Form 1 HSCO Annual Report

Generic Performance Progress Reports

Head_Start_Collaboration_Office_Annual_Report

Head Start Collaboration Office Annual Report

OMB: 0970-0490

Document [docx]
Download: docx | pdf



Head Start Collaboration Office Annual Report



Start of Block: Instructions



Head Start Collaboration Office Annual Report 





Welcome to the revised Head Start Collaboration Office (HSCO) Annual Report for the 2022-2023 calendar year. Below are a few instructions before getting started. 

Special Instructions. Special instructions are included in blue italic font throughout the survey primarily to provide clarification.

Use of the Title "HSCO Director". We recognize that not all leads of the HSCO grant use the tittle "HSCO Director" (e.g., HSCO Coordinator). However, for this report, the title "HSCO Director" is used to represent this person regardless of title. In cases when "you" or "your" is used, it is also referring to the HSCO grant lead. 

Progress Automatically Saves. As you proceed through the survey, your completed responses are automatically saved. If you close your survey before completion, you can use the same survey link to return to the survey without losing any of your progress. 

Retaining a Copy of Your Responses. Shortly after submitting your survey, you will receive an e-mail with a copy of your responses. Please upload this copy of your responses into your grant file in your "Annual Report" folder under the Documents tab in HSES. 

Thank you for taking the time to complete this report. 

 





PAPERWORK REDUCTION ACT OF 1995 (Pub. L. 104-13) STATEMENT OF PUBLIC BURDEN: The purpose of this information collection is to capture performance and progress data from recipients of Head Start Collaboration Office grant funding. Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing instructions, gathering and maintaining the data needed, and reviewing the collection of information. This is a voluntary collection of information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information subject to the requirements of the Paperwork Reduction Act of 1995, unless it displays a currently valid OMB control number. The OMB # is 0970-0490 and the expiration date is 03/31/2026. If you have any comments on this collection of information, please contact Beth Caron at [email protected].
 


End of Block: Instructions


Start of Block: Section A: Demographic Information


Section A: Demographic Information





Note: Hovering your cursor over underlined text will provide additional guidance you may need.





1 Name of the HSCO Director:

________________________________________________________________





2 Title of the HSCO Director:

________________________________________________________________






3 How long have you been in the position of HSCO Director?
 

  • Less than one year

  • 1 to 5 years

  • 6 to 10 years

  • 11 to 15 years

  • More than 15 years






4 Select the type of organization (e.g., type of state agency, department, bureau) that houses the HSCO in your state or region. This is often the umbrella organization that receives Head Start funding for the HSCO. 
For example, select "Education, Early Learning, or Early Childhood" if the HSCO is housed in the Department of Education or Bureau of Education.

  • Education, Early Learning, or Early Childhood

  • Governor's office

  • Health, Human and/or Social Services

  • Non-Profit

  • State Head Start Association

  • University

  • Workforce/Commerce

  • Other type of entity (e.g., agency, department, bureau) __________________________________________________






5 Indicate the name of the division/office that houses the HSCO within the organization type selected. 
Please provide the name of the division/office, not the physical address. If there is no division/office, leave the space blank.

________________________________________________________________





6 Is this HSCO director position appointed by the Governor?

  • Yes

  • No

  • Not applicable (e.g., AIAN and MSHS)


End of Block: Section A: Demographic Information


Start of Block: Section B: Information on HSCO Staff


Section B: Information on HSCO Staff





1 Is the HSCO Director position part-time or full-time, regardless of funding source?

  • Part-time (less than 35 hours per week)

  • Full-time (35 hours or more per week)





2 Are there other sources of funding beside Head Start federal or required state match covering the salary/wages for the HSCO Director position?

  • Yes

  • No





3 Not counting the HSCO Director and regardless of funding source, how many other staff in your organization are regularly doing work directly for the HSCO? 
Generally, these are staff that hold essential duties and responsibilities necessary as part of the HSCO grant. Count each staff as "1" regardless of hours worked. For example, two staff working 25 hours per week would be counted as "2" part-time staff. If none, enter "0".

  • Part-time staff (less than 35 hours per week) __________________________________________________

  • Full-time staff (35 hours or more per week) __________________________________________________





4 About how much or the salaries/wages of other staff are covered by the HSCO grant? 
You can include additional information about other sources of funding in the following question.

  • All or most

  • Some

  • None





5 Is there additional information related to staffing that would be helpful to include in your report? 
For example, additional information on other major sources of funding for the HSCO Director position or other staff, and other supports available to the HSCO. Leave blank if there is no additional information to provide.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


End of Block: Section B: Information on HSCO Staff


Start of Block: Section C: Vision, Mission, and Goals


Section C: Vision, Mission, and Goals





1 Please provide the Vision and/or Mission of the department in the State or AIAN/MSHS Region where the HSCO is located. You may include the Purpose/Mission of the HSCO, if applicable.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


2 List the major goals for your HSCO. These goals should be specific to your Collaboration Office and may be based on the general priorities from OHS, but it should not be a list of the HSCO Central Office priorities.
It is not necessary to complete all text boxes. Only complete the number of textboxes based on your number of major goals.

  • Major Goal #1 __________________________________________________

  • Major Goal #2 __________________________________________________

  • Major Goal #3 __________________________________________________

  • Major Goal #4 __________________________________________________

  • Major Goal #5 __________________________________________________

  • Major Goal #6 __________________________________________________

  • Major Goal #7 __________________________________________________

  • Major Goal #8 __________________________________________________

  • Major Goal #9 __________________________________________________

  • Major Goal #10 __________________________________________________


End of Block: Section C: Vision, Mission, and Goals


Start of Block: Section D: State Advisory Council


Section D: State Advisory Council





1 Does your state have an identified State Advisory Council (or National Advisory Council for AIAN and MSHS programs)?

  • Yes

  • No

  • Don't know


Skip To: End of Block If 1 = No

Skip To: End of Block If 1 = Don't know




2 Name of the state (or National AIAN or MSHS) advisory council:

________________________________________________________________






3 Indicate the ways the HSCO is involved in that Advisory Council:
Select all that apply

  • Attends meetings

  • Non-voting member

  • Voting member

  • Subcommittee or workgroup chair, or co-chair

  • Subcommittee or workgroup member

  • Other, please describe __________________________________________________

  • Not involved (i.e., the SAC is active, but the HSCO is not involved)

  • Not applicable (i.e., the SAC exists, but it has not been active)


Skip To: End of Block If 3 = Not involved (i.e., the SAC is active, but the HSCO is not involved)

Skip To: End of Block If 3 = Not applicable (i.e., the SAC exists, but it has not been active)




4 From a scale of 1 to 3, indicate the amount of time in which the HSCO is involved in the State (or National) Advisory Council using the following scale:
Minor time commitment may mean attending to occasional meetings or e-mails. It may also mean it’s not a priority for the HSCO. Major time commitment may mean participating significantly throughout the year on a daily or weekly basis or having a significant role in a subcommittee or workgroup within the State (or National) Advisory Council.


Minor Time Commitment

1

Moderate Time Commitment

2

Major Time Commitment

3

HSCO involvement in State (or National) Advisory Council



End of Block: Section D: State Advisory Council


Start of Block: Section E: Major Partnerships and Collaborations


Section E: Major Partnerships and Collaborations





1 List up to ten major partnerships/collaborations that are in place between the HSCO and other entities. Begin with the partnerships/collaborations that are most critical to your HSCO work.
Select the partnership type from the dropdown that best reflects the type of partnership involved


 

Major Partnership 

Partner Agency Type  

Primary Content Area 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 

10 

[TEXT BOX] 

[DROPDOWN] 

[DROPDOWN] 


[Dropdown Menu for Agency Type] 

Association (e.g., professional, national, state Head Start Association) 

State or Government Agency 

Governing Body (e.g., policy council, State or National Advisory Council) 

Migrant Organization 

Philanthropic Organization or Foundation  

Research Organization 

School System or Higher Education Organization (e.g., University) 

Tribal Organization 

Multiple agencies involved in partnership (e.g., coalition, workgroup, or task force) 

Other non-profit organization 

Other agency type  


[Dropdown Menu for Content Area] 

Child Care 

Child Welfare (incl. safety and maltreatment) 

Early Childhood/Early Care and Education, Pre-kindergarten (general) 

Developmental (e.g., Learn the Signs, Act Early)  

Disabilities (e.g., Child Find, Inclusion) 

Family/Community 

Homelessness/Housing 

Home Visiting 

Health/Public Health (e.g., oral/dental, nutrition, screenings) 

Mental Health/Social Emotional 

PDG B-5 

Quality Rating Systems (QRIS) 

Workforce/Career and Technical, Professional Development 

Other content area(s) 




Page Break



Display This Question:

If 1#2 = Other agency type


1a You selected "Other agency type" for at least one major partnership agency type. Please describe the other agency type(s) in the provided textbox.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________




Display This Question:

If 1#3 = 10 [ Other content area(s) ]


1b You selected "Other content area(s)" for at least one major partnership content area. Please describe the other content area(s) in the provided textbox. 

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


End of Block: Section E: Major Partnerships and Collaborations


Start of Block: Section F: Involvement in Key Topic Areas


Section F: Involvement in Key Topic Areas

This section will cover your involvement in the following topic areas: 

  • State Systems

    • Child Care

    • Disabilities

    • Health/Mental Health

    • Infants and Toddlers

    • Other State Systems

  • Coordinating with School Systems

  • Data Systems and Use

  • Workforce, Professional Development (PD), and/or Career Development

  • Strategies/Approaches to Coordination




Page Break


Instruction: How to Report Your Level or Involvement
Throughout this section, you will use a scale from 0 to 3 to indicate your level of involvement, as defined below. Review these definitions carefully to prepare for this section. Note that you can still report impacts for areas where you report low involvement in a later section. You can still have high impact with low involvement. 

0 = means this area was not a focus of work or priority during the past year; due to the nature of HSCO grants, it is expected that not every topic will be addressed every year.

1 = means you attended meetings or events associated with this topic area on an infrequent basis (e.g., once a quarter or a few times a year), involved through minimal correspondence or discussions, and/or provided minimal review or input on materials associated with the topic area. This includes maintaining systems or initiatives that are already underway and only require minimal engagement to monitor or keep on track.

2 = means you regularly worked in this area throughout the past year (e.g., monthly discussions and meetings), worked substantively on a time-bound project that lasted multiple weeks or a few months, and/or provided substantive review or input on materials on a periodic basis (e.g., monthly).

3 = means you spent a considerable amount of time working on this topic area on a frequent basis (e.g., weekly) throughout most or all of the year. 




Page Break


To review the definitions of the scale items 0, 1, 2, and 3, you can hover over the scale item and the definition will be displayed throughout this section.





1 State Systems Topic Area: Child Care



0
Not a focus this year

1
Low

2
Moderate

3
High

Licensing including crosswalk of state child care licensing and Head Start Program Performance Standards

Background Check Systems

Subsidy System

Family Child Care

Involvement in other activities in the Child Care topic area





Display This Question:

If 1 = Family Child Care [ 2 Moderate ]

Or 1 = Family Child Care [ 3 High ]



2 You indicated being involved in family child care activities, select the type(s) of work this involvement supports:
Select all that apply.

  • Licensing issues for partnering with Head Start/Early Head Start

  • Piloting efforts

  • Quality improvement in general for Family Child Care

  • Professional development for Family Child Care providers

  • Other (please specify) __________________________________________________




Page Break


3 State Systems Topic Area: Children with Disabilities



0
Not a focus this year

1
Low

2
Moderate

3
High

Coordinating Services with Part C and/or Part B, 619

Inclusion

Transitions

Data Sharing and Data Use

Work with local programs and LEAs to coordinate IDEA services in Head Start

Involvement in other activities in the Children with Disabilities topic area





Page Break



4 State Systems Topic Area: Health/Mental Health Systems



0
Not a focus this year

1
Low

2
Moderate

3
High

Medical Home involvement (e.g., on access issues, working with healthcare partners including health administrators to connect programs to medical homes)

Dental Home involvement

Supporting Early and Periodic Screening, Diagnostic and Treatment (EPSDT) screenings

Oral Health Initiatives

Support or development of Health Networks including Head Start Health Manager Networks

Mental Health and social emotional supports (e.g., adverse childhood experiences, substance misuse, suspension/expulsion, and domestic violence/child maltreatment, Positive behavioral Intervention Systems [PBIS], the Pyramid Model, and mental health consultation)

Nutrition (e.g., obesity prevention, WIC, CACFP, SNAP)

Involvement in other activities in the Health/Mental Health Systems topic area





Display This Question:

If 4 = Supporting Early and Periodic Screening, Diagnostic and Treatment (<b>EPSDT</b>) screenings [ 2 Moderate ]

Or 4 = Supporting Early and Periodic Screening, Diagnostic and Treatment (<b>EPSDT</b>) screenings [ 3 High ]



5 You indicated being involved in EPSDT activities, select the type(s) of screenings this involvement supports:
Select all that apply.

  • Lead toxicity screenings

  • Hearing screenings

  • Vision screenings

  • Dental screenings

  • Developmental screenings

  • Other (please specify) __________________________________________________




Page Break




6 State Systems Topic Area: Infants and Toddlers



0
Not a focus this year

1
Low

2
Moderate

3
High

Home visiting including MIECHV and Early Head Start

Collaboration with the Early Childhood Comprehensive Systems Health Integration Prenatal to Three (ECCS) Programs

Continuity of care and the importance of caregiver relationships for infants and toddlers

Expand access to quality infant and toddler spaces including Early Head Start-Child Care Partnerships

Involvement in other activities in the Infants and Toddlers topic area





Display This Question:

If 6 = Expand access to quality infant and toddler spaces including Early Head Start-Child Care Partnerships [ 2 Moderate ]

Or 6 = Expand access to quality infant and toddler spaces including Early Head Start-Child Care Partnerships [ 3 High ]



7 You indicated being involved in activities to expand access to quality infant and toddler spaces, select the type(s) of expansion this work supports: 
Select all that apply

  • Within Early Head Start

  • Within Early Head Start - Child Care Partnerships

  • Within Child Care

  • Other activities to expand access (please specify) __________________________________________________




Page Break




8 Other State Systems Topic Areas



0
Not a focus this year

1
Low

2
Moderate

3
High

Parent/family/community engagement

Quality Rating Systems (QRS, QRIS)

Preschool Development Grants Birth to Five (PDG B-5)

Activities that support cultural responsiveness (e.g., immigrant/refugee, tribal, and migrant families, and dual language learners)

Equity initiatives (e.g., racial equity)

Child welfare (e.g., service coordination between child welfare and Head Start, cross training opportunities, supporting local partnerships)

Activities that support families experiencing homelessness, domestic violence, incarcerated parents, opioid/substance abuse, and/or children in foster care

Activities to support Census efforts





Display This Question:

If 8 = Parent/family/community engagement [ 2 Moderate ]

Or 8 = Parent/family/community engagement [ 3 High ]



16 You indicated being involved in parent/family/community engagement activities, select the area(s) this work supports: 
Select all that apply.

  • Using Parent Family Community Engagement (PFCE) Framework to guide work with systems or projects (e.g., to promote family voices in governing structures)

  • Strengthening Families work

  • Fatherhood (e.g., work focused to improve fatherhood involvement)

  • Parent advisory groups

  • Other (please specify) __________________________________________________




Display This Question:

If 8 = Quality Rating Systems (QRS, QRIS) [ 2 Moderate ]

Or 8 = Quality Rating Systems (QRS, QRIS) [ 3 High ]



17 You indicated being involved in QRIS activities, select the area(s) this work supports:
Select all that apply.

  • Active participation in development/revisions of QRIS (including piloting effort)

  • Aligning Head Start within QRIS, and/or Reducing barriers to Head Start involvement to increase the number of grantees who are a part of QRIS

  • Other (please specify) __________________________________________________




Display This Question:

If 8 = Activities that support cultural responsiveness (e.g., immigrant/refugee, tribal, and migrant families, and dual language learners) [ 2 Moderate ]

Or 8 = Activities that support cultural responsiveness (e.g., immigrant/refugee, tribal, and migrant families, and dual language learners) [ 3 High ]



18 You indicated being involved in activities that support cultural responsiveness, select the population(s) this work supports:
Select all that apply.

  • Immigrant/refugee families

  • Tribal families

  • Migrant families

  • Dual language learners

  • Other (please specify) __________________________________________________




Display This Question:

If 8 = Child welfare (e.g., service coordination between child welfare and Head Start, cross training opportunities, supporting local partnerships) [ 2 Moderate ]

Or 8 = Child welfare (e.g., service coordination between child welfare and Head Start, cross training opportunities, supporting local partnerships) [ 3 High ]



19 You indicated being involved in child welfare activities, select the area(s) this work supports:
Select all that apply.

  • Child welfare referral processes

  • Developing, revising, implementing Memoranda of Understanding (MOUs)

  • Other (please specify) __________________________________________________




Display This Question:

If 8 = Activities that support families experiencing homelessness, domestic violence, incarcerated parents, opioid/substance abuse, and/or children in foster care [ 2 Moderate ]

Or 8 = Activities that support families experiencing homelessness, domestic violence, incarcerated parents, opioid/substance abuse, and/or children in foster care [ 3 High ]



20 You indicated being involved in activities that support families experiencing homelessness, domestic violence, incarcerated parents, opioid/substance abuse, and/or children in foster care, select the group(s) or families this work supports:
Select all that apply.

  • Families experiencing homelessness

  • Families experiencing domestic violence

  • Experiencing opioid/substance abuse

  • Families with incarcerated parents

  • Families with children in foster care

  • Other (please specify) __________________________________________________




Page Break




21 Coordinating with School Systems Topic Area



0
Not a focus this year

1
Low

2
Moderate

3
High

Promotion of school readiness efforts

Partnerships with state pre-k

Supporting programs to navigate or leverage other funding sources, including blending funding

Work with Department of Education's Migrant Education

Involvement in other activities in the Coordinating with School Systems topic area





Display This Question:

If 21 = Promotion of school readiness efforts [ 2 Moderate ]

Or 21 = Promotion of school readiness efforts [ 3 High ]



22 You indicated being involved in promotion of school readiness efforts activities, select the type(s) or work this involvement supports:
Select all that apply.

  • Facilitation of relationships and trust-building between LEA and local programs

  • Transition planning

  • Other (please specify) __________________________________________________




Page Break




23 Data Systems and Use Topic Area



0
Not a focus this year

1
Low

2
Moderate

3
High

Development of state, regional, or other data system

Integration of Head Start data into the state data system

Provided guidance regarding Head Start data collection strategies used by programs

Accessing and using PIR data

Accessing and using other state/local data (e.g., IDEA, homelessness, child abuse and neglect data, and Department of Labor data)

Involvement in other activities in the Data Systems and Use topic area





Display This Question:

If 23 = Integration of Head Start data into the state data system [ 2 Moderate ]

Or 23 = Integration of Head Start data into the state data system [ 3 High ]



24 You indicated being involved in integration of Head Start data into the state data system activities, select the type(s) of work this involvement supports:
Select all that apply. 

  • Work on common definitions within the state

  • Work on unique identifiers that include Head Start children

  • Other (please specify) __________________________________________________




Display This Question:

If 23 = Provided guidance regarding Head Start data collection strategies used by programs [ 2 Moderate ]

Or 23 = Provided guidance regarding Head Start data collection strategies used by programs [ 3 High ]



25 You indicated being involved in providing guidance regarding Head Start data collection strategies used by programs activities, select the type(s) of work this involvement supports: 
Select all that apply.

  • Identified participation rate of Head Start programs in statewide unique identifier data systems

  • Other (please specify) __________________________________________________




Page Break




26 Workforce, Professional Development (PD), and/or Career Development Topic Area



0
Not a focus this year

1
Low

2
Moderate

3
High

Higher education connections

Funding for workforce, coursework (e.g., scholarships, salary scales, compensation)

PD registries (e.g., development enhancement)

Early Learning Guidelines/Standards (e.g., revisions or development of infant toddler, preschool, dual language, B-5 continuum guidelines/standards

Core knowledge and competencies for practitioners/professionals (e.g., development, revisions)

Involvement in other activities in the Workforce/PD/Career Development topic area





Display This Question:

If 26 = Higher education connections [ 2 Moderate ]

Or 26 = Higher education connections [ 3 High ]



27 You indicated being involved in higher education connections activities, select the type(s) of work this involvement supports:
Select all that apply.

  • Development or revision of online or in-person degrees

  • Development or revision of state credentials/certificates

  • Development or revision of articulation agreements

  • Career pathways

  • Coursework enhancements

  • Apprenticeships

  • Other (please specify) __________________________________________________




Display This Question:

If 27 = Development or revision of online or in-person degrees


27a You indicated involvement in the development or revision of an online or in-person degree, select which degrees are being developed or revised:
Select all that apply. 

  • Associate Degree

  • Baccalaureate Degree

  • Masters Degree

  • Doctoral Degree




Display This Question:

If 27 = Development or revision of state credentials/certificates



27b You indicated involvement in the development or revision of state credentials/certificates, select which area(s) are being addressed in the credentials/certificates:
Select all that apply.

  • Infant toddler

  • Preschool

  • Mental health

  • Early childhood special education

  • Other (please specify) __________________________________________________




Display This Question:

If 27 = Development or revision of articulation agreements



27c You indicated involvement in the development or revision of articulation agreements, select the type(s) of articulation agreement(s):
Select all that apply. 

  • Infant toddler specialization

  • Individualized Professional Development (iPD) Portfolio

  • Child Development Associate (CDA) Credential

  • Other (please specify) __________________________________________________




Page Break


28 Strategies/Approaches to Coordination



0
Not a focus this year

1
Low

2
Moderate

3
High

MOUs/Interagency Agreements (e.g., developing, revising, and implementing)

Educating/Informing stakeholders including legislators

Planning for conferences/webinars/trainings

Participation on workgroups, committees, task forces, councils, or other similar groups

Public awareness campaigns and materials

Provide info and support to local Head Start programs





Display This Question:

If 28 = Educating/Informing stakeholders including legislators [ 2 Moderate ]

Or 28 = Educating/Informing stakeholders including legislators [ 3 High ]



29 You indicated being involved in educating/informing stakeholders including legislators, select the area(s) this involvement supports:
Select all that apply.

  • Workforce/PD (e.g., regulatory changes to expand professional registries, credentials, and competencies)

  • System development (e.g., changes in compensatory practices, alignment of policies with Child Care Development Block Grant and state licensing rules)

  • Data including sharing data with stakeholders

  • Other (please specify) __________________________________________________




Page Break




30 Indicate up to five regional or state priorities and the level of involvement (e.g., opioid and substance abuse, emergency response, background checks, full enrollment initiative, homelessness/housing vouchers, workforce, equity, inclusion).
It is not necessary to complete all text boxes.


Regional or State Priorities

0

Not a priority or focus this year

1

Low

2

Moderate

3

High

Priority 1


Priority 2


Priority 3


Priority 4


Priority 5




End of Block: Section F: Involvement in Key Topic Areas


Start of Block: Section G: Memoranda of Understanding (MOU)/Interagency Agreements (IA)


Section G: Memoranda of Understanding (MOU)/Interagency Agreements (IA)





1 Indicate whether you are working on efforts to develop, revise/review, and/or implement MOU/IA in the following areas.
Select all that apply


Developing

Revising/Reviewing

Implementing

Children with disabilities

Child welfare

Refugee families (e.g., Office of Refugee Resettlement or other refugee orgs)

Data sharing

Transitions to schools, collaboration with pre-K

Child care (re: subsidy or other issues)

Health/mental health-related







1a Indicate whether you are working on other efforts to develop, revise/review, and/or implement MOU/IA in other topic areas not previously listed. 
It is not necessary to complete all text boxes. 


Topic Areas

Developing

Revising/Reviewing

Implementing

Other (please specify)


Other (please specify)


Other (please specify)






Display This Question:

If 1 = Children with disabilities [ Developing ]

Or 1 = Children with disabilities [ Revising/Reviewing ]

Or 1 = Children with disabilities [ Implementing ]


2 You indicated being involved in MOU/IA efforts involving children with disabilities, select the IDEA area this work supports:
Select all that apply

  • Part B 619

  • Part C





3 Is there additional information related to working on MOU/IA efforts that would be helpful to include in your report?
Leave blank if there is no additional information to provide.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


End of Block: Section G: Memoranda of Understanding (MOU)/Interagency Agreements (IA)


Start of Block: Section H: Capacity and Need for Support in Key Topic Areas


Section H: Support in Key Topic Areas





Indicate your need for support and ability to serve as a resource in the following key topic areas using the definitions below.

Area in need of additional support: This means you could benefit from technical assistance, a community of practice, peer-to-peer coaching, support with establishing connections, leadership support, and/or other similar type of support for the topic area.

Area you could be a potential resource for your peers: This means you are  willing to be a potential resource for your peers for the topic area (e.g., supporting round table discussions on the topic, peer-to-peer coaching opportunities).  

For any items you indicate as an "area in need of additional support", you will have the opportunity to provide more information at the end of this section. 





1 Key Topic Areas


Area in need of additional support

Area you could be a potential resource for your peers

Child Care

Disabilities

Health/Mental Health

Infants and Toddlers

Parent/Family/Community Engagement

Equity

Other state systems (e.g., QRIS, child welfare, PDG B-5)

Workforce/Professional Development/Career Development

Data Systems and Use

Coordinating with School Systems



Strategies to Collaboration and Coordination


Area in need of additional support

Area you could be a potential resource for your peers

Educating/informing stakeholders including legislators

Developing relationships with state partners (e.g., workgroups, committees, and taskforces)

MOUs/Interagency Agreements (e.g., developing, revising, and implementing)

Working on public awareness campaigns and materials

Providing info and support to local programs

Planning for conferences/webinars/trainings

Working with Head Start associations

Working with your regional office including accessing information and support from regional office

Other collaboration and community activities















Grant-Related Activities


Area in need of additional support

Area you could be a potential resource for your peers

Budgeting

Community Needs Assessments

Strategic Planning

Other grant-related activities





Page Break



Display This Question:

If 1 [ Area in need of additional support] (Count) > 0

Or QID241 [ Area in need of additional support] (Count) > 0

Or QID242 [ Area in need of additional support] (Count) > 0


2 You indicated you need additional support in areas listed below, can you describe the types of supports you need?

Key Topic Areas
${1/ChoiceGroup/SelectedChoicesForAnswer/1}

Strategies to Collaboration and Coordination
${QID241/ChoiceGroup/SelectedChoicesForAnswer/1}

Grant-Related Activities
${QID242/ChoiceGroup/SelectedChoicesForAnswer/1}

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________




3 Is there any other additional information you would like to include in your report about capacity and need for support?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


End of Block: Section H: Capacity and Need for Support in Key Topic Areas


Start of Block: Section I: Narrative Outcomes in Key Topic Areas


Section I: Narrative Outcomes in Key Topic Areas





For this section, provide a narrative describing key activities and outcomes for the following topic areas:





1 State Systems (e.g., cultural responsiveness; equity; Infants and toddlers; Child Care; Health/Mental Health systems; Children with disabilities; parent/family/community engagement; and other systems such as QRIS, and PDG B-5)

Narrative:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________





2 Workforce/Professional Development/Career Development (e.g., Higher education connections; developing or revising degree programs, credentials, certificates, and/or articulation agreements; developing career pathways; coursework enhancements; apprenticeships; workforce funding; early learning guidelines and standards; core knowledge and competencies; PD registries).

Narrative:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________





3 Data Systems and Use (e.g., developing or revising data systems; integrating Head Start data into state data systems; working on unique identifiers; developing/updating data profiles, fact sheets, economic impact studies, and/or mapping studies; using data for decision-making including PIR data; accessing and using state data sets such as data on children with disabilities, children experiencing homelessness, and child abuse and neglect data).

Narrative:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________





4 Coordinating with School Systems (e.g., promoting school readiness; facilitating relationships and building trust among LEAs and local Head Start programs; transition planning; partnering with state pre-k; pre-k funding and blending/braiding funding; transition planning; and school system coordination activities).

Narrative:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________





5 Regional/State Priorities
${26%231/ChoiceTextEntryValue/1/1} ${26%231/ChoiceTextEntryValue/2/1} ${26%231/ChoiceTextEntryValue/3/1} ${26%231/ChoiceTextEntryValue/4/1} ${26%231/ChoiceTextEntryValue/5/1}

Narrative:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________





6 Other Key Focus Areas not Addressed Above

Narrative:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


End of Block: Section I: Narrative Outcomes in Key Topic Areas


Start of Block: Email Confirmation


You have reached the end of the report! Please ensure that all applicable questions have been accurately completed before proceeding. You will NOT be able to reopen the survey once you press submit. 
To end and submit your report, please confirm your email address in the space provided. 

  • Email Address __________________________________________________


End of Block: Email Confirmation



Page 38 of 38


File Typeapplication/vnd.openxmlformats-officedocument.wordprocessingml.document
File TitleHead Start Collaboration Office Annual Report
AuthorQualtrics
File Modified0000-00-00
File Created2024-10-28

© 2024 OMB.report | Privacy Policy