINK program, a program that tracks health services,
especially immunizations, of all participating providers throughout the state, has
improved the monitoring of immunizations and health services to children.
South Texas HS/EHS
3/1/07 – 2/28/09
The program transitioned in September 2008 to two grantees—the Texas Migrant
Council, Inc. assumed responsibility for services in Zapata and Starr Counties and the
Community Action Corporation of South Texas assumed responsibility for services in
Jim Hogg and Duval Counties.
Both grantees participated in unification sessions as part of their transition and welcome
to staff. The successful unification sessions introduced staff to their new programs and
provided opportunities for the new grantees to share their goals for the future.
The Texas Wintergarden HS/EHS
7/21/08 – 7/20/09
Staff is well connected and respected in the community as they participate in a variety of
partnership committees and work closely with school districts.
The administrative office moved from the previous grantee‘s building to a new space
where the management team now works from one office. The move has made a
difference in developing teamwork and improving the quality of services to the centers.
The management team held an open house to help community partners understand that
children and families continue to be served while the program is in interim status.
The program is working closely with a playground architect to incorporate trees as
natural shade structures in the playgrounds and to provide nature-based training and
guidance to staff. CDI has discovered that helping staff re-learn how to play is just as
important as having natural play areas in our centers.
| Collaboration, Quality, Accountability 52
West Baton Rouge, LA HS
8/31/05 - 11/30/08
CDI HS provided a closing ―professional day‖ to help staff with their future endeavors
and held a staff lunch to celebrate their moving forward.
The program completed a successful transition to West Baton Rouge Parish School on
May 30, 2008.
Region VII:
South St. Louis, MO EHS
9/1/08 - 8/30/09
Prior to CDI‘s management as the interim grantee, staff development was completed
during abbreviated nap times and during staff personal time. CDI HS has successfully
included five professional development days in the administrative calendar, allowing for
extended training on many critical topics.
Since CDI assumed operations, involvement with the Nurses for Newborns program has
enabled services for pregnant and post-partum women, such as support for post-partum
depression. This resource has also helped families obtain necessary equipment for their
newborns.
Prior to CDI‘s management as the interim grantee, obtaining the necessary items from
vendors was hindered by lack of payment and/or slow payment by the previous grantee—
delaying delivery of items such as diapers and cleaning supplies. Denver fiscal staff have
tirelessly worked to bring accounts current. Now, all teachers have necessary supplies
when needed.
Region VIII:
Alamosa, CO HS
10/01/06 – 9/29/09
The program‘s management team has developed into a cohesive and effective leadership
group, guiding the continued development of quality services.
| Collaboration, Quality, Accountability 53
The policy council has become strong and effective. Through the leadership of the
director, they have forged a partnership of shared governance that supports staff and
families.
The program assumed the direct operation of a center serving 58 children which was
previously operated through a Child Services contract. With this change, the quality of
services—both indoor and outdoor environments—have significantly improved.
Big Horn Basin, WY EHS
9/1/06-1/31/09
Improved employee morale and pride have improved employee performance, resulting in
increased outreach and recruitment for the program. The program is fully enrolled and
maintains a long waiting list.
Training for parents and staff has established a strong and active policy council. Parents
responded to trainings and opportunities offered by the program, resulting in excellent
parent participation.
An additional home teacher position has reduced caseloads so children and families can
be served more effectively. In addition, the new home teacher recruited and enrolled
Spanish speaking families in a previously under served area.
One center moved from a downtown store front to a home in a residential area. The new
location has adequate parking, an outdoor play area, and provides a comfortable space for
the group socializations, fatherhood activities, and other program activities for infants,
toddlers, and their parents.
Due to an increased number of children diagnosed with developmental delays, home
teachers conducted joint home visits with the staff of the disabilities services partner to
better serve the families with individual family service plans. Stronger community
partnerships have been established.
Olathe and Grand Junction Migrant Seasonal, CO HS
11/7/08 – 11/6/09
Safety issues have been addressed resulting in the installation of new fire alarm systems
at both program sites.
| Collaboration, Quality, Accountability 54
The program has established strong community partnerships which will increase teacher
access to college classes and better meet the service needs of Migrant and Seasonal
families.
Region IX:
Northern San Diego County, CA HS/EHS
9/11/08 – 9/10/09
Staff development is strong in this program. An education committee was created to
develop and plan content area trainings to ensure that all CDI HS staff receive training
that meet Head Start Performance Standards. On the third Friday of each month, program
staff attend trainings provided by CDI HS staff and consultants.
Parents play an active role in the program with high levels of involvement. Staff and
parents attended a training on male and father involvement and are in the process of
planning for male involvement program implementation at all sites.
A comprehensive program newsletter for all centers has been developed and a volunteer
committee was formed. All sites enjoy generous family and community partner
volunteers.
The health and safety committee utilized the CDI Emergency Management Handbook to
implement enhancements to health and safety.
Program service plans are completed for each area. A CACFP Joint Accountability Task
Force has been formed to support the food program. Mental health consultants were
contracted to provide mental health and disabilities services. The Shiley Eye Clinic, a
division of Community Ophthalmology at the University of San Diego, provides vision
and hearing screening and services.
Riverside and San Diego Counties, CA EHS
8/20/07 – 8/19/09
The staff is innovative and dedicated to making the program positive and successful.
| Collaboration, Quality, Accountability 55
The program moved to a new office that is more appealing and welcoming—complete
with a resource center for parents to search for employment. Children even benefit from a
nearby play area while parents work on the computers.
All staff have participated in a variety of trainings that include leadership and supervisory
training Zero to Three conference in Washington D.C.
Various guest speakers are brought in for parents and staff to discuss depression,
nutrition, and various early childhood education topics.
South LA County, CA HS/EHS
3/1/09- 2/28/10
When CDI HS began management of this program, 18 sites faced closure due to
deficiencies cited by state licensing, local fire departments, and city health department
inspectors.
California child care licensing officials granted two week provisional licenses for all 18
sites. With intense coordination with city and state entities and efforts by program staff
and contractors, all necessary corrections are in process.
Region X:
Portland, OR —East of Willamette EHS
6/01/05 – 12/31/08
In 2008 CDI HS worked to transfer properties to the new grantee, Albina Head Start.
During the year, CDI HS completed improvements and upgrades while working with the
city to implement the repairs prior to finalizing our transfer of the property to the new
grantee.
CDI HS concluded its successful transition of the Portland East of the Willamette Early
Head Start Program on February 26, 2009.
Region XI:
Campo Band of Mission Indians, CA HS
8/17/07 – 8/16/09
| Collaboration, Quality, Accountability 56
Staff development has helped foster an enjoyable work environment.
With community support, facility improvements and health and safety enhancements
were made to the children‘s environment.
Parents have expressed their approval of the changes.
Staff are highly committed to learning and development—all staff members are in the
process of completing an online CDA program and two staff attended an Appreciative
Inquiry Leadership training in Denver.
Catawba Indian Nation, SC HS
6/1/05 – 5/31/08
CDI HS completed a community assessment and determined there was need for child
care before and after Head Start operating hours.
Wrap around funds were obtained and child care is now available to families, allowing
respite from daily transitions from one center to another.
A partnership was developed with the local infant toddler child care operated by the Tribe
and the school aged summer program operated by the Catawba Cultural Center. This
partnership enabled combined field trips and activities so that many of the children spent
the day in the company of younger and older siblings and tribal peers. The Tribal Cultural
Center partnership also afforded the children weekly experiences in tribal customs,
dances, and language. Even the playground which was re-visioned and renovated is
reflective of the natural elements and culture.
Transition of the program to a tribal entity, as the permanent grantee, preserves the hope
and vision of the community through its children.
Region XII:
Wyoming Migrant and Seasonal HS
9/07/06 – 9/15/09
Under the direction of the Office of Head Start and Region XII, a community assessment
determined the needs of migrant and seasonal families in Wyoming. The assessment
concluded it was necessary to terminate the seasonal program at all three sites in May
| Collaboration, Quality, Accountability 57
2007. Migrant services continue to be provided during the summer at the Powell center
from June through August.
Cost assessments for removing federal Head Start property were gathered. Deeds to
modular buildings were obtained while equipment and furnishings were moved to
storage. The modular buildings have been listed for sale.
| Collaboration, Quality, Accountability 58
APPENDIX II
SPECIFIC CONTRITBUTIONS TO PROGRAMS BY REGION
(September 29, 2000 – March 15, 2008)
Region I:
Cambridge, MA HS
12/1/05 – 6/30/07
Restored community partnerships allowed for continued program enhancements to
occur. Observations, assessments, intensive individualized training, and technical assistance to
teaching staff have resulted in significant improvements in implementing the High Scope
curriculum. The Cambridge Community Partnerships for Children (CCPC) provided resources
for management and supervision coursework and was instrumental in the program obtaining
National Association for the Education of Young Children (NAEYC) accreditation. Other
beneficial partnerships included Boston University and Harvard University for ongoing teacher
training.
Danbury, CT
8/1/02–6/30/04
This program had been sponsored by CDI HS and operated through a delegate, ABCD,
Inc., since September 2002. ABCD, Inc. provided extensive support to the Danbury Head Start
program in the areas of training, systems development and implementation and incorporating
best practices into the full-range of services. Through the leadership of ABCD, Inc. staff and the
Danbury Head Start Director, the services offered to children and families vastly improved in
one year. The program was successfully transferred to a new grantee, Connecticut Resource
Development Corporation (CRDC).
Hampshire County, MA
4/30/05–08/31/06
CDI HS collaborated with the local Quaboagh Valley Community Development Center in
Ware to create a new Head Start site including two Head Start classrooms, office space and a
playground, and the provision of high quality early childhood environments.
| Collaboration, Quality, Accountability 59
Significant salary increases meant the acquisition and retention of highly qualified staff,
dramatically improving quality of the program services. Staff went from crisis management to a
pro-active management style, resulting in a calmer, positive, and more productive work
environment.
A collaboration with WGGY public television brought staff, children, and parents a
nutrition and wellness program, creating positive publicity with newspaper articles and a public
television commercial produced as a result of this collaboration. At transition, staff received
numerous invitations to serve on community boards and to be collaborators on grants and
projects with other agencies.
Fairfield County, CT HS
11/24/05 – 9/30/07
The program has earned numerous recognitions for program initiatives. The Mayor of
Bridgeport honored the program for its support to the Diabetes Awareness Initiative and
Prevention for Blindness. The program has become a host site for Maturity Works, a Bridgeport
sponsored senior citizen classroom volunteer program. Fathers are Concerned Too (FACT), a
fatherhood initiative, meets several times monthly to develop activities for children and the
significant males in their lives. The State of Connecticut has continued to fund the program for
State Head Start, state enhancement, and school readiness.
Knox County, ME
10/1/05-5/31/07
A successful transition was coordinated to move the program from interim management to
Penquis Community Action Program. The transition included planning; working with staff to
continue employment; meeting with community partners and policy council members; assisting
the grantee in understanding the program design; and providing essential program information
such as contracts and leases. CDI implemented a recruitment plan with new procedures for
follow-up with prospective families. The plan included increased child referrals, enrollment, and
program visibility in the community, and ultimately strengthened relationships with community
agencies impacting Head Start families. Penquis CAP complimented CDI many times on the
generosity of spirit that set the stage for a successful transition.
| Collaboration, Quality, Accountability 60
Meriden, CT
7/1/02–2/28/03
CDI HS initiated a building renovation project for the primary facility utilized by this
program, which resulted in a state of the art child development facility. CDI HS continued
services for children and families while working collaboratively with the replacement grantee to
plan and implement transition of the program. To ensure minimal disruption of child and family
services, the transition was conducted by transferring component services gradually as the new
grantee was prepared to assume them. When all services were transferred CDI HS, ended its
operations and closed its local offices.
Region II:
Camden, NJ
8/1/04–9/30/05
This program began with no staff and no facilities. CDI HS staff negotiated new
facilities, two classrooms and entered into a strong child care partnership with Respond, Inc. As
a result of the partnership, eight classrooms were added to serve sixty-four infants and toddlers.
In total, more than 100 children were served through this partnership.
Through the use of AI and the identification of many program strengths, the program
became unified and held true to work commitments. This shift supported effective service
delivery and teamwork. Five teachers re-enrolled in a CDA program and four teachers, along
with the education coordinator, completed the four PITC training modules.
Metro Puerto Rico HS
08/01/2005 – 06/30/2007
After extensive recruitment efforts by family services staff, CDI Head Start identified a
sufficient base of eligible children to successfully meet the funded enrollment of 816 children.
The program continued to meet the funded enrollment until the program was transitioned.
Previous to interim management, the program had not been able to maintain full enrollment.
CDI Head Start was able to forge a limited working partnership with the Puerto Rico Department
of Education (PRDOE) for disabilities services. In the past, the program was unable to reach a
| Collaboration, Quality, Accountability 61
cooperative agreement for children to be served. The result is that the PRDOE, at the time of
transition, was working in a very collaborative effort to serve referred children.
Newburgh, NY
5/1/01–7/31/02
We provided support and guidance to the Head Start program director allowing the
program to move seamlessly into new space once the replacement grantee was in place. The
space formerly used by the program was not handicap accessible and was cramped and worn.
The new facility provided a beautiful environment for staff and children.
Monmouth County, NJ
8/24/04–10/31/05
The program stabilized its relationship with the community with regards to its fiscal
integrity and credibility. New relationships are supported by reasonable leases and reliable and
timely responses to community creditors. After management restructuring, there was a visible
shift from the original top-down style of management to every person being responsible for their
own success and together for the overall success of the program. Additional staff was hired to
improve the health and safety of facilities for staff and children.
Appreciative Inquiry helped the team identify their core values and focus on team
building and positive outcomes. The session supported the team‘s focus on a mission driven by
mutually recognized core values.
New York City, NY
5/21/04–4/30/05
When CDI HS began operations, staff was unaware they had to follow Head Start
regulations. At program transition time, they understood Head Start regulations and could
successfully provide services to a large number of children and families. Though the Early Head
Start program ended, the homeless shelter CDI HS contracted with started a new program in their
shelter using a home-based program model. The program ended with public acknowledgments of
each individual‘s contributions to the program success. Individual relationships went from weak
to strong—further supporting their ability to provide services to children and families.
| Collaboration, Quality, Accountability 62
Saratoga County, NY
7/1/04–10/31/05
The program provided quality services to children and families in this rural and
geographically challenging county. The program maintained strong community partnerships
including one with the former grantee. All planned health and safety upgrades to playgrounds
were completed. Labor management relationships improved and a union agreement was reached.
Supervision, management and professional development systems were assessed and improved.
Union County, NJ
5/14/05–10/31/06
Staff was re-trained in general child development and selective Creative Curriculum
concepts, including a stronger mentoring approach to teacher development. The new
curriculum‘s success is evident in the development of environments and lesson plans; and in the
children‘s level of classroom involvement. Buses were purchased and acquired to help expand
transportation to families in outlying areas. The regional office supported movement of two
buses from Monmouth County to this program. Despite obstacles, the program transitioned
successfully and cited CDI HS‘s transition checklist as being an essential tool.
White Plains, NY
10/1/02–1/2/04
Assumed in October 2002, the program was brought under CDI HS sponsorship in a very
short timeframe. The prior grantee management staff resigned within two days of our arrival,
leaving CDI HS to make complex decisions and with a legacy of unmet obligations including
large debts and bankruptcy. CDI HS hired and oriented the staff of the previous grantee; secured
essential on-going program operations; and improved operating systems while insuring
compliance with standards. Though suffering from a lack of support created by a failing grantee
structure, CDI HS was able to provide the foundation and support to reestablish staff confidence
and program operations.
| Collaboration, Quality, Accountability 63
Region III:
Arlington County, VA HS
3/2/06 – 4/30/08
The program was initially housed in an elementary school with rodent and insect infestations,
mold, peeling lead paint, asbestos, poor emergency lighting, and emergency exit windows that
were sealed with years of paint buildup. CDI staff moved the classrooms into public school
classrooms and the new year began in new, clean classrooms. New furniture was purchased to
replace furnishings damaged by insects and mold.
Low staff turnover and high staff participation in training and continuing education
contributed to overall program improvement. Staff reported that training prior to CD‘s arrival
was infrequent and focused on upper management while staff were not supported in obtaining
degrees beyond a CDA. A significant number of staff have participated in college level
coursework. Participation in regional and national training opportunities allowed greater
awareness and support for national initiatives, such as fatherhood and literacy.
Carbon County, PA
9/1/02–6/30/03
CDI HS supported this program in continuing to provide the same quality services
throughout its sponsorship and as it transitioned to the replacement grantee, Rural Opportunities,
Inc. (ROI), on July 1, 2003. ROI retained all staff that desired to stay with the program and
continues to operate virtually the same model that had been operated prior to CDI HS assuming
responsibility for the program.
Charleston, WV
5/29/01–5/28/02
CDI HS was able to distance the program from the prior grantee and the financial
problems that had plagued the program. Working conditions vastly improved for office staff by
relocating the office. We worked with the Kanawha Public School District as our delegate to
develop a compliance action plan to address their review findings. This resulted in the school
district being determined compliant and eligible to receive part of the program as one of the
replacement grantees.
| Collaboration, Quality, Accountability 64
Culpeper, VA
7/29/02–6/30/03
Social Services of Culpeper was named as the replacement grantee and the transition
occurred on July 1, 2003. CDI HS supported the program to implement improved systems for
service delivery and made a significant impact on early childhood education services through a
program of staff development and technical assistance. The use of child profiles to integrate
services for children and families was implemented and provided a vehicle for a more holistic
approach to service delivery. In addition, the expanded use of the playground and other outdoor
environments to create an extension of the classrooms greatly enhanced the teaching staff‘s
options for creating developmentally appropriate and diverse learning opportunities for children.
Dorchester County, MD
11/5/03–9/15/04
The focus for this program had been on professional development and employee morale.
Competence and confidence were developed with a thorough understanding of the
comprehensive services outlined in the Head Start Program Performance Standards. This resulted
in trained staff engaging in much more appropriate practices and interactions. Staff learned to
correctly determine income eligibility and health, mental health, and nutrition services were
restored. Initially over-enrolled, numbers were realigned to meet the approved funded enrollment
levels, thus creating a manageable operating budget. Renovation of an existing site offered
children and families safe, healthy and developmentally appropriate indoor and outdoor
environments. The fiscal integrity of the program was restored as community vendors again did
business with Head Start.
Juniata County, PA
1/28/05–1/27/06
Communication training around change and challenges provided a foundation for staff to
prepare for transition to a replacement grantee. The teamwork among bus drivers and bus
monitors extended classroom instruction from the time children entered the buses until they were
returned home. The program successfully transitioned to the new grantee on January 27, 2006
with all of the existing staff employed.
| Collaboration, Quality, Accountability 65
Lawrence County, PA
7/16/01–7/15/02
CDI HS made extensive renovations to the primary facility including upgraded electrical
service, a new boiler, complete interior paint and installation of a new playground. In addition,
new classroom equipment and computers were purchased for each classroom. We strengthened
leadership and management capacity through staff changes and extensive training and technical
assistance.
McDowell County, WV HS
1/7/06 – 8/17/07
The transition of this program took place during the summer break. Staff returned to meet
with the replacement grantee and the management team was able to provide licensing and fiscal
support to finalize the transition. Feedback from the replacement grantee was positive regarding
the improvements made to the playgrounds and facilities and the acquisition of new buses and
classroom furnishings during CDI‘s tenure with the program.
Philadelphia, PA
8/20/01–8/19/02
New playgrounds were installed at four of the centers, new classroom furniture and
equipment was purchased and we provided extensive support to the YMCA through its process
of assuming the role of replacement grantee.
Pittsburgh, PA
8/1/01–7/31/02
CDI HS purchased new furniture for every classroom and restructured management
functions to ensure increased support for direct service staff and provide greater program
accountability. Leadership and management capacities were developed through extensive
technical assistance.
| Collaboration, Quality, Accountability 66
Summers County, WV
2/1/03–6/30/05
A comprehensive staff training program was implemented to ensure all teachers achieved
their AA or BA in early childhood education. The program worked closely with other
community partners to develop a plan to upgrade and/or replace the program‘s facilities. A
collaborative classroom was established between the state pre-school initiative and Head Start in
partnership with the State- Head Start Collaboration office.
Sussex County, DE
5/1/03–7/31/04
Many adverse conditions existed in this program. The former grantee was unwilling to
release the program and court action occurred against the regional office. We entered the
program with staff divided in their loyalties. In addition, both the facilities and the transportation
system were in poor condition with few dependable community resources. CDI HS worked on
locating other sites since the facilities were owned by the former grantee which had listed two of
the four buildings for sale. CDI succeeded in finding suitable sites even though property was
expensive and scarce due to the growth in tourism and retired persons seeking to settle in the
area. The program was successfully transitioned to a local grantee.
Region IV:
Alachua County, FL EHS
8/15/06 – 1/6/08
The program has provided substantial advocacy support to families of Head Start children
resulting in enhanced services. CDI staff partnered with Alachua County education officials to
start GED classes, accessible within walking distance to low income families and for EHS
parents. Eighteen parents are enrolled in college and of those, four graduated in December.
The local Gainesville Regional Transportation System stopped a route that impacted the
majority of the parents and others in the community that utilized the SW 75th Street bus route.
Through our program‘s active outreach, the bus route has been restored.
| Collaboration, Quality, Accountability 67
Atlanta, GA
2/15/02–8/19/02
Through extensive training we were able to create an effective Policy Council. There was
no disruption of service during the transition of the program to CDI HS or to the replacement
grantee. We maintained services through child care partners, cleaned-up the facility and provided
the replacement grantee with enrollment applications for eligible children for over half the
funded slots. There were several old issues that had followed the program through a succession
of prior grantees. We passed the program to the replacement grantee with no outstanding issues.
Several effective and well-attended parent and volunteer events were held at the end of the
school year. Staff received extensive training, including CDA classes during the summer.
Berkley, Charleston, and Dorchester Counties, SC
11/11/04–11/18/04
CDI HS transitioned this program from and back to the previous grantee in seven days.
Dalton, GA
6/1/01–4/1/02
CDI HS was able to vastly improve the facility, classroom equipment and provide a
developmentally appropriate playground for the Early Head Start children served. We
implemented extensive staff training in collaboration with the T/TA provider to improve the
skills of staff and services. We maintained full enrollment in the program.
Dougherty County, GA
7/19/04–7/18/05
The program smoothly transitioned to the new grantee with most of the staff re-employed
by the replacement grantee. The transitioning staff embodied a positive ―can do‖ attitude—
largely as a result of Appreciative Inquiry interventions.
| Collaboration, Quality, Accountability 68
Greensboro, NC
11/1/02–7/31/03
The replacement grantee was committed to continuing to provide the same service model,
a combination of family child care homes and a full-day center that had been operated by both
CDI HS and the prior grantee. Since this program had struggled to implement the family child
care model, it was extremely validating to the providers and the staff when this decision was
made. CDI HS assisted the program in developing monitoring systems, creating written
procedures and implementing a staff development program that met the needs of the unique
model offered.
Lafayette, TN
12/6/03–8/31/05
Staff development was strong in this program. Eight staff members completed their AA
or BA degrees, ten staff members completed their CDAs, eight parents achieved their GED;
eight parents received their CDA and four staff members achieved a state certificate in social
services.
A comprehensive health and wellness program was implemented including stress
management training; fitness assessments and plans; and a focus on the FISH! philosophy for
creating a dynamic and enjoyable work environment.
Enhancements were made to the health and safety of the children‘s environments
including playground upgrades, facility improvements and new security systems.
Sumter County, GA EHS
7/1/05 – 6/30/08
The program collaborated with several local agencies in celebrating the Week of the Young
Child– Child Care Resource and Referrals, Georgia Southwestern State University, Health
Department, Babies Can‘t Wait and, PEACH. It was a successful event where more than 100
families came and enjoyed the fun and games. Information on health and other resources were
distributed.
A child care partner that provided services to 28 EHS children informed the program that it
would no longer be operating its center. This meant the program would need to find another
| Collaboration, Quality, Accountability 69
child care provider to serve the children or a suitable facility in which to relocate the children.
Conversations with the new owner about the importance of the partnership to the children and
families and reassurance that CDI would work closely with them to ensure that everything went
smoothly, convinced the owners to continue serving CDI‘s children. As a result, the children
received the same continuity of care they were used to and the families did not have to worry
about where their children would be served.
Wake, Chatham and Orange Counties (Raleigh), NC
3/1/01–12/31/02
We implemented a partnership with Orange County Schools, the State-funded ―More at
Four‖ program, Orange County Transportation, Foster Grandparents and the Community Kitchen
to serve the 4 year olds in the public school buildings and to continue onsite services for the 3
year olds.
Region V:
Franklin County, OH EHS/HS
5/30/05–5/26/07
The program‘s Early Head Start teachers and teacher assistants received training in the
Program for Infants and Toddlers Curriculum (PITC). Infant and toddler caregiver development
was cited as a significant need within the program and this training was the first specific training
provided for the majority of the program‘s Early Head Start staff. Implementation of the PITC
curriculum provided a basis for the Early Head Start professionals to carefully reflect on
practices in place and compare to ―best practices‖ in early care and education.
Despite obstacles, the program successfully transitioned to two replacement grantees within
the allotted timeframe. The program‘s delegate agency, South Western City School District,
expressed its appreciation of the manner in which Head Start business was managed through the
interim period.
| Collaboration, Quality, Accountability 70
Gallipolis, OH
12/1/01–9/30/02
We purchased replacement classroom furniture and improved the playgrounds at two of
the centers.
Minneapolis, MN
9/1/01–10/31/02
We worked extensively with this program to develop systems and procedures for working
with families. In addition, we implemented policies requiring the program to adhere to income
eligibility requirements and enroll families according to the service area as defined in the grant.
The fact that the prior grantee became the replacement grantee was acknowledgement of the
success of these efforts.
Saginaw County, MI
12/17/04–12/31/05
The working relationship that CDI HS developed with the Region V Head Start TA
Network providers, to improve education outcomes and training plans, was beneficial to the new
grantee since the TA providers played an important role in the transition of the program.
The training and technical assistance received by the education manager and education
coordinators on lesson planning and age-appropriate curriculum inspired conversations around
accountability, commitment and empowerment. As a result, teachers were trained to create their
own lesson plans.
Meetings with the Superintendent of the Saginaw Public Schools produced a cordial
working relationship and a coordinated schedule of classroom in shared buildings.
South Bend, IN
11/1/03–8/31/04
Staff and management issues had plagued this program for many years. In addition to
supporting the program to deliver quality services, much of our effort was focused on giving
employees clear directions, responsibilities, accountability expectations. A significant amount of
time was spent addressing staff resistance, complaints and grievances. The program services
| Collaboration, Quality, Accountability 71
were transferred to a new agency very quickly and many of the existing Head Start staff was not
hired by the replacement grantee.
Region VI:
Beauregard Parish, LA HS
6/5/06 – 11/30/07
The program transitioned smoothly to the replacement grantee on December 1, 2007. On
November 29-30, 2007, staff participated in a wellness event that focused on stress management,
caring for self and concluded with an Appreciative Inquiry session that focused on the highlights
of the staff‘s time with CDI HS, their vision of excellence in service delivery and
professionalism as they move forward with the new sponsor. The two day event ended with staff
renewed and motivated as they moved on to their permanent program home.
Calcasieu Parish, LA
7/1/03–12/31/04
Numerous building and playground upgrades were made, many of which were necessary
to meet state health department licensing requirements. A sidewalk at one site was widened to
meet ADA and child care licensing requirements. All upgrades provided safer facilities for
children and employees. Improved bus maintenance and other vehicle preventive maintenance
checklists supported safer transport of children and staff.
Central Oklahoma, OK
3/9/02–5/31/03
In August 2003 CDI HS made a smooth transition of the program to three new grantees,
without seriously interrupting services to the children and families receiving full day care. We
completed the construction of a new kitchen at the Norman Head Start/EHS facility. We
established a positive partnership with the Stillwater Public Schools which allowed us to serve
more children in safe facilities.
| Collaboration, Quality, Accountability 72
Comanche County, OK
1/24/05–4/7/06
During the final month of the 2005-2006 CDI HS year, the program concluded with a
smooth transition to the replacement grantee. CDI HS staff commitment to quality program
services was demonstrated during transition activities. Staff from both programs worked well
during the transition to ensure the continued collaboration with the local public school—a
relationship that continues to grow.
East Carroll Parrish, LA
8/1/02–9/30/04
CDI HS continued to address health and safety in the area of facilities and transportation.
All classrooms were upgraded and new classroom supplies provided appropriate learning
environments for the children. Four vans, which were not able to be equipped with proper
equipment, were eliminated from use. Outdated, unsafe equipment was removed from the
playground and the space was contained to provide supervision for children. The new and more
pleasant environment along with management‘s new more appreciative approach created vastly
improved employee morale. The staff had a renewed sense of pride in their program and
continued to make improvements in all content areas. Through the use of Appreciative Inquiry
and a strengthened leadership approach, community members and leaders took notice of the
change and became more involved. CDI HS produced a short video documenting the success of
this program. The program was successfully transitioned to a new grantee.
Grant Parish, LA HS
1/1/07-10/31/07
CDI requested and received funds to repair damages to the main classroom campus and
administrative office following a severe wind storm. Damages to the building amounted to
$79,000 which was approximately ten percent of the first year annual budget. Major
improvements including new roofing, electrical supply repair, drywall repair, new carpeting, new
playground equipment, and painting served to improve morale of both staff and families.
| Collaboration, Quality, Accountability 73
The Office of Head Start supported the movement of three busses from Region V to the
Grant Parish program. The buses were sorely needed by the program and ensured continued
accessibility to centers within an extremely rural community.
Houston, TX
1/1/02–9/1/02
The most significant gains were made in the areas of policy council, parental
involvement, and program planning. Staff development also improved the quality of services
provided. A system for monitoring was implemented allowing staff to analyze data collected for
purposes of program planning.
Lubbock, TX
2/1/02–9/30/02
CDI HS worked with program staff to support them in performing their jobs with
confidence and competence, becoming leaders in the program and their community. The quality
of services dramatically improved simply by shifting the management style of the program.
Oklahoma City, OK
4/1/03–8/31/04
The prior grantee had misconceptions about the standards for Early Head Start programs.
CDI HS spent considerable energy on re-training and educating not only staff in the program but
also the community. We provided services for 120 infants and toddlers through contract sites.
Staff also relocated, as all office space was lost. The program offices were then housed in an
older building in the renovated downtown area within a few blocks from the main program site.
The playground and facility up-grades at the Oklahoma Public Schools Emerson site were
completed.
San Jacinto, TX
9/1/02–7/31/04
The program was able to attain full staffing and enrollment. Staff made great gains in
compliance with teacher qualification requirements. A new mentor teacher position provided
| Collaboration, Quality, Accountability 74
greater overall quality to classroom services. The program received social services training to
enable quality implementation of family services for all enrolled families. Playground upgrades
were made with additional funds provided by the regional office. HSFIS training allowed staff to
monitor and record progress towards meeting Head Start Program Performance Standards.
San Patricio and Aransas Counties, TX
11/4/04–11/30/05
Staff was included in program decisions and discovered renewed trust in themselves and
their work. Staff remained positive and professional throughout early facility changes and
equipment challenges. A pre-transition Appreciative Inquiry session supported staff in
identifying their positive core, highlighting their shared values, and creating a colorful flyer
illustrating all the elements of their positive core to display as a reminder of their values.
The staff assisted in relief efforts following Hurricanes Katrina and Rita. The program
also changed its service model to accommodate evacuees.
The program transitioned in November 2005 and through cooperation with regional
office, CDI HS received funding for the staff to continue with health insurance benefits during
the transitional period of provisional employment with the replacement grantee. The majority of
the staff was employed by the replacement grantee.
Sweetwater, TX
5/8/03–10/31/04
A successful transition was made to the new grantee with little to no disruption in
services to children and families. Many of the staff was hired by the new grantee and others
found work in the community. CDI HS passed onto the new grantee upgraded quality, licensed
facilities. An extensive Appreciative Inquiry session had a positive and lasting impact on what
was initially a conflict-ridden program.
| Collaboration, Quality, Accountability 75
Tom Green County, TX
9/1/02–7/31/04
CDI HS instituted major changes in this program, including a thorough analysis of the
budget and spending pattern. Having more staff and services than the budget could support,
ultimately resulted in a reduction in staff salaries and other expenses to balance the budget. Food
purchasing was modified to better control inventory and reduce costs. Two large facilities were
closed (one because of a large cost increase and one because of safety) and the classrooms were
relocated to the building housing the administration offices. Major repairs were completed on
many of the playgrounds. Budget and management process training was provided to the policy
council. We supported teachers‘ efforts toward obtaining their degrees through a partnership
with San Angelo College, enabling 31 teachers to participate in accelerated college courses.
Winnsboro, LA
7/1/01–5/31/02
CDI HS completed facility repairs necessary to ensure the safety of children and staff.
We also supported staff development that resulted in increased integration of services as outlined
in the Head Start Program Performance Standards. We built a strong partnership between the
program and community resources.
Region VII:
Barton, Rice and Pawnee Counties KS
7/1/04–1/31/06
The loss of two classrooms created opportunities to recreate community support and
relocate to spacious facilities. The communities assisted with the moves, donations of paint,
beautification projects and playground equipment and installation.
Parents and staff participated in an Appreciative Inquiry approach to program governance
training. As a result, parents volunteered to conduct training and orientation for new parents
serving at the center and for policy council. The program director helped expand the Reading
Education Assistance Dogs (READ) program to include our Head Start centers with five
additional volunteers.
| Collaboration, Quality, Accountability 76
Clay, Jackson, and Platte Counties, MO
12/17/04–1/2/06
Situational leadership training and a reorganization of management staff were key in
helping staff see their potential in the program. The restructuring aligned staff responsibilities
and Head Start content areas. Three new facilities were purchased from the prior grantee.
At orientation, the program participated in Appreciative Inquiry training focused on
success and responsibility for creating their world. The director participated in a formal
Appreciative Inquiry training and supported its use in the program.
Grand Island, NE
10/1/01–7/31/02
CDI HS provided the staff with health insurance coverage it had never had before. We
also provided stable and consistent leadership and management training.
Omaha, NE
1/1/04–8/15/05
The Early Head Start group completed West Ed training. Eleven classrooms were
relocated to more favorable spaces. Staff development created positive shifts in attitude from the
time the program was acquired to the time of transition. As a result, at least 85 percent of the
staff was hired by the replacement grantee. A restructuring of the program freed funds for 11
new playgrounds.
Region VIII:
Pueblo, CO
6/11/01–8/31/02
CDI HS hired an experienced Head Start program director and several new managers in
this program during our tenure. We developed both leadership and management capacities
through extensive training and technical assistance. The replacement grantee retained the
director.
| Collaboration, Quality, Accountability 77
Region IX:
Beaumont, CA
11/1/03–10/31/04
Program staff picked up where the previous agency left off with disabilities services to
children, recruiting community members to jointly participate in Special Quest Training. An
outcome of the Special Quest team effort was a visit to the Museum of Tolerance to initiate
conversations regarding barriers to improving community connections.
Butte County, CA
9/24/05–1/31/07
CDI HS added two Early Head Start sties and received funds to make facilities compliant
with health and safety standards. Through consistent, positive leadership, staff morale improved.
Perseverance led to the acquisition of program files through the data tracking system. The
program began with minimal staff but was eventually able to fill all key positions, ensuring
minimal disruptions. Contract changes and negotiations were handled diplomatically to preserve
community relationships. A partnership continued with the county board of education and teen
parent program of the Chico Public schools.
Clark County, NV HS
2/18/06 – 2/13/09
Reorganization of staffing patterns, proper training, and clear program guidelines
realigned the program with Head Start Program Performance Standards. As a result, many
improvements were made in all service areas. CDI‗s training and redirection proved energizing
for all staff, enabling staff to focus on program priorities. Where staff had been divided and
competitive, they are now integrated and providing comprehensive services. An updated version
of the ChildPlus data base was purchased and effective training and assistance was provided. All
sites are now in compliance with the licensing standards. A full health inventory and action plan
was completed to ensure services were obtained. The performance of a new health and nutrition
services manager has successfully met this challenge. CDI HS received assignments of long term
leases protecting underlying federal interests in anticipation of transfer to the new grantee.
| Collaboration, Quality, Accountability 78
San Fernando and Santa Clarita Valleys, CA
11/1/05-10/31/06
Early Head Start was moved to the Head Start administrative building, a change that
created better relationships. Improved faxes, computers and copy machines were added to the
program. CDI HS worked with the union to close six sites located outside the service area, with
minimal disruption of services and impact to staff.
The regional office worked with CDI to make a decision not to add 200 children prior to
transition – a decision made in the best interest of children. The program worked with the
regional office in the transition of the program to two grantees.
Yolo County, CA
9/1/03–8/31/04
Broad support was provided by CDI HS staff and consultants to address the issues of
many staff vacancies, poor program management, limited classroom supervision and gaps in
staff education. Comprehensive staff training was provided in all Head Start Program
Performance Standard areas. CDI HS reorganized the management staff, hired for vacant
positions and created needed positions to provide more support for the program. Neglected
facilities received attention. Staff moved children from one site that had health and safety issues
to a newer, more appropriate site. Repairs to the facilities and outdoor spaces continued
throughout the program year. Staff trainings were provided along with support of educational
development. A full-time consultant provided daily guidance and staff mentoring.
Region X:
Everett, WA
11/1/01–11/30/02
Program services were continued without disruption. The program was already wellmanaged and provided high quality services, which it continued to do.
| Collaboration, Quality, Accountability 79
Fairbanks, AK
1/1/03–1/2/04
CDI HS‘s transition into the program was eased by the excellent collaboration between
the regional office, prior grantee, existing staff and CDI HS. The program was found to be
operating effectively. CDI HS implemented systems to strengthen, enhance and make
improvements where needed. CDI HS acted to provide management stability while the federal
office sought a new local grantee. A collaborative approach was planned whereby there was an
―overlapping model‖ to transfer the program to the replacement grantee. During the 90-day
overlap CDI HS operated the program and the newly designated grantee developed its operating
foundation and learned about Head Start. CDI HS provided program services to children and
families; acted as a model for the new grantee to observe; trained the grantee in CDI HS systems;
provided parallel work experiences for key staff of the new grantee; provided training and
technical assistance; and collaborated in planning and problem solving.
Lake County, OR
8/26/04–10/31/05
CDI HS maintained the provision of quality services to this small, isolated program
through a partnership with a child care agency. Facility and playground renovations were
completed. Playground improvements included new fencing and more space around the swings.
Two storage sheds with outdoor play equipment created better access to play equipment and
allowed the children to assist in cleaning.
Portland, OR
8/13/01–8/12/02
Due to conflicts with prior grantee regarding the building it was necessary to change the
program model to ensure no disruption of services. We also successfully transitioned the
program to three replacement grantees that will provide a richer service delivery model than
either the prior grantee or CDI HS was able to provide.
| Collaboration, Quality, Accountability 80
Region XI:
Crow Creek Sioux Tribe, SD HS
3/14/05 – 6/30/07
In a rural community with limited resources, positive community partnerships were
formed which resulted in increased access to health and mental health services for children and
families. Services for children with special needs also improved significantly through
collaborative planning with the public schools. Throughout CDI‘s program administration, a
very positive and productive relationship was maintained with the delegate agency, Rural
America Initiatives, serving families in the Rapid City, SD area. The quality of early childhood
education services improved as a result of ongoing curriculum training provided for teaching
staff.
Crow Tribe, MT
9/17/01–6/30/03
CDI HS continued to provide extensive improvement of all facilities and playgrounds;
including new equipment and remodeling in the office and classrooms, along with a completely
new facility. Extensive staff development substantially improved the quality of the management
team and the classroom education provided, including a 5 day per week, 10 week required
summer institute which CDI HS developed with Little Big Horn College for teacher training. We
reorganized the management structure, hired new management staff, and created family worker
positions. We worked with the ACE Project and tribal officials to build the capacity of the Crow
Tribe to manage the program in the future.
Seminole Nation, OK
12/1/01–1/31/05
CDI HS continued to maintain the program without disruption of services during the
period that the Seminole Nation was unable to do so. CDI HS completed building a new facility
that was begun under the tribe. The management team, teachers, family advocates and all support
staff—of both Head Start and Early Head Start—benefited from participation in extensive staff
development training. The program received training and technical assistance to the Seminole
| Collaboration, Quality, Accountability 81
Nation on topics of child care and Head Start collaboration, planning, and developing their
proposal to regain the program under the Seminole Nation's management structure.
Region XII:
No programs in this region to report during this period.
| Collaboration, Quality, Accountability 82