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STARTSTARTSTARTSTARTSTARTAnnual Report 2009-2010

Making Small Miracles A Great Success

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

2 Mission and Vision

3 From the Executive Director

5 From the Board Chair

6 From the Policy Council

7 Early Head Start Program

8 Academic Qualifications of Head Start Teaching Staff

9 About Child Development Testing

10 Performance of Head Start Children on the

Learning Accomplishment Profile (LAP III) 2009-2010

12 Performance Quality and Accountability

Analysis of Child Outcome Data Results

13 Performance Quality and Accountability

Learning Accomplishment Profile (LAP III) 2009-2010

14 Performance of Head Start Students on K-SEALS 2010

15 All Sites 2010 K-SEALS Vocabulary Mean Scores

16 K-SEALS Average Scores Spring 2010

18 Interpretation of K-SEALS Scores

19 Parents as Co-Educators

20 Parental Involvement in Head Start

21 Parent Activities

22 Disabilities and Mental Health Services

23 Health and Family Services

24 Budget and Audit Report

25 Statement of Financial Position

26 Statement of Functional Expenses

28 Note from Public Relations 1.

The ICS MissionThe ICS MissionThe ICS MissionThe ICS MissionThe ICS Mission

ICS provides high quality comprehensive

child and family services which ensure the

development of skills for success

throughout life.

The ICS VisionThe ICS VisionThe ICS VisionThe ICS VisionThe ICS Vision

By 2013, ICS will be a recognized “Program of

Excellence” providing high quality services within

the approved budget by:

Securing additional funding

Promoting staff/child diversity

Improving internal and external

communications

Building and strengthening partnerships

Exceeding state licensure requirements

2.

FROM THE EXECUTIVE DIRECTORFROM THE EXECUTIVE DIRECTORFROM THE EXECUTIVE DIRECTORFROM THE EXECUTIVE DIRECTORFROM THE EXECUTIVE DIRECTOR

ICS looks forward to publishing ouraccomplishments in the Annual Report.Our continuous aim in this organization isto obtain great outcomes for our childrenand families, to ensure that staff aresatisfied and believe that ICS is a great placeto work, and to develop everlastingpartnerships with our communities.

As the economy continues to take adown-turn, ICS is blessed to continue togrow through the American ReinvestmentRecovery Act. Our agency has increasedthe number of children we serve in HeadStart by 150 and Early Head Start by 72.We have hired new employees to work inthe Expansion areas. This change is helping people in the communityearn an income as well as providing quality services for our children.The Stimulus Package has enabled the agency to improve ourplaygrounds, renovate some of our Head Start buildings, and even toconsider constructing a new eight-classroom Head Start Center inCrenshaw, MS.

Enrollment of Head Start and Early Head Start at ICS has increasedfrom 3819 to 4041, and we still have a large waiting list of eligiblefamilies in some counties. This shows that we still have families whoneed their children to get a great “head start” prior to kindergarten.

ICS, public schools, and day care centers are working diligently toachieve the agency’s slogan “Making Small Miracles a Great Success”,by preparing them to meet challenges of tomorrow. Not only are wepreparing our children for success, but we are training and preparingour young employees to step into the role of their leaders once theyretire. ICS must have a solid foundation for our succession planprogram.

ICS is faced with many challenges this year. This agency is up fora 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,

Eloise McClinton

3.

and community partners to work laboriously together to achieve theGold Star on this review. If we are cited with a deficiency, our agencycan be re-competed and it’s possible that another organization will be incontrol of ICS, and we definitely do not want that.

We should always be mindful of the purpose of ICS. We are here toprovide high quality services for our children and families and ensurethat the children are ready to proceed to the next level.At ICS we pride ourselves with speaking words that encourage,inspiring other to reach their full potential and motivating our childrenand parents that together we can make a difference. Please review ouraccomplishments in this annual report, and help this organization stayat the forefront of providing quality services to children and families.

Regards,Eloise McClintonExecutive Director

4.

The call to serve is an important one, and thereis no greater call than that of working withchildren within our service area. Our calling asservants should never be taken for granted and/or viewed as mundane. We have been giventhe opportunity to make a positive impactwithin our thirteen counties. We must embracethe challenges and confront every obstacle inorder to insure our survival. We must alsobegin to lean on many of the youngeremployees and insure that as they begin to seekother (retirement) ventures, they are ready tosucceed as those veteran employees who haveplayed a crucial role in this agency. We mustalso turn to new blood on the Board andCouncil as it becomes even more important to embrace new ideas. Iknow this agency is full of individuals who are willing and capable ofcarrying on the responsibility that is being afforded them. With alllikelihood, this will be the last time I sit in the chairman’s seat of thisgreat organization/agency.

I use the term “great” because of the many individuals that havegiven of themselves over the past years, great because all stakeholdersare involved in both the successes and the failures of this agency. Weacknowledge the heavy load that we must carry, but we also know thatif we continue to work together, the load will never becomeburdensome.

Regards,Howard HollinsChairman of the Board

Howard Hollins

FROM THE BOARD CHAIRFROM THE BOARD CHAIRFROM THE BOARD CHAIRFROM THE BOARD CHAIRFROM THE BOARD CHAIR

5.

FROM THE POLICY COUNCILFROM THE POLICY COUNCILFROM THE POLICY COUNCILFROM THE POLICY COUNCILFROM THE POLICY COUNCIL

During my two years of experience withthe Institute of Community Services, Inc.,I have been increasingly impressed withthe staff and students I have come incontact with. The Holly Springs CentralOffice and the Charleston Head Startcenter display such positive effects on thestudents.

I have had the opportunity to makespontaneous visits and always find aprofessional atmosphere. Finding studentsin a learning environment where thestudent is the focus, is a true blessing. All

staff members are to be commended for making the motto, “Makingsmall Miracles a Great Success” a true and valid statement.Community awareness is the key and the Public Relations director hasdone an amazing job in keeping the community informed.

Having staff members to take such pride in their jobs as the ParentInvolvement director and Executive director makes my involvementsuch a pleasure.

Cassandra Harris PattersonPolicy Council Chairperson

Cassandra Harris Patterson

6.

Early Head StartEarly Head StartEarly Head StartEarly Head StartEarly Head Start

Early Head Start has been successful inproviding family support services thatlead to the achievement of parents’self-improvement goals.

Funded Enrollment 180Actual Enrollment 243At enrollment number of children withhealth insurance 160

At end of enrollment 174At enrollment number of childrenreceiving Medicaid 135

At end of enrollment 150At enrollment number of children withno health insurance 22

At end of program year 8

MedicalNumber of children with an ongoing sourceof continuous and accessible, routine,preventive, and acute medical care 165 At end of enrollment 182

Dental HomeAt enrollment number of children with anongoing source of continuous and accessible, routine, preventive and acute dental care 87 At end of year 182

Preventive Dental ServicesNumber of children who receiveddental screening 182

Number of children who receivedprofessional dental examinations 178

7.

Classroom QualityClassroom QualityClassroom QualityClassroom QualityClassroom 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.

TeachersMS BS AS CDA Total

ICS Head StartSites 12 148 0 0 160

Expansion Sites 0 9 0 0 9

Partner Sites 1 24 1 5 31

Total 13 181 1 5 200

TeacherAssistants

BS AS CDA H.S. Diploma TotalICS Head StartSites 5 5 7 20 76 158

Expansion Sites 0 1 0 8 9

Partner Sites 3 4 0 29 36

Total 8 62 20 113 203

Class SizeClass SizeClass SizeClass SizeClass Size

Child:Adult RatioChild:Adult RatioChild:Adult RatioChild:Adult RatioChild:Adult Ratio

The average class size for ICS Head Start is 20. Some centers and some childcare centers have 17 children in a class, especially in terms of the age-groupof the classroom.

Teachers and children have been assigned to classrooms in order to meet theMississippi “Regulations Governing Licensure of Child Care Facilities.” Inmixed age groups, the age of the younger child in the group determines thestaff-to-child ratio. There are two paid staff members, teacher and teacherassistant, in the classroom. Special needs teacher assistants are assigned toclassrooms that have children with severe disabilities.8.

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 in awide range of hands-on activities (which we call “play”) that challengechildren to observe closely, ask questions, test ideas, and solve problems.

The assessment process is designed to answer the following questions:

1. Have the children’s language development, literacy, math and scienceskills 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 mosteffective in promoting school readinessin Head Start children?

4. What do ICS Head Start children knowand what can they do at the completionof the Head Start program?

Child Development TestingChild Development TestingChild Development TestingChild Development TestingChild Development Testing

The overriding question is:“Are ICS children ready forkindergarten when they leaveHead Start?”

9.

Performance of Head StartPerformance of Head StartPerformance of Head StartPerformance of Head StartPerformance of Head StartChildren on the LearningChildren on the LearningChildren on the LearningChildren on the LearningChildren on the LearningAccomplishment ProfileAccomplishment ProfileAccomplishment ProfileAccomplishment ProfileAccomplishment Profile(LAP-III) (LAP-III) (LAP-III) (LAP-III) (LAP-III) 2009-20102009-20102009-20102009-20102009-2010Assessment 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 to meetthose 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 Development1. Language Development1. Language Development1. Language Development1. Language Development2. Literacy2. Literacy2. Literacy2. Literacy2. Literacy3. Mathematics3. Mathematics3. Mathematics3. Mathematics3. Mathematics4. Science4. Science4. Science4. Science4. Science5. Creative Arts5. Creative Arts5. Creative Arts5. Creative Arts5. Creative Arts6. Social and Emotional Development6. Social and Emotional Development6. Social and Emotional Development6. Social and Emotional Development6. Social and Emotional Development7. Approaches to Learning7. Approaches to Learning7. Approaches to Learning7. Approaches to Learning7. Approaches to Learning8. Physical Health and Development8. Physical Health and Development8. Physical Health and Development8. Physical Health and Development8. 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.

10.

D o m a i n Domain Elements Number of Number of P e r c e n tMilestones Milestones G a i n e dMastered Mastered End of

Y e a r

LanguageDevelopment* Listening & Understanding 62.16 79.74 23.46%

Speaking & Communicating

Literacy* Phonological Awareness 30.77 55.11 79.10%Book KnowledgePrint Awareness & ConceptsEarly WritingAlphabet Knowledge

Mathematics* Number & Operations 47.15 70.37 49.22%Geometry & Spatial SensePatterns & Measurement

Science Scientific Skills & Methods 36.71 63.11 71.92%Scientific Knowledge

Creative Arts Music 62.75 84.10 34..24%A r tMovementDramatic Play

Social /EmotionalDevelopment Self-Concept 79.10 90.81 14.80%

Self-ControlCooperationSocial RelationshipsKnowledge of Families &Communities

Approachesto Learning Initiative & Curiosity 95.32 98.77 3.62%

Engagement & PersistenceReasoning & Problem Solving

PhysicalHealth andDevelopment Fine Motor Skills 72.60 88.61 22.05%

Gross Motor SkillsHealth Status & Practices

11.

Performance Quality andPerformance Quality andPerformance Quality andPerformance Quality andPerformance Quality andAccountabilityAccountabilityAccountabilityAccountabilityAccountabilityAnalysis of Child OutcomesAnalysis of Child OutcomesAnalysis of Child OutcomesAnalysis of Child OutcomesAnalysis of Child OutcomesData ResultsData ResultsData ResultsData ResultsData Results

Major findings from the 2010 end-of-year LAP-3 assessment show thatchildren have not met the 85 percent ICS goal in the domains ofLanguage Development, Literacy, Mathematics, Science, and CreativeArts. The following graph shows the rate of children’s progress at thebeginning, middle, and the end of the year. In each of the areas,children did make significant progress although the 85 percent goal wasnot reached.

Findings from the 2010 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.

12.

Performance of Head Start ChildrenPerformance of Head Start ChildrenPerformance of Head Start ChildrenPerformance of Head Start ChildrenPerformance of Head Start ChildrenTransitioned from Early Head StartTransitioned from Early Head StartTransitioned from Early Head StartTransitioned from Early Head StartTransitioned from Early Head Starton the Learning Accomplishmenton the Learning Accomplishmenton the Learning Accomplishmenton the Learning Accomplishmenton the Learning AccomplishmentProfileProfileProfileProfileProfile (LAP-III) (LAP-III) (LAP-III) (LAP-III) (LAP-III) 2009-20102009-20102009-20102009-20102009-2010

D o m a i n Domain Elements Number of Number of P e r c e n tMilestones Milestones Gained atMastered Mastered End of

Y e a r

B e g i n n i n g End of Progressof Year Y e a r Made

LanguageDevelopment* Listening & Understanding 48.26 72.50 50.23%

Speaking & Communicating

Literacy* Phonological Awareness 15.11 39.02 158.24%Book KnowledgePrint Awareness & ConceptsEarly WritingAlphabet Knowledge

Mathematics* Number & Operations 29.07 59.33 104.09%Geometry & Spatial SensePatterns & Measurement

Science Scientific Skills & Methods 17.13 49.19 187.16%Scientific Knowledge

Creative Arts Music 47.41 80.93 70.70%A r tMovementDramatic Play

Social /EmotionalDevelopment Self-Concept 72.72 89.78 23.46%

Self-ControlCooperationSocial RelationshipsKnowledge of Families &Communities

Approachesto Learning Initiative & Curiosity 93.63 98.11 4.78%

Engagement & PersistenceReasoning & Problem Solving

PhysicalHealth andDevelopment Fine Motor Skills 61.11 88.28 44.46%

Gross Motor SkillsHealth Status & Practices

13.

Performance of Head StartPerformance of Head StartPerformance of Head StartPerformance of Head StartPerformance of Head StartChildren on K-SEALSChildren on K-SEALSChildren on K-SEALSChildren on K-SEALSChildren on K-SEALS20102010201020102010

At the end of the 2009-2010 program year 845 kindergarten-ready children were assessed.

Domain ICS Mean National Mean Difference

Vocabulary 95.77 98.4 -2.63 Numbers, Letters, Words 103.51 98.3 5.21

Expressive Skills 102.80 98.4 4.4

Receptive Skills 98.41 98.4 0.01

Early Academic & Language Skills 99.69 98.6 1.09 For children ages 5

Domain ICS Mean National Mean Difference

Number Skills 100.00 99.3 0.7

Letter and Word Skills 103.39 99.8 3.59

14.

All sites 2010 K-SEALS vocabulary mean scores are shown inthe following table:

Center Number Vocabulary Standard Tested Deviation

Anderson Grove 26 86.88 10.9Batesville 34 88.59 8.5Clay County 2 7 94.07 11.5Clen Moore 36 95.97 13.0Coleman (Columbus) 30 83.30 8.5Crenshaw 25 97.44 13.5Erma Rogers (Byhalia) 36 98.83 12.6Eva Covington (Charleston) 26 93.54 8Grenada County 30 81.60 9Hernando 39 94.92 15.9Holly Springs (M. Myatt) 36 96.03 12.4Mary Cathey (Oxford) 40 92.05 10.8Mt. Pleasant (K. Gipson) 24 97.92 11.8Noxubee 28 86.54 8.8Oktibbeha 30 89.43 9Quitman County 36 98.39 11.9Southaven (E. McClinton) 4 1 114.54 9.9Tunica County 32 102.34 16.5Walls 3 7 103.57 15.3West Tallahatchie 24 92.21 12.8Batesville Elementary 2 1 100.38 9.6Bramlett Elementary 36 108.94 10.5Earl Nash Elementary 1 6 80.75 9.8Emerson 1 7 96.12 10.8Robinsonville 35 102.49 14.8Stokes-Beard (Columbus) 24 88.88 11.4Tunica Pre-K 36 104.97 13.4Young’s Academy 23 85.91 11.5

15.

C e n t e r Early Academic/ VocabularyLanguage Skills

All Sites 99.69 95.77

Anderson Grove 9 2 . 7 7 8 6 . 8 8

Batesville 9 2 . 2 4 8 8 . 5 9

Clay County 9 8 . 6 3 9 4 . 0 7

Clen Moore (Coldwater) 9 4 . 6 1 9 5 . 9 7

Coleman (Columbus) 9 1 . 5 3 8 3 . 3 0

Crenshaw 1 0 0 . 6 0 9 7 . 4 4

Erma Rogers (Byhalia) 9 9 . 8 6 9 8 . 8 3

Eva Covington (Charleston) 9 8 . 3 5 9 3 . 5 4

Grenada County 8 9 . 3 0 8 1 . 6 0

Hernando 9 6 . 5 9 9 4 . 9 2

Holly Springs (M. Myatt) 9 9 . 5 0 9 6 . 0 3

Mary Cathey (Oxford) 9 4 . 3 5 9 2 . 0 5

Mt. Pleasant (K. Gipson) 1 0 0 . 4 2 9 7 . 9 2

Noxubee 9 3 . 0 4 8 6 . 5 4

Oktibbeha 9 7 . 5 3 8 9 . 4 3

Quitman County 1 0 0 . 0 0 9 8 . 3 9

Southaven (E. McClinton) 1 1 2 . 4 4 1 1 4 . 5 4

Tunica County 1 0 1 . 2 2 1 0 2 . 3 4

W a l l s 1 0 3 . 1 6 1 0 3 . 5 7

West Tallahatchie 9 6 . 7 9 9 2 . 2 1

Batesville Elementary 1 0 9 . 6 7 1 0 0 . 3 8

Bramlett Elementary 1 1 3 . 9 4 1 0 8 . 9 4

Earl Nash Elementary 9 3 . 5 0 8 0 . 7 5

Emerson 1 0 2 . 5 9 9 6 . 1 2

Robinsonville 1 0 7 . 4 6 1 0 2 . 4 9

Stokes-Beard (Columbus) 9 8 . 6 7 8 8 . 8 8 1 0 8 . 2 5

Tunica Pre-K 1 0 6 . 1 7 1 0 4 . 9 7

Young’s Academy 9 9 . 1 7 8 5 . 9 1

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N u m b e r s , Expressive Receptive Number Skills Letter & WordLetters, Skills Skills (5-year-olds) SkillsWords (5-year-olds)

103.51 102.80 98.41 100.00 102.39

1 0 0 . 2 3 9 3 . 5 0 9 4 . 0 4 9 8 . 1 2 1 0 2

9 8 . 1 2 9 6 . 8 5 9 0 . 9 7 9 3 . 9 4 . 9 8 . 9 1

1 0 3 . 7 0 1 0 0 . 5 6 1 0 0 . 3 7 9 9 . 3 5 1 0 4 . 4 7

9 4 . 2 8 9 8 . 7 2 9 1 . 7 2 9 2 . 5 6 9 4 . 9 7

1 0 1 . 8 0 9 4 . 4 7 9 1 . 7 0 1 0 0 . 6 7 1 0 2 . 9 4

1 0 2 . 7 2 9 8 . 1 6 1 0 3 . 1 2 9 9 . 6 7 1 0 4 . 2 9

1 0 0 . 7 2 1 0 3 . 7 5 9 8 . 0 0 9 5 . 6 3 1 0 0 . 7 3

1 0 3 . 0 0 1 0 2 . 5 4 1 0 0 . 1 2 9 8 . 4 0 1 0 3 . 3 0

1 0 0 . 0 7 9 3 . 5 7 9 1 . 4 7 9 8 . 7 9 9 9 . 6 6

9 8 . 7 7 1 0 0 . 1 5 9 4 . 7 7 9 9 . 6 4 9 6 . 1 8

1 0 2 . 4 7 1 0 4 . 0 0 9 7 . 3 1 9 9 . 4 6 1 0 2 . 4 9

9 7 . 7 8 9 8 . 3 3 9 3 . 0 0 9 5 . 8 6 9 6 . 9 2

1 0 2 . 5 4 1 0 1 . 0 4 1 0 0 . 5 8 9 8 . 8 1 1 0 2 . 0 5

1 0 1 . 0 7 9 6 . 5 4 9 5 . 2 5 9 7 . 3 2 9 9 . 2 1

1 0 6 . 0 0 9 9 . 2 7 9 8 . 3 0 1 0 3 . 5 2 1 0 6 . 8 9

1 0 1 . 0 6 1 0 2 . 8 6 9 9 . 1 9 9 7 . 7 5 1 0 1 . 6 7

1 0 6 . 2 9 1 1 4 . 6 3 1 0 6 . 3 2 1 0 5 . 0 5 1 0 6 . 9 5

9 9 . 4 1 1 0 4 . 4 1 9 7 . 4 7 9 7 . 2 1 9 9 . 6 1

1 0 1 . 4 3 1 0 7 . 5 9 9 8 . 3 5 1 0 1 . 9 5 1 0 2 . 4 6

1 0 1 . 8 3 9 9 . 5 0 9 2 . 4 2 1 0 0 . 2 9 1 0 1 . 0 0

1 1 6 . 1 9 1 1 2 . 5 2 1 0 8 . 6 7 1 0 5 . 0 0 1 1 5 . 2 9

1 1 4 . 8 9 1 1 6 . 0 3 1 1 0 . 2 2 1 1 0 . 4 7 1 1 7 . 2 3

1 0 6 . 6 3 9 9 . 3 1 9 3 . 5 0 1 0 4 . 8 9 1 1 0 . 3 3

1 0 8 . 0 6 1 0 0 . 8 2 1 0 1 . 9 4 1 0 1 . 5 0 1 0 2 . 5 0

1 1 0 . 0 3 1 0 9 . 8 9 1 0 4 . 8 9 1 0 2 . 9 1 1 1 0 . 5 2

1 0 2 . 4 2 9 8 . 7 5 1 0 2 . 3 0 1 1 0 . 9 1

1 1 0 . 7 2 1 1 4 . 5 6 1 0 3 . 8 9 1 0 4 . 4 7 1 1 2 . 7 4

1 1 0 . 8 3 1 0 0 . 2 6 9 9 . 5 2 1 0 0 . 7 1 1 0 6 . 5 7 17.

Interpretation ofK-SEALS Scores

Descriptive Category Standard Score Percentile Rank Range

Below Average 80 – 89 9 – 24

Average 90 – 100 25 – 74

Above Average 110 – 119 75 – 90

Well Above Average 120 – 129 91 – 97

Upper Extreme 130+ 98+

18.

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.

Early Childhood Education Yes No1. My child’s teacher listened to, respected and supported my family. 94% 6%

2. The teachers respected and accepted my child as an individual. 93% 7%

3. I was involved in the learning activities planned for my child. 95% 5%

4. I was informed of all tests and test results. 94% 6%

5. The home visits and conferences were helpful and

informative for me and the teachers. 95% 5%

6. I was comfortable with the style of discipline used by the staff. 95% 5%

7. My child benefitted academically from this program. 93% 7%

8. The teachers provided a variety of learning activities for my child. 95% 5%

ParentsParentsParentsParentsParentsas Co-Educators

Parents are involved in all decisions and follow-ups for further evaluation andintervention. It is useful for parents and staff to meet frequently to shareobservations and concerns, and to jointly make plans for further evaluation andintervention.

Family Services, Parent Involvementand Transition Yes No9. As a parent I feel more confident about my parental skills. 91% 9%

10. I read more to my child. 82% 12%

11. The parent meetings and trainings were helpful to our family. 92% 8%

12. I have made progress toward meeting my goals and needs. 92% 8%

13. Head Start was an effective program. 95% 5%

14. The employees listened to my concerns. 95% 5%

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

through the program. 92% 8%

16. I was satisfied with the dental services received by my child. 92% 8%

17. Adequate services were provided for children with disabilities. 89% 1 1 %

18. My child benefitted socially and emotionally from this program. 94% 6%

19. My child liked the food that was served at the Head Start center. 7 7 % 23%

20. I received menus each month that contained nutritional information. 95% 5%

21. My child received the kinds of foods that he/she needed. 84% 16%

Source: Office of Parental Involvement

19.

Parental involvement is a key factor in the success of a child’s education. Par-ents are number one partners in the education of their children. Not all parentshave the time or resources to be fully involved in school activities. Therefore, weplan specific ways that enhance parental participation in promoting health andlearning and that recognize the many different ways parents can be active.ICS parents are kept abreast of their child’s achievement on a continuous basis.Two home visits and two parent conferences are the minimum requirements fordisseminating information to parents.

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

Home VisitsNotes from SchoolClassroom NewslettersPhone Calls from TeachersE-Mails from TeachersChild Reports to ParentsOther ParentsVolunteering in the Class

Transition ServicesTransition ServicesTransition ServicesTransition ServicesTransition ServicesTransition from home to Head Start and from Head Start to Kindergar-ten is a major stepping stone in the lives of children and their families.Services are provided that prepare children for a seamless transition totheir next placement. 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 to

Coordinate Transition Services for Children and Families 21

Number of Children Entering Kindergarten in the

Ensuing School Year 2,906

ParentalParentalParentalParentalParentalInvolvementInvolvementInvolvementInvolvementInvolvement

20.

ParentsParentsParentsParentsParentsActivities1.1.1.1.1. Grand ParentGrand ParentGrand ParentGrand ParentGrand Parent’s Days Days Days Days Day22222 Meet and GreetMeet and GreetMeet and GreetMeet and GreetMeet and Greet3.3.3.3.3. DadDadDadDadDad’s Read Days Read Days Read Days Read Days Read Day4.4.4.4.4. Balloon LaunchBalloon LaunchBalloon LaunchBalloon LaunchBalloon Launch5.5.5.5.5. Multicultural WeekMulticultural WeekMulticultural WeekMulticultural WeekMulticultural Week6.6.6.6.6. Banquets/LuncheonsBanquets/LuncheonsBanquets/LuncheonsBanquets/LuncheonsBanquets/Luncheons7.7.7.7.7. Week of the Young ChildWeek of the Young ChildWeek of the Young ChildWeek of the Young ChildWeek of the Young Child8.8.8.8.8. Head Start Awareness MonthHead Start Awareness MonthHead Start Awareness MonthHead Start Awareness MonthHead Start Awareness Month9.9.9.9.9. Fun DayFun DayFun DayFun DayFun Day10.10.10.10.10. Closing ActivityClosing ActivityClosing ActivityClosing ActivityClosing Activity11.11.11.11.11. RIF DistributionsRIF DistributionsRIF DistributionsRIF DistributionsRIF Distributions12.12.12.12.12. Food DriveFood DriveFood DriveFood DriveFood Drive13.13.13.13.13. Health FairHealth FairHealth FairHealth FairHealth Fair14.14.14.14.14. Career Awareness DayCareer Awareness DayCareer Awareness DayCareer Awareness DayCareer Awareness Day15.15.15.15.15. Fatherhood BreakfastFatherhood BreakfastFatherhood BreakfastFatherhood BreakfastFatherhood Breakfast16.16.16.16.16. CarnivalsCarnivalsCarnivalsCarnivalsCarnivals17.17.17.17.17. Trike-A-ThonTrike-A-ThonTrike-A-ThonTrike-A-ThonTrike-A-Thon18.18.18.18.18. Kite DayKite DayKite DayKite DayKite Day19.19.19.19.19. Field TripsField TripsField TripsField TripsField Trips20.20.20.20.20. Zoo-on-WheelsZoo-on-WheelsZoo-on-WheelsZoo-on-WheelsZoo-on-Wheels21.21.21.21.21. Town Hall MeetingsTown Hall MeetingsTown Hall MeetingsTown Hall MeetingsTown Hall Meetings22.22.22.22.22. Transitions ActivitiesTransitions ActivitiesTransitions ActivitiesTransitions ActivitiesTransitions Activities

21.

Disabilities ServicesDisabilities ServicesDisabilities ServicesDisabilities ServicesDisabilities Services

The Administration of Children andFamilies (ACF) requires ICS to servechildren ages 0-5 with disabilities.Ten percent (10%) of the agency’senrollment must be comprised ofchildren with disabilities. For the2009-2010 school year, ICSexceeded this requirement. A total of412 or 11.3% of the preschoolenrollees served received specialeducation or related services. Thelocal education agencies (LEAs)evaluated as well as provided the

special education and related services.

The categories of disabilities served in preschool were as follows: speechimpairments, developmentally delayed, autism, health impairment, andhearing impairment. Due to the severity of the disability and need forindividualized instruction, a total of nineteen (19) persons wereemployed as special needs teacher assistants in Head Start. A total oftwenty-three (23) infants and toddlers received special services asoutlined in the Individualized Family Services Plans (IFSPs), EarlyIntervention Program.

Mental Health ServicesMental Health ServicesMental Health ServicesMental Health ServicesMental Health Services

Contracts were entered into with private psychologists as well ascommunity mental health agencies to conduct routine classroomobservations, provide consultation to teaching staff, and behavioralintervention as needed. Functional assessments and positive behavioralsupport plans were developed for children who exhibited atypicalbehaviors and challenging behaviors.

The mental health professionals spent at least thirty (30) hoursper month in the EHS sites, Head Start centers, and blendedsites. All goals and objectives were achieved as planned.

DisabilitiesDisabilitiesDisabilitiesDisabilitiesDisabilitiesandandandandandMentalMentalMentalMentalMentalHealthHealthHealthHealthHealthServicesServicesServicesServicesServices

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s Total Number of children served in the 2009-2010 school year

=41994199419941994199Total Number of families served in the 2009-2010 school year =

39683968396839683968Average Monthly enrollment in percentage for the 2009-2010

year= 88.42%88.42%88.42%88.42%88.42%This ADA percentage is significantly below 85% levels that require analysisin case of low attendance. Therefore ICS has exceeded the 85% mark by3.42%

Percentage of the number of age eligible children children in the

Target Area served= 32%32%32%32%32%Percentage of age eligible children served on the Waitlist/

applications=77%77%77%77%77%Percentage of INCOME ELIGIBLE pre-school age children in the

Target Area (@ Poverty or below) served=59%59%59%59%59%

% of children who received medical examinations=95%95%95%95%95%

% of children who received dental examinations=90%90%90%90%90%

WAITLIST Numbers @ year end in May, 2010=1,2831,2831,2831,2831,283

% of children on the Waitlist not served/not enrolled=23%23%23%23%23%Report Update: WAITLIST numbers on July 30,2010=1,010 with 3649children marked as accepted in the computer making a total of 4659applications for Head Start for the 2010-2011 year.ICS is funded 3789enrollment slots but additionally serves 17 more children in a specialtyclassroom and on average of 6 to 12 more additional children for a TOTALof 3818. This number may increase for the 2010-11 year due to additionalpublic school partner classes.

23.

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. Officeof Management and Budget Circular A-133, Audits of States, LocalGovernments, and Non-Profit Institute of Community Services, and isnot required part of the basic financial statements. Such informationhas been subjected to the auditing procedures applied in the audit of thebasic financial statements and, in our opinion, is fairly statement, in allmaterial respects, in relation to the basic financial statements taken aswhole.

Frances Reola YoungFiscal Officer

Budget &Budget &Budget &Budget &Budget &AuditAuditAuditAuditAuditReportReportReportReportReport

24.

Statement ofStatement ofStatement ofStatement ofStatement ofFinancial PositionFinancial PositionFinancial PositionFinancial PositionFinancial Position

ASSETSCash $1,296,390Receivables:Grants $3,085,053Other 23,823 3,108,876Prepaid expenses 248,100Utility deposits 29,492Property and euipment-net 3 3 4 , 2 8 7Total Assets $5,017,145

LIABILITIESAccount payable $1,440,359Accrued salaries 1 , 0 1 0 , 2 7 2Accrued payroll taxes & withholdings 282,320Accrued annual leave 9 0 2 , 2 1 8Deferred contract revenue 6 1 3 , 8 4 3Total Liabilities 4,249,012

NET ASSETSTemporarily Restricted 7 6 8 , 1 3 3Total net Assets 768,133

Total Liabilities and Net Assets $5,017,145

Institute of Community Services, Inc.January 31, 2009

25.

HeadStart Child Care Child Care TANFProgram Food Development Program

Services Program

Salaries $10,283,426 673,972 351,559

Employees benefits& payroll taxes 3,813,368 277,085 108,684

Total Salaries andRelated Expenses 14,096,794 951,057 406,243

Travel 389,016 3,497Prperty and equipment 334,923 3,909Supplies 975,395 57,847 15,044Medical and dental services 521,334Contractual Services 286,477Training 70,766Insurance 253,493Occupany 863,257Child Care providers 229,220 7,839,407 1,554,819Transportation 1,057,706Repairs and maintenance 603,431Parent/Children Activity 39,862Telephone 161,240Food 29,328 1,160,348Other expenses 9,486Constuction 331,000Value of Otherin-kind Services 913,612

Total Expensesbefore Depreciation 21,166,340 2,169,252 8,322,100 1,544,819

Depreciation

Total Expenses $21,166,340 2,169,252 8,322,100 1,554,819

StatementStatementStatementStatementStatementof Functional Expensesof Functional Expensesof Functional Expensesof Functional Expensesof Functional Expenses

26.

Non-Federal Total Program Management & Total ExpenseProgram Services General

11,308,957 1,838,972 13,147,929

4,199,137 539,919 4,739,056

0 15,508,094 2,378,891 17,886,985

787 393,300 78,018 471,31871,042 409,874 409,87426,684 1,074,970 204,069 1,279,039

521,334 521,334286,477 152,779 439,25670,766 70,766253,493 54,483 307,976863,257 41,358 904,615

40,015 9,663,461 9,663,4611,057,706 1,057,706603,431 22,605 626,03639,862 39,862161,240 59,914 221,1541,189,676 1,189,676

3,613 13,099 13,09925,021 356,021 356,021

913,612 913,612

167,162 33,379,673 2,992,117 36,371,790

80,492 80,492 80,492

247,654 33,460,165 2,992,117 36,452,282

Year Ended January 31, 2009

27.

FROM PUBLIC RELATIONSFROM PUBLIC RELATIONSFROM PUBLIC RELATIONSFROM PUBLIC RELATIONSFROM PUBLIC RELATIONS

It is always a challenge gathering the data for our Annual Reportand sharing it with our various publics.

What a pleasure it is to let our audience know that we take pride inwhat we do, developing young minds, preparing them as they moveforward. Let us all be mindful that they are children now, somedaythey will be adults and leaders in our various communities.

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

Fannie L. LampleyDirector

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