ics 2011 annual report

The ICS MissionICS provides high quality comprehensive child and family services

which ensure the development of skills for success throughout life.

The ICS VisionBy 2017, ICS will be a premier “Program of Excellence” providing

quality comprehensive services by:

• Improving Employee Morale

• Improving Internal and External Communications

• Building and Strengthening Partnerships

• Enhancing Leadership

• Exceeding State Licensure Requirements

• Improving School Readiness.

• Establishing an Accountability and Liability Plan for the Program

Table of Contents2 From the Executive Director

4 From the Board Chair

5 From the Policy Council

6 Classroom Quality

Academic Qualifications of Head Start Teaching Staff

7 Child Development Testing

8 Performance of Head Start Children on the

Learning Accomplishment Profile (LAP III) 2010-2011

10 Performance Quality and Accountability

Analysis of Child Outcome Data Results

12 Performance Quality and Accountability


12 Performance of Head Start Students on K-SEALS 2011

13 All Sites 2011 K-SEALS Vocabulary Mean Scores

14 Performance of Dual Language Learners on the


16 K-SEALS Average Scores Spring 2011

17 Interpretation of K-SEALS Scores

18 Parents as Co-Educators

19 Parental Involvement in Head Start

20 Parent Activities

21 Parent Engagement Report

22 Pre-School and Head Start Family and Health Services

24 Budget and Audit Report

Statement of Financial Position

25 Statement of Activities

26 Statement of Functional Expenses

28 Note from Public Relations 1 .1 .1 .1 .1 .

From theExecutive Director

ICS looks forward topublishing our accomplishmentsin the Annual Report. Ourcontinuous aim in thisorganization is to obtain greatoutcomes for our children andfamilies, to ensure that staff aresatisfied and believe that ICS isa great place to work, and todevelop everlasting partnershipswith our communities.

As the economy continuesto take a down-turn, ICS is blessed to continue to grow throughthe American Reinvestment Recovery Act. Our agency hasincreased the number of children we serve in Head Start by 150and Early Head Start by 72. We have hired new employees towork in the Expansion areas. This change is helping people in thecommunity earn an income as well as providing quality servicesfor our children. The Stimulus Package has enabled the agencyto improve our playgrounds, renovate some of our Head Startbuildings, and even to consider constructing a new eight-classroom Head Start Center in Crenshaw, MS.

Enrollment of Head Start and Early Head Start at ICS hasincreased from 3819 to 4041, and we still have a large waiting listof eligible families in some counties. This shows that we still havefamilies who need their children to get a great “head start” priorto kindergarten.

ICS, public schools, and day care centers are workingdiligently to achieve the agency’s slogan “Making Small Miracles aGreat Success”, by preparing them to meet challenges oftomorrow. Not only are we preparing our children for success,but we are training and preparing our young employees to stepinto the role of their leaders once they retire. ICS must have asolid foundation for our succession plan program.

Eloise McClinton

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ICS is faced with many challenges this year. This agency isup for a monitoring review from the federal government. Everythree years this review occurs, and we are up for thischallenge. We are encouraging all of our employees, parents,and community partners to work laboriously together to achievethe Gold Star on this review. If we are cited with a deficiency,our agency can be re-competed and it’s possible that anotherorganization will be in control of ICS, and we definitely do notwant that.

We should always be mindful of the purpose of ICS. We arehere to provide high quality services for our children and familiesand ensure that the children are ready to proceed to the nextlevel.

At ICS we pride ourselves with speaking words thatencourage, inspiring others to reach their full potential andmotivating our children and parents that together we can makea difference. Please review our accomplishments in this annualreport, and help this organization stay at the forefront ofproviding quality services to children and families.

Regards,

Eloise McClintonExecutive Director

From the Board Chair

We are always faced with challenges,and over the years we have alwaysbeen able to turn those challenges intosuccesses. Today with the everpresence of re-competition, it is moreimperative that all stakeholders fulfilltheir obligation to the children andfamilies that we serve. Now is not thetime to live in the past. Today we mustfocus more on school readiness. Wewelcome this challenge as we have priorchallenges. I would like to assure

parents, staff, and the general public that the Institute of CommunityServices, Inc., is totally committed to the success of the childrenregardless of the instrument used to measure success.

I commend the individuals that have been recognized for their yearsof service, and we will always be thankful for the level of dedicationand commitment to theagency’s mission,objectives, and valuesthat we hold dear. Themost important thing wecan do each day is bethankful for the honor andprivilege of working withchildren and families thatneed our services.

Regards,

Howard HollinsChairman of the Board

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Howard Hollins

Sitting left to right: Latanya Norwood, KeyshanaKing, Lucy Carpenter, Boyce Blackmon, Linda Mahoney,Betty JoDulaney. Standing left to right: Frank Dobbs,Marvin Johnson, Howard Hollins, Chairperson, JerryHentz

Not pictured: Joseph Grantham, Juanita Jones,Gwendolyn Baptist-Hewlett, Katrina Wiley, TekataKelson, Judy Dees, Gloria Davidson, Kenneth Logan,Felecia Woods, Gladys Tubby, Sheldon Herrington,Charles George and Zipora Hudson

5 .5 .5 .5 .5 .

From thePolicy CouncilDuring my two years of experiencewith the Institute of CommunityServices, Inc., I have beenincreasingly impressed with the staffand students I have come in contactwith. The Holly Springs CentralOffice and the Charleston Head Startcenter display such positive effectson the students.

I have had the opportunity to makespontaneous visits and always find a professional atmosphere.Finding students in a learning environment where the student isthe focus, is a true blessing. All staff members are to becommended for making the motto, “Making small Miracles a GreatSuccess” a true and valid statement. Community awareness isthe key and the Public Relations director has done an amazing jobin keeping the communityinformed.

Having staff members totake such pride in their jobsas the Parent Involvementdirector and Executivedirector makes myinvolvement such apleasure.

Zipora HudsonPolicy Council Chairperson

Zipora Hudson

Sitting left to right: Crystal Batteast, Zipora Hudson,Leslie Washington and Lakeisha Hall. Standing fromleft to right: Gladys Ellis, Johnnie Reed, Billie Mills

Not pictured: Marketta Outlaw, Willie Mae Greer,LaDonna Jenkins, Brenda Robertson, Stacy Johnson,Ellen Vaughn, Shynekwa Adams, Doris Irons, Teresa-King-Porter, Shirley Salter, Leketha Wilburn, PamelaMcNutt, Latonya smith, Kanequa Willis, BrendaRobertson and Patrina Carlisle.

Classroom Quality

Table 1. Academic Qualifications of Head Start Teaching Staff

The following table shows the number of teachers and teacherassistants holding the various academic degrees.

Class Size

Child:Adult Ratio

The average class size for ICS Head Start is 20. Three-year-oldclassrooms have an enrollment of 17 children. Some mixed-agegroups will have 17 children in order to comply with Mississippilicensure requirements for the physical size of the classroom. Otherclassrooms may be limited in child enrollment due to the physicalsize of the classroom.

Teachers and children have been assigned to classrooms in order tomeet the Head Start Performance Standards. In mixed-age groups,the age of the youngest child in the group determines the staff-to-child ratio. There are two paid staff members, teacher and teacherassistant, in the classroom. Special needs teacher assistants areassigned to classrooms that have children with severe disabilities.Volunteers are also encouraged to participate in classroomexperiences.

Teachers MS BS AS CDA TotalICS Head Start Sites 9 151 0 0 160Expansion Sites 10 0 0 10Partner Sites 29 0 4 33Total 9 190 0 4 203

TeacherAssistants BS AS CDA H.S. Diploma TotalICS Head Start Sites 9 56 20 71 156Expansion Sites 2 0 0 8 10Partner Sites 3 3 0 32 38Total 14 59 20 111 204

6 .6 .6 .6 .6 .

Head Start provides a foundation for learning both academically andsocially that will help children succeed in elementary school. HeadStart is an opportunity to learn, to share, to follow instructions, and tobegin a foundation that will continue in elementary school. The HeadStart environment is structured, but the structure is largely invisible tochildren. The ICS Head Start program has staff and teachers whounderstand the particular ways that young children develop and learn.The Head Start child’s cognitive skills are strengthened by engaging ina wide range of hands-on activities (which we call “play”) thatchallenge children to observe closely, ask questions, test ideas, andsolve problems.

Progress in learning and achieving child outcomes is a logical result ofthe Head Start Child Development program. The information gatheredfrom the ICS assessment process responds to the need to not onlyaddress child outcomes, but to contribute to continuous programplanning and program improvement.

The assessment process is designed to answer the following questions:

1. Have the children’s language development, literacy, math and sci-ence skills improved over time?

2. How do ICS children compare with Head Start children in the state,across the region, and in the nation?

3. Which teaching and learning styles are most effective in promotingschool readiness in Head Start children?

4. What do ICS Head Start children know and what can they do at thecompletion of the Head Start program?

Child Development Testing

The overriding question is: “Are ICS childrenready for kindergarten when they leave HeadStart?”

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Performance of Head Start Children on the LearningAccomplishment Profile (LAP-III) 2010 - 2011

Assessment is the ongoing procedure used by appropriate qualifiedpersonnel throughout the period of a child’s eligibility to identify thechild’s unique strengths and needs and the services appropriate tomeet those needs.

As a criterion-referenced assessment instrument, the LAP-3 provides asystematic method for observing children’s skill development in theeight Child Outcomes Domains:

1. Language Development2. Literacy3. Mathematics4. Science5. Creative Arts6. Social and Emotional Development7. Approaches to Learning8. Physical Health and Development

The domains of Language Development, Literacy, and Mathematics (asdenoted by asterisk) contain the domain elements and indicatorsmandated by the 1998 Head Start reauthorization legislation. Thefollowing table shows the progress that children made in each of thedomains.

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Domain Domain Elements Number of Number of PercentMilestones Milestones GainedMastered Mastered End of

YearBeginning End Progressof Year of Year Made

LanguageDevelopment* Listening & Understanding 63.57 80.96 27.36%

Speaking & Communicating

Literacy* Phonological Awareness 31.01 56.16 81.10%Book KnowledgePrint Awareness & ConceptsEarly WritingAlphabet Knowledge

Mathematics* Number & Operations 47.40 71.62 51.10%Geometry & Spatial SensePatterns & Measurement

Science Scientific Skills & Methods 36.37 63.69 75.12%Scientific Knowledge

Creative Arts Music 62.46 85.87 37.48%ArtMovementDramatic Play

Social /EmotionalDevelopment Self-Concept 80.09 91.67 14.46%

Self-ControlCooperationSocial RelationshipsKnowledge of Families &Communities

Approachesto Learning Initiative & Curiosity 96.59 99.34 2.85%

Engagement & PersistenceReasoning & Problem Solving

PhysicalHealth andDevelopment Fine Motor Skills 73.16 89.50 22.33%

Gross Motor SkillsHealth Status & Practices

Performance Quality andAccountabilityAnalysis of Child Outcomes Data Results

Major findings from the 2011 end-of-year LAP-3 assessment show thatchildren have not met the 85 percent ICS goal in the domains ofLiteracy, Mathematics, Science, and Creative Arts. Although the 85percent goal was not met in Language Development, significantprogress was made to the 81 percent achievement level. The followinggraph shows the rate of children’s progress at the beginning, middle,and the end of the year. In each of the areas, children did makesignificant progress although the 85 percent goal was not reached.

Findings from the 2011 LAP-3 assessment show that children did meetthe 85 percent goal in the domains of Social/Emotional Development,Approaches to Learning, and Physical Health and Development.

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Domain Domain Elements Number of Number of PercentMilestones Milestones Gained atMastered Mastered End of

Year

Beginning End of Progressof Year Year Made

LanguageDevelopment* Listening & Understanding 49.70 79.50 60.46%


Literacy* Phonological Awareness 15.94 47.22 196.24%Book KnowledgePrint Awareness & ConceptsEarly WritingAlphabet Knowledge


Science Scientific Skills & Methods 21.25 55.83 162.73%Scientific Knowledge


Social /EmotionalDevelopment Self-Concept 72.02 94.41 22.58%

Self-ControlCooperationSocial RelationshipsKnowledge of Families &Communities

Approachesto Learning Initiative & Curiosity 95.97 100.00 4.20%

Engagement & PersistenceReasoning & Problem Solving



Performance of Head Start Children Transitionedfrom Early Head Start on the LearningAccomplishment Profile (LAP-III) 2010-2011

11.11 .11 .11 .11 .

Performance of Head Start Children on K-SEALS - 2011At the end of the 2010-2011 program year 843kindergarten-ready children were assessed.

Domain ICS Mean National Mean Difference

Vocabulary 96.79 98.4 -1.61Numbers,Letters,Words 105.43 98.3 7.13

Expressive Skills 103.57 98.4 5.17

Receptive Skills 101.28 98.4 2.88

Early Academic &Language Skills 101.35 98.6 1.09For children ages 5(N=547)

Domain ICS Mean National Mean Difference

Number Skills 100.90 99.3 1.6

Letter and WordSkills 105.10 99.8 5.3

12.12 .12 .12 .12 .

Only “Vocabulary” remains as the area where ICS children are notexceeding the national mean as shown in the following table:

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Center Number Tested Vocabulary

Anderson Grove 30 94.97Batesville 30 99.73Clay County 30 86.97Clen Moore 29 95.4Coleman (Columbus) 30 91.10Crenshaw 28 93.18Erma Rogers (Byhalia) 29 98.90Eva Covington (Charleston) 32 95.06Grenada County 29 86.2Hernando 27 91.33Holly Springs (M. Myatt) 31 104.74Mary Cathey (Oxford) 30 104.80Mt. Pleasant (K. Gipson) 27 99.81Noxubee 30 83.07Oktibbeha 26 92.23Quitman County 29 100.83Southaven (E. McClinton) 41 111.06Tunica County 30 97.23Walls 35 93.71West Tallahatchie 30 98.37Batesville Elementary 30 103.00Bramlett Elementary 30 113.07Dundee Elementary 16 102.49East Oktibbeha Elementary 18 85.17Emerson 18 99.94Robinsonville 32 81.2Stokes-Beard (Columbus) 30 87.57Tunica Pre-K 36 97.56Wilson Elementary 18 96.67Young’s Academy 19 91.11

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Performance of Dual Language Learners on theLearning Accomplishment Profile

(LAP-III) 2010-2011It is essential that all Head Start and Early Head Start programs havesystems, policies, and procedures in place to meet the needs of childrenand families who speak languages other than English. The largest numberof children who are dual language learners are Hispanic children. The childdevelopment area tracked the gains of 76 Hispanic children who enteredHead Start with limited English proficiency.

15.15.15.15.15.

Number of Number of PercentMilestones Milestones GainedMastered Mastered at End of

Year

Domain Domain Elements Beginning End of Year Progressof Year Made

LanguageDevelopment* Listening & Understanding 58.35 73.52 26%


Literacy* Phonological Awareness 32.23 50.80 57.62%Book KnowledgePrint Awareness &ConceptsEarly WritingAlphabet Knowledge


Science Scientific Skills &Methods 38.75 62.27 60.70%Scientific Knowledge


Social/EmotionalDevelopment Self-Concept 73.39 90.24 22.96%

Self-ControlCooperationSocial RelationshipsKnowledge of Families& Communities

Approaches toLearning Initiative & Curiosity 94.74 99.35 4.9%

Engagement &PersistenceReasoning &Problem Solving



All Sites 101.35 96.79Anderson Grove 101.43 94.97Batesville 100.40 99.73Clay County 94.13 86.97Clen Moore (Coldwater) 95.90 95.4Coleman (Columbus) 97.30 91.10Crenshaw 95.93 93.18Erma Rogers (Byhalia) 98.03 98.90Eva Covington (Charleston) 102.75 95.06Grenada County 99.10 86.2Hernando 92.07 91.33Holly Springs (M. Myatt) 106.74 104.74Mary Cathey (Oxford) 109.47 104.80Mt. Pleasant (K. Gipson) 106.85 99.81Noxubee 89.80 83.07Oktibbeha 102.31 92.23Quitman County 101.00 100.83Southaven (E. McClinton) 109.62 111.06Tunica County 97.23 97.23Walls 92.94 93.71West Tallahatchie 102.57 98.37Batesville Elementary 107.93 103.00Bramlett Elementary 116.47 113.07Dundee Elementary 106.44 102.49East Oktibbeha Elem. 93.33 85.17Emerson 109.00 99.04Robinsonville 103.84 81.2Stokes-Beard (Columbus) 98.80 97.57Tunica Pre-K 101.31 97.56Wilson Elementary 106.39 96.67Young’s Academy 101.32 91.11

Center Early Academic/ Vocabulary Language Skills

K-SEALS Average ScoresSpring 2011

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1 7 .1 7 .1 7 .1 7 .1 7 .

105.43 103.57 101.28 100.90 105.10106.97 104.17 101.40 102.78 106.94100.63 102.70 99.27 93.50 99.35102.60 95.53 95.63 102.15 103.3896.10 99.21 95.62 92.93 95.79103.90 98.40 98.37 99.65 100.47102.79 99.71 99.18 101.67 104.4899.59 103.03 99.41 99.08 100.46109.13 103.47 105.84 102.95 108.71105.69 101.72 100.90 104.40 107.8794.56 93.33 92.37 95.47 96.12106.23 109.10 103.58 103.33 100.00111.37 113.70 104.90 104.06 106.25111.78 107.33 108.33 105.20 109.8099.03 92.17 89.80 96.36 97.56111.54 105.58 101.38 105.88 111.25101.21 99.29 102.45 96.81 97.19104.94 109.24 104.00 99.72 101.89103.03 102.13 101.37 92.42 97.6792.63 92.06 97.11 84.79 92.16105.63 102.30 104.00 102.24 106.48110.47 114.27 108.37 108.04 114.44118.70 119.67 109.87 113.63 112.7198.31 106.81 106.38 104.73 112.45102.94 93.83 94.17 99.17 102.08115.33 113.17 107.50 107.57 118.21107.16 109.13 100.66 101.61 109.65110.03 102.20 98.67 102.11 110.11110.72 104.33 101.56 98.07 108.30114.06 108.56 106.11 103.42 115.42112.63 104.11 105.05 103.00 110.335

Numbers, Expressive Receptive Number Skills Letter & Word Letters, Skills Skills (5-year-olds) Skills Words (5-year-olds)

Interpretation of K-SEALS ScoresDescriptive Category Standard Score Range Percentile Rank

Below Average 80 – 89 9 – 24Average 90 – 109 25 – 74Above Average 110 – 119 75 – 90Well Above Average 120 – 129 91 – 97Upper Extreme 130+ 98+

In order to accurately assess a child’s development, parents share theirobservations and concerns with all appropriate individuals; and, in turn,parents are informed about observations made by others regarding theirchild. As a part of parent involvement, parents complete a survey oftheir satisfaction with Head Start comprehensive services.

Parents are involved in all decisions and follow-ups for furtherevaluation and intervention. It is useful for parents and staff to meetfrequently to share observations and concerns, and to jointly makeplans for further evaluation and intervention.

Early Childhood Education Yes No1. My child’s teacher listened to, respected and supported my family. 9 5 % 5 %2. The teachers respected and accepted my child as an individual. 9 5 % 8 %3. I was involved in the learning activities planned for my child. 9 2 % 5 %4. I was informed of all tests and test results. 9 6 % 4 %5. The home visits and conferences were helpful and informative for me

and the teachers. 9 4 % 6 %6. I was comfortable with the style of discipline used by the staff. 9 6 % 4 %7. My child benefitted academically from this program. 9 6 % 4 %8. The teachers provided a variety of learning activities for my child. 9 6 % 4 %

Parents as Co-Educators

Family Services, Parent Involvement and Transition Yes No9. As a parent I feel more confident about my parental skills. 95% 5 %10. I read more to my child. 95% 5 %11. The parent meetings and trainings were helpful to our family. 95% 5 %12. I have made progress toward meeting my goals and needs. 93% 7 %13. Head Start was an effective program. 98% 2 %14. The employees listened to my concerns. 97% 3 %

Health, Mental Health, and Nutrition Yes No15. I was satisfied with the medical services received by my child

through the program. 9 7 % 3 %16. I was satisfied with the dental services received by my child. 9 7 % 3 %17. Adequate services were provided for children with disabilities. 9 6 % 4 %18. My child benefitted socially and emotionally from this program. 9 7 % 3 %19. My child liked the food that was served at the Head Start center. 9 5 % 5 %20. I received menus each month that contained nutritional information. 9 8 % 2 %21. My child received the kinds of foods that he/she needed. 9 6 % 4 %

Source: Office of Parental Involvement

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Parental InvolvementParental involvement is a key factor in the success of a child’s education.Parents are number one partners in the education of their children. Not allparents have the time or resources to be fully involved in school activities.Therefore, we plan specific ways that enhance parental participation inpromoting health and learning and that recognize the many different waysparents can be active.

ICS parents are kept abreast of their child’s achievement on a continuousbasis. Two home visits and two parent conferences are the minimumrequirements for disseminating information to parents.

Ways of Informing ParentsICS parents have stated that the following measures are effective forinforming parents about their child’s progress and school activities:

Transition ServicesTransition from home to Head Start and from Head Start to Kindergarten isa major stepping stone in the lives of children and their families. Servicesare provided that prepare children for a seamless transition to their nextplacement. These services include the following:

1. Transfer of necessary records2. Establishment of channels of communications with school districts,

Head Start, and parents3. Meetings between parents and kindergarten teachers4. Joint training with Head Start and kindergarten teachers5. Parental training regarding their rights and responsibilities in the

education of their children6. Appropriate placement and services for children with disabilities

Number of School Districts with a Formal Agreement toCoordinate Transition Services for Children and Families 21

Number of Children Entering Kindergarten in theEnsuing School Year 2,101

Home VisitsNotes from SchoolClassroom NewslettersPhone Calls from Teachers

Child Reports to ParentsOther ParentsVolunteering in the Clas�

20.20.20.20.20.

Parent ActivitiesGrand Parent’s Day

Meet and GreetDad’s Read DayBalloon Launch

Multicultural WeekBanquets/Luncheons

Week of the Young ChildHead Start Awareness Month

Fun DayClosing ActivityRIF Distributions

Food DriveHealth Fair

Career Awareness DayFatherhood Breakfast

CarnivalsTrike-A-Thon

Kite DayField Trips

Zoo-on-WheelsTown Hall Meetings

Transitions ActivitiesHat Day with Dads

Fire Safety ProgramsGrandparent’s DaysRIF Reading RodeoSafety and Fun DayDoughnuts for Dad

Muffins for Mom

2010 -2011

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Parent Engagement Report 2010-2011Understanding the involvement of parents is crucial in recognizing theachievement of our children. Records for 2010-2011 indicate the followingengagement:

Indicator Percent

Parents attending parental skills training 21.2%

Parents attending 3 or more center-level activities 55% (1,752)

Parents receiving financial training 5%

Dads volunteering in the classrooms 9%

Dads participating in 3 or more center-levelfatherhood activities 18%

Dads involved daily in education and life of his child 27%

Dads involved weekly in education and life of his child 15%

Parents who had not completed high schooland referred for GED services 100%

Parents requesting funds to pay for GED test Less than 1%

Parents who have employment as theirnumber one concern 86%

Parents satisfied with ICS services 96%

Parents receiving and completing CDAcertificate (2009-2010) 16 (actual number)

Parents with CDA certificate and wereemployed (2010-2011) 100%

• A total of 198 parent activities took place during the 2010-2011Head Start year.

• A total of 4791 were in attendance during parent activitiesof 2010-2011.

• 326 parents requested GED information during 2010-2011Head Start year.

• Twenty-seven percent of parents attended three or more events/activities.

• Eighty-nine percent attended at least one activity/event orvolunteered at the center. 21.21 .21 .21 .21 .

Pre-School Head StartFamily and HealthServices

22.22.22.22.22.

HEALTH SERVICES AT MID-YEAR 2010/11:Percentage of enrolled children who receivedmedical examinations = 99%; & if children who left& did not complete the program are included = 94%.

Percentage of enrolled children who received dental examinations =99%; & if children who left & did not complete the program are included= 94%.

At mid-year, 87% of the served children received MEDICAID; a 10%increase from the previous year.

2011/12 Year End statistics on NUTRITION SUPPORTS:58% received WIC. This is an 11% increase.45% received Supplemental Nutrition Assistance Program (SNAP),

FAMILY SERVICES AT MID-YEAR 2010/11; the prior year:Total # of children served = 4089.

FAMILY SERVICES 2011/12:Total # of children served = 4054; with 4038 at mid-year.Total # of families = 3816; with 3806 at mid-year.Average Daily Attendance (ADA) = 88.95% (results ranked above therequired 85% level.)

Mid-year WAITLIST Numbers were at 1271;34% of the funded pre-school enrollment of 3704.Percentage of applying children on the Waitlist served (enrolled andentered) was76%; 1% less than last year.

Number of children not served and remaining on Waitlist = 1271.Percentage of applying children unable to be enrolled/served = 34%;7% more than the previous year.Percentage of age eligible children who remained on the Waitlist whowere over poverty = 22% (287 children).

Summer 2011 Waitlist # was 2385 children which includes2010/11 Waitlist & new applications for the 2011/12 year.Using agency COMMUNITY ASSESSMENTTARGET AREA data shows:%AGE eligible children served in the 20011/12 Year = 23%.

% INCOME ELIGIBLE (poverty or below) pre-school age children servedin the 2011/12 year = 50%. Using a 2nd methodology the % would be58% income eligible children served.

2011/12 SIGNIFICANT PARENT PARTNER DATA from provision of FAMILYSOCIAL SERVICES & reflection of economy:

3356 Health Education services (88%) –a 20% increase3652 Parent Education sessions/services (91%) – a 20% increase3124 Family Services Transportation assistance (82%) -a 37% increase1082 Adult Education (28%) – an 8% increase1020 Job Training (27%) – a 7% increase463 Emergency/Crisis Assistance (12%)

A SNAPSHOT OF SIGNIFICANT STATISTICS ON OUR PRE-SCHOOLPATRONS THROUGH 2011/12:

77% single parent homes and 23% in two parent families

93% INCOME ELIGIBLE (at poverty or below); 7% in families with OVERpoverty annual family income

73% children with one year prior to kindergarten; 27% children with twoyears before kindergarten; and 1% children with three years beforekindergarten.

72% of the children in 1st year, 26% in the 2nd year, and 2% in the 3rdor higher year (primarily EHS transition children)

LANGUAGE = 96% English, 4% Spanish

RACE BREAKDOWN = 87% Black or African American, 11% White, 4% ofthe children are Hispanic or Latino origin, 2% Biracial/Multi-racial, lessthan 1% Asian, less than 1% Native Hawaiian or other Pacific Islander,and less than 1% American Indian or Alaska Native.

6% of the families received Temporary Assistance for Needy Families(TANF)

10% of the families received Supplemental Security Income (SSI)

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24.24.24.24.24.

ASSETS

Cash 1,910,552Receivables:Grants 4,002,57Other 23,812 4,026,391Prepaid expenses 243,219Utility deposits 29,492Property and equipment-net 232,218Total Assets 6,441,872

LIABILITIES

Accounts payable 1,580,707Accrued salaries 1,202,467Accrued payroll taxes and withholdings 198,074Accrued annual leave 765,465Deferred contract revenue 1,995,629Total Liabilities 5,742,342

NET ASSETS

Temporarily Restricted 699,530Total Net Assets 699,530Total Liabilities and Net Assets 6,441,872

Institute of Community Services, Inc. - January 31, 2012

Our audit was conducted for the purpose of forming an opinion on thefinancial statements of Institute of Community Services, Inc. taken as awhole. The accompaning Schedule of Expenditures of Federal Awards ispresented for purposes of additional analysis as required by U.S. Office ofManagement and Budget Circular A-133, Audits of States, LocalGovernments, and Non-Profit Institute of Community Services, and is notrequired part of the basic financial statements. Such information has beensubjected to the auditing procedures applied in the audit of the basicfinancial statements and, in our opinion, is fairly statement, in all materialrespects, in relation to the basic financial statements taken as whole.

Frances Reola YoungFiscal Officer

Budget & Audit Report

Statement of Financial Position

25.25.25.25.25.

State revenue 1,795,554Local government revenue 150,000Other revenue 4,706Interest income 1,494 Total Unrestricted Revenues and Gains 2,696,467

Net Assets Released from Restrictions:Satisfaction of program restrictions 43,189,257Total Net Assets Released from Restrictions 43,189,257Total Unrestricted Revenues, Gains and Other Support 45,885,724

ExpensesHead Start Progam 21,892,321Child Care Food Service Program 2,463,682Child Care Development Program 15,212,082ARRA-Head Start 2009 ARRA Cola QualityImprovement Funding 1,000,828ARRA-Head Start Expansion 436,077ARRA-EHS FY 09 ARRA Expansion 1,418,744ARRA-2009 CCDF Discretionary 68,184Non Federal Program 149,436 Total Program Services 42,641,408

Management and General 3,287,906 Total expenses 45,929,314

Decrease in Unrestricted Net Assets (43,590)_

Changes in Temporarily Restricted Net AssetsTemporarily restricted grant monies 43,189,257Net assets released from restrictions (43,189,257)

Increase in Temporarily Restricted Net Assets 0______Decrease in Net Assets (43,590)Net Assets at Beginning of Year 743,120Net Assets at End of Year 699,530

Statement of ActivitiesJanuary 31, 2011

Statement of Functional ExpensesYear Ended January 31, 2011

26.26.26.26.26.

Program Services

ARRA Head Start2009 ARRA Cola

Child Care Child Care Non- QualityHead Start Food Development Federal ImprovementProgram Service Program Program Funding

Salaries $11,337,543 757,912 351,992 524,769

Employees benefitsand payroll taxes 4,635,244 346,381 108,003 134,299

Total Salaries andRelated Expenses 15,972,787 1,104,293 459,995 0 659,068

Travel 381,013 12,369 85,577

Property andequipment 219,636

Supplies 599,119 37,763 12,061 15,204 6,212

Medical anddental services 358,620

Contractual Services 316,892 93,229Training 116,143 52,363Insurance 200,987Occupancy 945,091Child Care providers 206,445 14,727,657 44,786Transportation 1,034,238Repairs andmaintenance 419,424 104,433Parent/ChildrenActivity 46,157Telephone 229,964Food 1,200 1,321,626Other expenses 11,483 16Construction 104,341

Value of Otherin-kind Services 728,781

Total Expensesbefore Depreciation 21,892,321 2,463,682 15,212,082 60,006 1,000,882

Depreciation 89,430

Total Expenses $21,892,321 2,463,682 15,212,082 149,436 1,000,882

27 .2 7 .2 7 .2 7 .2 7 .

ARRA ARRA ARRA Total ManagementHeadStart EHS FY 09 2009CCDF Program and TotalExpansion ARRA Expansion Discretionary Services General Expenses

201,949 316,589 50,356 13,541,110 2,049,422 15,590,532

77,966 77,734 13,894 5,393,521 617,317 6,010,838

279,915 394,323 64,250 18,934,631 2,666,739 21,601,370

10,015 23,449 512,423 64,691 577,114

3,934 223,570 223,570

76,007 545,510 1,291,876 184,193 1,476,069

5,868 790 365,278 365,278

3,722 47,060 460,903 178,081 638,98411,642 180,148 180,148124 201,111 64,295 265,4064,800 949,891 47,600 997,491

11,000 14,989,888 14,989,888 1,034,238 1,034,238

28,543 49,648 602,048 15,155 617,203

1,306 1,263 48,726 48,7263,417 233,381 67,152 300,533

3,801 2,734 1,329,361 1,329,361 11,499 11,499

333,952 438,293 438,293

15,900 32 744,713 744,713

436,077 1,418,744 68,184 42,551,987 3,287,906 45,839,884

89,430 89,430

436,077 1,418,744 68,184 42,641,408 3,287,906 45,929,314

From Public RelationsIt is always a challenge gathering the data for our AnnualReport and sharing it with our various publics.

What a pleasure it is to let our audience know that we takepride in what we do, developing young minds, preparingthem as they move forward. Let us all be mindful that theyare children now, someday they will be adults and leaders inour various communities.

Thanks to each of you as you assist us in what we do in“Making Small Miracles a Great Success”.

Fannie L. LampleyDirector

28.28 .28 .28 .28 .

The Institute of Community Services, Inc. is an equal opportunityemployer. No person shall be discriminated against because of

race, religion, color, sex, age, disability, or natural origin.

Institute of Community Services, Inc.Institute of Community Services, Inc.Institute of Community Services, Inc.Institute of Community Services, Inc.Institute of Community Services, Inc.P.O. Box 160 • 160 West Valley Avenue

Holly Springs, Mississippi 38635662.252.1582 • 662.252.7253 Fax

www.ics-hs.org

ics 2011 annual report

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