Bang is dgning a new cover
TEXAS
HEAD START STATE
COLLABORATION OFFICE
Needs Assessment & Strategic Plan
2015 - 2020
Alferma Giles, Ph.D.
Director, Texas Head Start State Collaboration Office
7000 Fannin St Suite 1920
Houston, TX 77030
713-500-3835
1
TABLE OF CONTENTS
AREA
PAGE #
Acknowledgements & Contributors
4
Introduction/Texas Head Start State Collaboration Office (THSSCO)
5
Overview/Head Start Program
6
Summary of Head Start/Early Head Start Programs in Texas
7
Counties Served By Head Start in Texas
8
Needs Assessment Study Design
9
Needs Assessment Response Rate and Agency Information
10-11
Needs Assessment Survey Results
12-32
Priority Areas
Key Activity Area 1
Health Care
12-14
Key Activity Area 2
Children Experiencing Homelessness
15-16
Key Activity Area 3
Welfare/Child Welfare
17-18
Key Activity Area 4
Child Care
19-20
Key Activity Area 5
Family Literacy Services
21-22
Key Activity Area 6
Services For Children with Disabilities and Their
Families
23-24
Key Activity Area 7
Community Services
25-26
Key Activity Area 8
Education (School Readiness, Head Start-K
Partnership Development)
27-28
Key Activity Area 9
Head Start Transition and Alignment with K-12
(Education)
Key Activity Area 10
Professional Development
30-31
Key Activity Area 11
Early Childhood Systems
32
2
29
Texas Head Start State Collaboration Office Strategic Plan 2015-2020
Texas Head Start State Collaboration Office Strategic Plan 2015-2020
Recommendations/Actions Steps and Strategies
33
33-41
THSSCO Prioritized Activities 2014-2015
Ongoing Activities Health Care
42
Ongoing Activities Welfare/Child Welfare
42
Ongoing activities for Child Care
42
Ongoing activities for Family Literacy Services
42
Ongoing activities for Children with Disabilities
43
Ongoing activities for Professional Development
43
Ongoing activities for Head Start Transition and Alignment with K-12 (Education)
43
Ongoing activities for Early Childhood Systems Development
43
Ongoing Activities for State, local policies, planning and processes
43
Resources and References
44
3
ACKNOWLEDGEMENTS & CONTRIBUTORS
It is with deep appreciation and gratitude that I extend a heartfelt thank-you to all of the Head
Start/Early Head Start Grantee and Delegate Agencies who responded to the call to complete the
THSSCO Needs Assessment Survey. Your responses will guide the important work that we carry out
across the state to support your various programs, children and families.
Contributions and guidance from the Texas Head Start State Collaboration Office (THSSCO) Advisory
Board, Texas Head Start Association Board (THSA), Director and Assistant Director of State Initiatives
at the Children’s Learning Institute, Texas T/TA Team, Texas Education Agency, THSSCO Partners,
and the Head Start community working cohesively together and providing valuable input has supported
the completion and compiling of the THSSCO Needs Assessment Survey Results and the Five Year
Strategic Plan.
THSSCO ADVISORY BOARD
Dr. April Crawford
Director of Statewide Initiatives & Texas School Ready!
Children’s Learning Institute
Dr. Bethanie Van Horne
Assistant Director of Statewide Initiatives
Children’s Learning Institute
Chris Simone
Coordinator for Education, ERSEA & Disabilities
Kerrville ISD
Sebrina Carroll
Associate Director for Professional Development and Quality
South Plains Community Action Association
Assurance
Sonya Coffey
Higher Education Grant Manager
Children’s Learning Institute
Teresa Flores
Head Start/Early Head Start Director
Hidalgo County Head Start Program
Janell J. Frazier
Executive Director/Head Start/Early Head Start
4C Central Texas
Kenneth Gilbert
Head Start Director
Texas Head Start Association
LeAnn Kite
Head Start Director
Region 10 ESC
Dr. Kristy Joy Cox
Senior Consultant T/TA
Region VI-Office of Head Start
Kristine Mohajer
CPS State Office Educational Specialist
DFPS – Child Protective Services
Howard Morrison
Statewide Coordinator, Early Childhood Education/Curriculum
Texas Education Agency
Division
Janet Reese
Head Start Manager
Region 9 ES
Weldon Beard
President, Texas Head Start Association & Head Start Director
Greater East Texas Community Action Program
Program Coordinator, Texas Trainer Registry
Texas Head Start State Collaboration Office
Director, Texas Head Start State Collaboration Office
Texas Head Start State Collaboration Office
Dr. Alferma Giles
4
INTRODUCTION
The Texas Head Start State Collaboration Office (THSSCO), under the administration of Dr. Alferma
Giles, is part of the Texas State Center for Early Childhood Development within the Children’s
Learning Institute (CLI) at The University of Texas Health Science Center at Houston.
The Texas Head Start State Collaboration Office plays an important role in helping our state make
progress in improving the lives of young children and families. The Collaboration Office assists with
relevant state initiatives and brings the support and perspective of Head Start to the development of a
comprehensive early childhood system in Texas.
These partnerships:

Help build early childhood systems and access to comprehensive services for all low-income
children;

Encourage widespread collaboration between Head Start and other appropriate programs,
services, initiatives, and augment Head Start’s capacity to be a partner in state initiatives on
behalf of children and families; and

Facilitate the involvement of Head Start in the development of state policies, plans, processes
and decisions affecting the Head Start target population and other low income families.
The following purposes of the Head Start State Collaboration Office are defined in Public Law 110-134
"Improving Head Start for School Readiness Act of 2007":

Assist Head Start agencies to collaborate with entities involved in State and local planning
processes to better meet the needs of low-income children from birth to school entry, and their
families;

Assist Head Start agencies to coordinate activities with the State agency responsible for
administering the State program carried out under the Child Care and Development Block
Grant Act of 1990 (42 U.S.C. 9858 et seq.) and entities providing resource and referral services
in the State, to make full-working-day and full calendar year services available to children;

Promote alignment of curricula used in Head Start programs and continuity of services with the
Head Start Child Outcomes Framework and, as appropriate, State early learning standards;

Promote better linkages between Head Start agencies and other child and family agencies,
including agencies that provide health, mental health, or family services, or other child or
family supportive services, such as services provided under section 619 or part C of the
Individuals with Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.); and

Carry out the activities of the State Director of Head Start Collaboration authorized by law.
5
OVERVIEW OF HEAD START PROGRAM
Head Start is a “national program that promotes school readiness by enhancing the social and cognitive
development of children through the provision of educational, health, nutritional, social and other
services to enrolled children and families.” This program provides grants to local public and private
non-profit and for-profit agencies to provide comprehensive child development services to
economically-disadvantaged children from birth to 5, expectant mothers, and families:
http://www.acf.hhs.gov/programs/ohs/about/. Head Start programs are free-of-charge to participants.
Services are delivered in different ways, including center-based options, home-based options,
combination models and Family Child Care.
At least 90% of children enrolled in Head Start programs must meet federal income guidelines. For
2015, the federal poverty level is $24,250 for a family of four:
http://aspe.hhs.gov/poverty/15poverty.cfm .
Ten percent of enrollment must be made available to children with disabilities:
http://eclkc.ohs.acf.hhs.gov/hslc/Espanol/Policy%20Clarifications%20and%20FAQs_2/k_pc.htm
Texas has had Head Start programs since 1965, when the national program began. The Early Head Start
Program, which began in 1995, focuses on expectant mothers and children from birth to age 3. The
Texas Head Start State Collaboration Office (THSSCO) is part of the Texas State Center for Early
Childhood Development within the Children’s Learning Institute at The University of Texas Health
Science Center at Houston. THSSCO is charged with the newly revised priority areas noted below:
Priority 1. Partner with State child care systems, emphasizing EHS-CC Partnerships
By partnering with child care through the EHS CC partnerships, this reinforces relationship building with state-wide agencies
and services so all families are able to access many of the comprehensive services to support their child’s healthy development
Priority 2. Work with state efforts to collect data regarding ECE programs and child outcomes
Head Start (HS) heavily invests in collection of data. This data can help inform states to better meet the needs of children (birth
to school age) from families with low income. Without the HS data, a large part of the picture for young families could be
missing from the state’s planning process in meeting the needs of all families
Priority 3. Support the expansion and access of high quality, workforce and career development opportunities for staff
Quality ECE depends on having a workforce that is well equipped with the skills, knowledge, and dispositions necessary to
support the healthy development and learning of young children and their families. This goal is intended to provide support to
grantees to enable them to meet the requirements as outlined in the HS Act 2007 and the HSPPS.
Priority 4. Collaborate with State Quality Rating Improvement System (QRIS)
Priority 5. Work with the state school systems to ensure continuity between Head Start and Kindergarten Entrance
Assessment (KEA)
The partnerships that HS Collaboration offices develop with SEAs and Pre-K programs help to build and support connections
and relationships between schools, families, and classroom teachers, which in turn increases the likelihood of continuity
between HS and KEA goals. The HS collaboration office can support this work through the statewide relationships that then
translate to local grantees.
Priority 6. Regional/State Priorities
HSSCOs will support other regional office priorities such as family and community partnerships; health, mental health, and
oral health; disabilities; and support to military families. Other special OHS and ACF initiative requests for HSSCO support
should be routed through the OHS Regional Offices.
6
SUMMARY OF TEXAS HEAD START/ EARLY HEAD START PROGRAMS
According to the March/2015 Program Information Report (PIR) data from 2013-2014, Texas has
funded enrollment for 69,259 children. A summary of program type and demographic data is below:
Table 1. Funded Enrollment by Funding Source
Total Funded Enrollment
ACF Funded Enrollment
Non ACF Funded Enrollment
MIECHV Funded Enrollment
Table 2. Funded Enrollment by Type
Center-based Option Full Day (5 days per week)
Center-based Option Full Day (5 days per week, full-working-day)
Center-based Option Full Day (5 days per week, full-working day, full -year)
Center-based Option Part Day (5 days per week)
Center-based Option Part Day (5 days per week, double session)
Center-based Option Full Day (4 days per week)
Center-based Option Part Day (4 days per week)
Center-based Option Part Day (4 days per week, double session)
Home-based Option
Combination Option
Family Child Care Option
Family Child Care Option (full-working-day)
Family Child Care Option (Full-working-day, full year)
Table 3. Funded Enrollment of Pregnant Women (EHS Program)
Total Funded Pregnant Women
Table 4. Head Start Families & Federal or Other Assistance
Two Parent Families
Single Parent Families
Receiving TANF Benefits
Receiving SSI Benefits
Receiving WIC Benefits
Receiving SNAP Benefits
Table 5. Enrollment by Ethnicity
Hispanic or Latino Origin
Non-Hispanic/Non-Latino Origin
Table 6: Enrollment by Race
American Indian/Alaska Native
Asian
Black or African American
Native Hawaiian/Pacific Islander
White
Biracial or Multi-Racial
Other Race
Unspecified Race
7
69,259
69,222
13
24
47,849
10,437
2,683
18,244
2,575
247
538
350
1,917
22
32
32
32
410
30,220
44,985
3,289
5,464
43,246
46,245
55,609
25,602
479
521
15,047
63
51,756
3,090
8,409
1,846
8
NEEDS ASSESSMENT STUDY DESIGN
Study Objectives
The purpose of this assessment was to collect data from grantee and delegate directors on the needs of
Head Start/Early Head Start programs in Texas. The project is in response to the changes in Federal
statute P.L. 100-134 entitled “Improving Head Start for School Readiness Act of 2007”, and aligns with
collaborative efforts of the National Office of Head Start. The goal of the project was to conduct a sitebased assessment of Head Start/Early Head Start programs with specific focus on cooperation,
coordination, and collaboration within eleven key activity areas.
The purpose of gathering this program information is to support the direction and inform the activities
of the annually revised strategic plan for the Texas Head Start State Collaboration Office as well as
identifying the T/TA needs for the state. The cumulative findings from this needs assessment will assist
the collaboration director, State, and Regional T/TA Networks in supporting program needs in the
collaboration and systems development work of Texas Head Start/Early Start programs. Our shared
goal is to support and promote the success in serving Texas children and families.
Distribution
The survey was distributed electronically using the online survey tool Qualtrics. Grantee and delegate
directors received a survey link via email. Three reminder emails were sent over the two weeks the
survey was open. Two days before the survey was set to close, a phone call was made to those who had
not yet completed the survey.
Survey Question Development
The survey was developed around eleven key activity areas:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
Health Care
Children Experiencing Homelessness
Welfare/Child Welfare
Child Care
Family Literacy Services
Children with Disabilities and Their Families
Community Services
Education (School Readiness, Head Start-K Partnership Development)
Head Start Transition and Alignment with K-12 (Education)
Professional Development
Early Childhood Systems
Questions were developed based on the requirements of the Head Start Act, input from the Office of
Head Start, Texas Head Start Association, Children’s Learning Institute, State and Regional T/TA
Specialists, Texas Head Start program needs, and the Texas Head Start State Collaboration Office staff.
,
9
RESPONSE RATE AND AGENCY INFORMATION
The THSSCO 2015 Needs Assessment was sent via Qualtrics Survey link to a total of 109 unique
addresses from 94 Head Start Grantee and Delegate Agencies. 70 invited respondents from 63 (67%)
agencies started the online needs assessment questionnaire. 62 (89% of those who started) submitted the
questionnaire indicating they saw and had the opportunity to answer all of the questions. 31 (33%)
agencies did not open the online questionnaire or respond. All but 1 (69/70) of the respondents attested
that they were the Agency Executive Director or Director, had full knowledge of the operations of my
program and completed this survey to the best of their ability. The 1 respondent who answered “no” to
the attestation stated that s/he was the interim director appointed after a recent retirement.
List of responding agencies by # of responses:
Grantee/Delegate Agency Name
Abilene Independent School District
Alabama-Coushatta Reservation Tribal Council
Aldine ISD Delegate to AVANCE-Houston
Avance - Corporate Headquarters
Avance Houston, Inc.
BCFS Education Services
Beaumont Independent School District
Bonham Independent School District
CDI Head Start Serving Coastal Bend TX
Cen-Tex Family Services, Inc.
Child Care Associates
Child Inc
City of San Antonio
College Station Independent School District
Community Action Corporation of South Texas
Community Action Inc. of Central Texas
Community Services of Northeast Texas, Inc.
Concho Valley Council of Governments
Cooper ISD
Denton Independent School District
Detroit ISD Head Start
Economic Opportunities Advancement Corp of Planning Region XI
Education Service Center Region 10
Education Service Center Region 16
Education Service Center Region 20
Education Service Center Region 7
Education Service Center Region 9
Galena Park Independent School District
Galveston County Community Action Council, Inc.
Greater East Texas Community Action Program
Gulf Coast Community Services Association
Harris County Department of Education, Psychologic Svc
Head Start of Greater Dallas
Hill Country Community Action Association
10
Number of Responses
1
1
1
1
1
3
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
2
1
1
1
1
Midland ISD
Motivation Education & Training, Inc.
Neighborhood Centers Inc.
Neighbors In Need of Services, Inc.
North Texas Parent & Child Development, Inc
Nueces County Community Action Agency
Parent Child Inc.
Pecos County Community Action Agency
Port Arthur Independent School District
Rollings Plains Management Corporation of Baylor Cottle Foard
Hardem
San Angelo Independent School District
San Felipe Del Rio Consolidated Independent School Dist
Scurry Community Services
South San Antonio Independent School District
Special Education Assessment Specialists LLC
Stonewall Head Start, Inc.
Sulphur Springs Independent School District
Swisher County Head Start
Teaching & Mentoring Communities
Texas City Independent School District
Texas Neighborhood Services
Texas Tech University, Early Head Start
Tri-County Community Action, Inc
Tyler Independent School District
United Migrant Opportunity Services Inc.
Webb County Commissioners
West Orange-Cove Consolidated I.S.D.
Total
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
70
62 (89%) respondents were Head Start Grantees, 2 (3%) were Delegates and 5 (7%) were both Head
Start Grantees and Delegates. 30 (43%) respondents provide Head Start, 4 (6%) provide Early Head
Start, and 35 (50%) provide both Head Start and Early Head Start.
Agency Type
Grantee
Delegate
Both
Missing
Total
Response %
62
89%
2
3%
5
7%
1
1%
70 100%
Services Provided
Head Start
Early Head Start
Both
Missing
Total
11
Response
30
4
35
1
70
%
43%
6%
50%
1%
100%
NEEDS ASSESSMENT SURVEY RESULTS
Results of the 2015 assessment are presented by key activity area.
KEY ACTIVITY AREA 1: HEALTH
12
Types of Partnerships Needed: Health

Local, reliable, and affordable medical providers and clinics to assist children and families with
gaining access to medical services, particularly those who accept Medicaid and those located in
rural areas.

Local, reliable, and affordable dental providers and clinics to assist children and families with
gaining access to dental services, particularly those who accept Medicaid and those located in
rural areas.

Maternal health and prenatal clinics, WIC and immigration agencies.

Mobile health and wellness resources and/or partners who are able to provide services on-site at
Head Start locations.

Organizations and entities that provide transportation to assist families in reaching services.

Partnering with colleges and universities through their dental hygiene programs to complete
some services or treatments.
Key Findings: Health

Across all health-related objectives, the majority of directors indicated they had adequate
support to meet the needs of their community.

Five objectives had greater than 20% reporting the need for more support: 1) assisting with
transportation to appointments; 2) assisting effective communication with healthcare providers;
3) getting representation and commitment on health advisory committee; 4) helping establish
dental homes; 5) helping with access to nutritional services.

Directors indicated that they need the most support in assisting families with transportation to
health services and assisting parents with communicating effectively with medical and dental
providers.

Less than half of directors appreciated the need in their program for helping enroll families in
home visiting programs.

More than 90% of directors stated that they had informal and/or formal relationships with
organizations to meet the health related needs of the children and families participating in their
program, but over 40% stated more was needed.

Although 80% of programs do not need additional support to enroll children in CHIP,
Medicaid, programs indicated the need for partnerships with medical and dental providers who
accept Medicaid. Similar results were found for access to nutritional services.

EHS/HS programs have a variety of partnerships in place to meet the health related needs of the
families they serve. Examples of partnerships currently in place include: state and local public
health departments, school based, public and private health and dental providers/clinics, mobile
health units, and community services (to assist with enrollment into programs like WIC, TANF,
Medicaid).
13

There are opportunities for THSSCO to provide additional support to programs by providing
resources and partnership assistance to EHS/HS as well as advocacy and education at the state
level.
Recommendations: Health
 Work with THSSCO Advisory Board to identify key stakeholders to develop sample MOU
templates, sample partnership agreements and guidance for successful collaborations.
 Partner with medical organizations to provide resources to help families communicate
effectively with healthcare providers and increase their health literacy.
 Determine methods to connect programs with providers to meet transportation needs.
 Assist programs with finding accurate lists of Medicaid providers in their area and explore
methods to streamline enrollment.
 Continue the collaborative work with Oral Health Partners (OHP) to support programs to
connect children with dental homes. Specific focus on rural areas, rural health clinics, available
services and completion of the OHP MOU.
 Support EHS/CC Partnership grantees health related issues in collaboration with DFPS.
 Work with Texas Home Visiting programs to ensure EHS/HS programs understand eligibility
criteria for the various programs and know of programs available to their families.
 Connect with college programs to seek assistance from dental students to support programs with
initial dental screenings.
14
KEY ACTIVITY AREA 2: SERVICES FOR CHILDREN EXPERIENCING
HOMELESSNESS
15
Types of Partnerships Needed: Services for Children Experiencing Homelessness

Partnership agreements with local school districts to strengthen the process for cross referrals
and outreach when family has children participating in both Head Start and public school.

Support services and homeless shelters in rural or small community locations.

Information and access to local and state programs, shelters, or extended services that provide
housing support and assistance to families.

Partnership with the Department of Housing and Urban Development (HUD) to support
families with the application process and with services.

Partnerships with privately owned housing programs to support available options.

Partnerships with local food banks to aid needy families.

Support for education and training programs to support homeless families.
Key Findings: Services for Children Experiencing Homelessness

Three objectives indicated that over 60% of programs have the necessary services in place to
meet the needs of homeless children and families to enroll, obtain data and support
transitioning into kindergarten.

37% of programs reported needing additional support locating community services for families
experiencing homelessness.

Only 37% of programs indicated that they coordinate activities and do not need additional
support; 13% do not have any coordinated activities, while 36% recognize a need for more
coordinated activities.

Only 20% of programs indicated that they have formal written agreements and do not need
additional support; 21% do not have any formal agreements, while 46% recognize a need for
more coordinated activities.

Programs have partnerships with state services, local services, local school districts, and others
to support families experiencing homelessness, but more support is needed.

Multiple directors stated they needed resources to help them identify families who are in need,
as well as identifying and partnering with housing programs/shelters as well as other
community resources for homeless families.
Recommendations: Services for Children Experiencing Homelessness
 Advocate for public housing and funding to support education and training programs for
homeless families.
 Provide a list of agencies (state and local) that support families experiencing homelessness as a
resource for Head Start Programs.
 Work with local school districts to access sharable information on homeless families to use in
Head Start Programs (McKinney Vento Coordination), through the Texas Homeless Education
Office (THEO).
16
KEY ACTIVITY AREA 3: WELFARE/CHILD WELFARE
17
Types of Partnerships Needed: Welfare/Child Welfare

Agreements for Head Start, local child welfare agencies, WIC, and other agencies to partner to
provide parenting activities, professional development classes, and trainings support families in
the welfare system.

Obtain welfare agency listings to develop partnerships and agreements.

Volunteer agreements and partnerships with local programs, charitable organizations, religious
institutions, job placement, workforce agencies willing to provide employment opportunities to
parents with felonies convictions records.

Training resources for parents and staff to better understand the welfare system.

Partnership with Texas Workforce to assist families with the needed resources.
Key Findings: Welfare/Child Welfare

Overall, ≥68% of programs are identifying and enrolling children in the welfare system and
helping families access parenting programs.

Nearly 60% of programs need more support building linkages between Head Start and the
Child Welfare System for state and policy planning purposes and sharing training or technical
assistance opportunities with other organizations regarding child welfare issues.

41-46% of programs has coordinated activities or formal agreements with agencies, but
indicates more are needed to meet the welfare/child welfare needs of children and families in
their program.

Directors suggested having the THSSCO provide webinars and training to help support their
efforts and needs around welfare.
Recommendations: Welfare/Child Welfare
 Work to provide sample MOUs for programs that outline how Head Start and other agencies
might share collaborative efforts to better support and serve children and families.
 Support programs by providing resources that will support them to access services in the
welfare system.
18
KEY ACTIVITY AREA 4: CHILD CARE
19
Types of Partnerships Needed: Child Care

Formal written MOU's with care providers to access full day/full year services.

Child Care Management Services in Texas (CCMS) through TWC to assist eligible parents
with the cost of child care.

Partnerships with programs that provide funding for free or reduced cost childcare services.

More written agreements with privately owned child care organizations.

More quality affordable child care partnerships are needed to support low income children and
families in their community.
Key Findings: Child Care

48% of programs indicated that they did not need to blend Head Start and child care funds to
provide full day, full year services; however 41% stated more support was needed to
accomplish this objective.

Approximately half of the programs have enough support to assisting families with connections
to access other childcare opportunities.

Directors indicated that they need to have a better understanding of child care services and their
ability to support programs with payments for after school care.

50% of programs indicated that they coordinate one or more activities that support child care
needs, but more is needed.

Over 30% of programs do not have any formal partnerships around childcare.

Programs are coordinating or partnering with a variety of agencies at the state, regional, and
local levels to assist them with the childcare needs of their families including state, regional,
and local agencies.
Recommendations: Child Care
 Provide programs with information and a template on how to form partnerships with child care
agencies to use in local programs.
 Identify affordable childcare options and other resources across the State for both low and
middle income families
 Work to develop MOU’s to support access to full day/full year services.
20
KEY ACTIVITY AREA 5: FAMILY LITERACY
21
Types of Partnerships Needed: Family Literacy

Partnerships with adult education and literacy programs, particularly for English language
learners.

Local libraries including mobile library services.

School districts and museums.

Businesses such as HEB, books stores, and Kohl’s with programs that support early literacy.
Key Findings: Family Literacy

Nearly all programs feel family literacy services are needed to support their families.

Programs currently have a variety of partnerships currently in place that promote literacy,
including partnerships with: public libraries, adult literacy and education programs, local
retailers, book companies, and museums. However, approximately 40% of programs stated they
need more help and partnerships to support family literacy.

More than 40% of programs indicated they need more help to provide services for English
language learners and to obtain book donations.

Approximately 80% of programs have at least one coordinated activity or formal relationship to
provide family literacy services. However, the majority of those feel as if more are needed.
Recommendations: Family Literacy
 Provide resources for EHS/HS programs around family literacy particularly services for
English language learners, adult education, and avenues to acquire book donations.
22
KEY ACTIVITY AREA 6: SERVICES FOR CHILDREN WITH DISABILITIES
23
Types of Partnerships Needed: Services for Children with Disabilities

Partnerships to access materials from programs on different disabilities for parents in different
languages.

Partnerships for rural areas where resources are scarce.

Better coordination and alignment with school districts.
Key Findings: Services for Children with Disabilities

Early Childhood Intervention (ECI) and school districts were the main partners EHS/HS
programs have to provide services for child with disabilities in their program. A few programs
stated that they have partnerships with private providers to perform evaluations and provide
services.

20-40% of programs indicated they need more help meeting the objectives for children with
disabilities, particularly around timely preschool evaluations and referrals.

Multiple programs indicated they are having difficulties with new school district policies
around special education and the consequences those are having on Head Start practices.

Several directors conveyed frustration around the lack of recognition and counting of children
with disabilities being served by private agencies.

Multiple directors asked for more training for teachers and resources for families with children
that have a disability.
Recommendations: Services for Children with Disabilities
 Provide/alert programs of training opportunities specific to children with disabilities.
 Work with state to assist rural programs in locating services for children with disabilities and
identify resources for families.
 Work with TEA and the Head Start National office to address difficulties in alignment of state
policies around special education and Head Start requirements.
24
KEY ACTIVITY AREA 7: COMMUNITY SERVICES
25
Types of Partnerships Needed: Community Services

Services for domestic violence and substance abuse, particularly services that accept Medicaid.

Example MOUs with community service providers to help programs formalize coordinated
activities.
Key Findings: Community Services

Current partnerships and agencies with which programs share information around community
services include: Red Cross, United Way, WIC and other nutrition services, Healthy Start,
Salvation Army, local school districts, Catholic Charities, local veterans resources, and family
and women’s crisis centers.

Over half of the programs felt that they had adequate support to complete the objectives around
providing community services to children and families in their program.

Nearly 75% of programs coordinate activities or have formal relationships with at least one
community service agency, but half of those programs state that they need more to support the
needs of the families in their program.

One third of the programs need more support to assist families with access to substance abuse
and domestic violence services.
Recommendations: Community Services
 Provide sample MOUs and assist in sharing partnership ideas.
 Work with coordinating agencies (e.g. United Way, Domestic Violence Programs) to identify
resources providing substance abuse and domestic violence services around the state.
 Work in collaboration with agencies that provide the core services that are critical in meeting
the needs of families needing supportive community services to increase safety and well-being
of children living in abusive homes.
26
KEY ACTIVITY AREA 8: EDUCATION
(SCHOOL READINESS, HEAD START-PRE-K PARTNERSHIP DEVELOPMENT)
Note: Head Start programs are required to have MOU’s with publicly-funded Pre-K programs in their
service areas. For this section, respondents were asked to rate the level of difficulty they have had IN
THE PAST program year (2014-2015) as they coordinated the following 8 activities with publiclyfunded Pre-K programs.
Key Findings: Education

Overall, the majority of programs have little to no difficulty coordinating activities with
publicly-funded Pre-K programs.

Areas where programs state there is more difficulty coordinating activities include: staff
training, services for working parents, developing MOUs, and shared technical assistance.
27
Recommendations: Education (School Readiness, Head Start-Pre-K Partnership Development
 Provide guidance on best practices around communication between Head Start and public
programs, particularly around joint training, technical assistance, and additional services and
needs of families participating.
 Provide MOU templates and guidance on partnering with local Pre-K programs.
 Promote and assist in strengthening partnership with school districts to provide additional wrap
around Head Start services.
28
KEY ACTIVITY AREA 9: HEAD START TRANSITION AND
ALIGNMENT WITH K-12
Types of Partnerships Needed: School Transitions and Alignment with K-12
 Partnerships with other early childhood education programs, particularly for children
transitioning out of services
 Improved collaborations with ISDs to simplify the enrollment process and ensure quality
services for children and families.
Key Findings: School Transitions and Alignment with K-12
 Although the majority of programs reported they had adequate support to meet the objectives
around transition and alignment with K-12, a high proportion (>25%) of programs reported
they needed additional support across all objectives.
Recommendations: School Transitions and Alignment with K-12
 Collaborate with TEA and ISDs to assist Head Start programs with transition and alignment.
29
KEY ACTIVITY AREA 10: PROFESSIONAL DEVELOPMENT
Types of Partnerships Needed: Professional Development
 Partnerships and funding resources needed for more scholarships or additional on-line classes
to help teachers receive early childhood education degrees and CDA’s (grants, scholarships,
special programs).

Partnering with local universities, weekend colleges and internship opportunities

Independent School District training.

Funds to pay for substitutes when teachers to attend college and professional development
trainings.

Training opportunities for infant and toddler teachers as well as preschool teachers.
Key Findings: Professional Development
 Many key partnerships exist, including: local colleges and universities, Children’s Learning
Institute, NCQTL, NAEYC, NHSA, ECE, T/TA and ACF Regional 6 Office, however
programs indicate additional partnerships and support is needed.
30

Nearly 70% of programs are accessing professional development opportunities and the Head
Start State and Technical Assistance Network.

Although programs are supporting teachers to obtain degrees and supporting CDA training. The
biggest challenge is providing teaching staff with time off to participate in professional
development classes.
Recommendations: Professional Development
 Support additional training opportunities through T/TA network.
 Assist programs in finding funding expressly for high quality professional development and
substitute coverage for teachers to attend.
 Provide additional information and scholarship support for staff to obtain there AA and BA
degrees.
 Assist programs in finding online professional development programs.
31
KEY ACTIVITY AREA 11: EARLY CHILDHOOD SYSTEMS
Types of Partnerships Needed: Early Childhood System
 Information on how to participate in the new Quality Rating and Improvement System/Texas
Rising Star and on Texas Early Learning Council.

Assistance on becoming Texas School Ready! Project site.
Key Findings: Early Childhood System
 Approximately 20% of programs are participating in the State Quality Rating and Improvement
System (ORIS/Texas Rising Star) and 50% of programs are participating in the Texas School
Ready! Project.

70% of programs indicated that they need more support to provide input into the Texas Early
Learning Council.

In addition to Texas Rising Star and Texas School Ready!, programs are working with their
local Education Service Agency, national parent education programs such as HIPPY and PAT,
and state programs such as Texas Literacy Initiative.
Recommendations: Early Childhood System
 Assist Head Start programs to become a part of the Quality Rating Improvement System.
 Provide information on networking opportunities, conferences, and other ways programs can
become active in early childhood systems.
32
TEXAS HEAD START STATE COLLABORATION OFFICE STRATEGIC
PLAN 2015-2020
The Head Start Act, as amended December 12, 2007, requires Head Start State Collaboration Offices to
conduct a needs assessment of Head Start programs in the state that includes the national priority areas
noted in the Needs Assessment. The Head Start Act also requires Head Start State Collaboration Offices
to use the results of the needs assessment to develop a strategic plan outlining how they will assist and
support Head Start and Early Head Start grantees in meeting the requirements of the Head Start Act for
coordination, collaboration, transition to elementary school and alignment with K-12 education. Head
Start State Collaboration Offices must also annually update the needs assessment and strategic plan and
make the results of the needs assessment and strategic plan available to the general public.
The Texas Head Start State Collaboration Office Advisory Board provided input for the strategic plan.
The planning team also consisted of stakeholders from the Region VI Head Start TTA Network, Texas
Education Agency (TEA), Texas Work Force Commission (TWC), Department of Family and
Protective Services, Texas Head Start Association (THSA) Board and other key Stakeholders. The
areas of the Strategic Plan are noted and prioritized by year. The Strategic Plan will outline the work
that was prioritized as a result of the 2014-2015 Needs Assessment, along with activities for THSSCO.
RECOMMENDATIONS, ACTION STEPS, AND STRATEGIES 2015-2020
Health
Recommendations
Action Steps
Work with THSSCO
Advisory Board to
identify key stakeholders
to develop sample MOU
templates, sample
partnership agreements
and guidance for
successful collaborations.
THSSCO/Advisory Board and key Stakeholders will develop
and make sample MOU’s available for ISD/HS, ISD/CC and
CC/HS partnerships.
Partner with medical
organizations to provide
resources to help families
communicate effectively
with healthcare providers
and increase their health
literacy.
THSSCO will work with medical community (hospitals,
pediatricians, etc.) and early care organizations to align
developmental screenings as FERPA allows.
Timeline
Year 1
THSSCO will provide Head Start/EHS Programs with
Sustainable Collaborations to use as a resource:
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
Year 3
THSSCO and the Advisory Board will work to develop an
MOU so that results from screenings can be shared across
sector/organizations as FERPA allows.
THSSCO will work with DSHS on recommendations on
organizations and providers. Provide resources that have already
been developed to organizations.
Determine methods to
connect programs with
providers to meet
THSSCO will work with the Advisory Board and Texas Health
and Human Services Commission (HHSC) to provide lists of
33
Year 3-4
transportation needs.
assessable resources/services available.
THSSCO will work with Texas Health and Human Services
Advisory contact to connect communities with available local
transportation resources/services available through HHSC
https://www.hhsc.state.tx.us/medicaid/mtp/
Assist programs with
finding accurate lists of
Medicaid providers in
their area and explore
methods to streamline
enrollment.
THSSCO will provide information of Medicaid and Healthcare
Partnership Search :
http://opl.tmhp.com/ProviderManager/AdvSearch.aspx
Year 2-3
Continue the
collaborative work with
Oral Health Partners
(OHP) to support
programs to connect
children with dental
homes. Specific focus on
rural areas, rural health
clinics, available services
and completion of the
OHP MOU.
THSSCO will distribute OHP/THSA MOU to all HS/EHS
Programs to support families with oral health needs.
Year 2-3
Support EHS/CC
Partnership grantees
health related issues in
collaboration with DFPS.
CCL will support to ensure the safety of children in regulated Year 2
care.
Work with Texas Home
Visiting programs to
ensure EHS/HS programs
understand eligibility
criteria for the various
programs and availability
to their families.
THSSCO will work with THSA Board to develop guidelines for
a referral process between HV programs and EHS/HS.
THSSCO & Oral Health Partners will engage DentaQuest to
support rural communities to access mobile dental units.
THSSCO will provide HHSC resource to Head Start/EHS
Programs: http://www.hhsc.state.tx.us/medicaid/qualityreview/Dental-Performance.shtml
THSSCO and Oral Health Partners will connect with college
programs to seek assistance from dental students to support
programs with initial dental screenings.
THSSCO work with HHS to align priorities on health issues.
Parents As Teachers (PAT) – in school districts to make
referrals to families.
Provide information to Head Start/EHS to incorporate HHSC
services and resources. http://www.texashomevisiting.org/
Year 1
Year 2
Year 3-5
Services for Children Experiencing Homelessness
Recommendations
Advocate for public
housing and funding to
support education and
training programs for
homeless families.
Action Steps
Collaborate/partner with TexProtects for their guidance.
Develop a plan to share with grantees.
THSSCO will work with the Texas Homeless Education Office
(THEO) to access available connections, and invite THSSCO
Advisory Board participation.
34
Timeline
Year 2-3
Year 1
Provide a list of agencies
(state and local) that
support families
experiencing
homelessness as a
resource for Head Start
Programs.
THSSCO will work to make THEO resources available to HS
programs and entities working in partnership with grantees.
http://www.utdanacenter.org/theo/
Year 1-2
Work with local school
districts to access
sharable information on
homeless families to use
in Head Start Programs
(McKinney Vento
Coordination), through
the Texas Homeless
Education Office
(THEO).
THSSCO will make Texas Homeless Education Office (THEO)
fact sheets available to HS programs:
http://www.utdanacenter.org/theo/
Year 2-3
Enhance collaboration
and coordination of Head
Start services by Head
Start agencies with other
entities providing services
relating to homeless
children and State
officials responsible for
these services
THSSCO will connect and partner with the Texas Interagency
Council for the Homeless (TICH) to assist in coordinating and
providing statewide services for all homeless individuals in this
state.
Year 4-5
Welfare/Child Welfare
Recommendations
Action Steps
Work to provide sample
MOUs for programs that
outline how Head Start
and other agencies might
share collaborative efforts
to better support and
serve children and
families.
THSSCO will work with the Advisory Board to develop a
Memorandum of Understanding or partnership agreements that
Head Start programs can use to engage with welfare/child
welfare programs.
Support programs by
providing resources that
will support them to
access services in the
welfare system.
THSSCO will work to partner with Child Welfare to access
trainings to HS staff.
Enhance collaboration
and coordination of Head
Start services by Head
THSSCO will work in collaboration with 2-1-1 Texas to
connect families to Head Start/Early Head Start Programs. 2-1-1
Texas is a program of the Texas Health and Human Services
35
Timeline
Year 1
THSSCO will provide Head Start Programs with Promoting
Sustainable Collaborations to use as a resource:
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
Year 2-3
THSSCO will invite welfare/child welfare programs to provide
webinars on the welfare system to HS Programs.
Year 1-5
Start agencies with other
entities providing welfare
and state officials
responsible for these
services.
Enhance collaboration
and coordination of Head
Start services by Head
Start agencies with other
entities providing child
protective services,
services provided for
children in foster care and
children referred to Head
Start programs by child
welfare agencies and
State officials responsible
for these services
Commission, committed to helping Texas citizens connect with
the services they need.
THSSCO will connect with Family Promise to support families
in crisis to access direct services, educational curricula,
prevention programs and more.
http://familypromise.org/programs/
Year 4-5
Child Care
Recommendations
Action Steps
Timeline
Provide programs with
information and a
template on how to form
partnerships with child
care agencies to use in
local programs.
THSSCO will provide Head Start Programs with Promoting
Sustainable Collaborations to use as a resource:
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
Year 1-2
Identify affordable
childcare options and
other resources across the
State for both low and
middle income families.
THSSCO will work in coordination with Texas Work Force and
Child Care Referral Services to provide listings of available
child care options.
Year 1-5
Work to develop MOU’s
to support access to full
day/full year services.
THSSCO will provide Choosing Child Care from the TELC to
Head Start Families to use as a resource.
http://littletexans.org/ChoosingCare.aspx
THSSCO, Advisory Board and CCL will work to develop a
Year 1-3
Memorandum of Understanding or partnership agreements that
Head Start programs can use to engage with child care providers
to access full day/full year services
Family Literacy
Recommendations
Provide resources for
EHS/HS programs around
family literacy
particularly services for
English language
learners, adult education,
and avenues to acquire
Action Steps
THSSCO will collaborate with Texas Center for the
Advancement of Literacy & Learning (TCALL) to develop a
partnership to include Head Start in their statewide initiative
through the Texas Family Literacy Assistance Center.
http://tcall.tamu.edu/
THSSCO will provide information on resources available
36
Timeline
Year 1-3
Year 1-5
book donations.
through the Texas Center for the Advancement of Literacy &
Learning
THSSCO will partner with Reach Out and Read to refer Head
Start programs to available services through the project and
other available literacy sources. http://rortx.uth.tmc.edu/
Year 1-5
THSSCO will provide information for Head Start program on
Texas Family Literacy Resource Center (TFLRC) to use to
support families. http://www.tei.education.txstate.edu/famlit/
Services for Children with Disabilities
Recommendations
Action Steps
Timeline
Provide/alert programs of
training opportunities
specific to children with
disabilities.
THSSCO will Provide TEA Parent and Family Resources to
Head Start Programs to use to inform families.
http://tea.texas.gov/Curriculum_and_Instructional_ Programs
/Special_Education/Parent_and_Family_ Resources/Parent_
and_Family_Resources/
Year 3-4
Work with state to assist
rural programs in locating
services for children with
disabilities and identify
resources for families.
THSSCO will Provide Parent Companion Resource to Head
Start Programs to use to inform families:
http://www.parentcompanion.org/
Year 1-2
Work with TEA and the
Head Start National office
to address difficulties in
alignment of state policies
around special education
and Head Start
requirements.
THSSCO will provide TEA’s State Guidance to use as a
resource : http://tea.texas.gov/www.tea.state.ts.us /SPED_State_
Guidance.aspx
Year 4-5
Community Services
Recommendations
Provide sample MOUs
and assist in sharing
partnership ideas.
Action Steps
THSSCO and Advisory Board will develop Case Studies of
working partnerships that other communities can learn from.
Timeline
Year 1-2
THSSCO will provide Head Start programs with Sustainable
Collaborations to use as a resource :
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
THSSCO will distribute sample MOU templates to HS
programs
Work in collaboration
THSSCO will work with coordinating agencies (e.g. United
with agencies that provide Way, Violence Prevention Programs) to identify resources
the core services that are
providing substance abuse and domestic violence services
37
Year 2-3
Year 1-5
critical in meeting the
needs of families needing
supportive community
services to increase safety
and well-being of
children living in abusive
homes.
around the state.
Year 1
THSSCO will provide listings of providers across the
state/Domestic Violence Directory or other related resources.
Year 1-5
THSSCO will work with Advisory Board Members associated
with domestic violence/violence prevention programs and TXHHSC to support programs to access additional services for
families in crisis, such as: housing, employment, legal services,
educational assistance, as well as parenting programs, and
assistance with health care and transportation to help assure that
victims can move beyond the crisis stage toward permanent
safety and self-sufficiency.
Year 2-4
THSSCO will work to collaborate with The Texas Association
for the Protection of Children (TX Protects). Their mission is to:
Reduce and prevent child abuse and neglect through research,
education and advocacy. We effect change by organizing and
educating our members to advocate for increased investments in
evidence-based child abuse prevention programs, CPS reforms,
and treatment programs to heal abuse victims. Web Site:
www.texprotects.org/
Education (School Readiness, Head Start-K Partnership Development)
Recommendations
Action Steps
Timeline
Provide guidance on best
practices around
communication between
Head Start and public
programs, particularly
around joint training,
technical assistance, and
additional services and
needs of families
participating.
THSSCO and Advisory Board will work to develop Case
Year 2-4
Studies as appropriate to determine cross training needs that will
address entities involved.
THSSCO, Advisory Board and TEA will identify a successful
ESC or ISD that is implementing this well. Provide a
“Highlight” on implementation successes.
Year 2-4
Provide MOU templates
and guidance on
partnering with local PreK programs.
THSSCO and the Advisory Board will work to develop sample
budgets for centers large and small, urban and rural.
Year 1
Promote and assist in
strengthening partnership
with school districts to
provide additional wrap
around Head Start
THSSCO will provide Head Start Programs with Sustainable
Collaborations to use as a resource:
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
THSSCO will provide Head Start Programs with Sustainable
Collaborations to use as a resource:
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
38
Year 1
Year 1-3
services.
Support and work with
the National Office for
AIAN & MS
Collaboration Offices to
support those children
and families. (Retained in
the Needs Assessment
from 2014-2015)
THSSCO will connect with the regional support staff
responsible for AIAN & MS programs to determine how
THSSO can support them based on their program needs.
Year 1-2
Head Start Transitions and Alignment with K-12
Recommendations
Collaborate with TEA
and ISDs to assist Head
Start programs with
transition and alignment.
Action Steps
THSSCO will emphasize the implementation of the Transition
Took Kit from NCQTL. Re-distribute to HS programs.
THSSCO and Advisory Board will work to implement MOU’s
that would allow data sharing between HS, ISD’s and TEA as
legally possible(as complies with FERPA and agency
Timeline
Year 1
Year 2-4
requirements)
THSSCO, Advisory Board and TEA will identify a successful
ESC or ISD that is implementing Head Start Transitions and
Alignment with K-12 well. Provide a “Highlight” on
implementation successes.
Year 3-5
Professional Development
Recommendations
Action Steps
Timeline
Provide information on
networking opportunities,
conferences, and other
ways programs can
become active in early
childhood systems.
THSSCO, TECPDS, Advisory Board and Key Stakeholders will
continue to encourage signing up for the TECPDS LISTSERV
www.tecpds.org
Year 1
Support additional
training opportunities
through T/ TA network.
TECPDS will share information on email list serves,
newsletters, at conferences, trainings and workshops through
TECPDS and with different agencies and organizations.
Year 1-2
Assist programs in
finding funding expressly
for high quality
professional development
and substitute coverage
for teachers to attend.
THSSO, TWC and CCL will inform the public about the impact
of poor child care and the importance of ECE Practitioners.
Year 1-3
THSSCO will ensure resources are on the website/shared with
TECPDS
THSSCO will provide opportunities for Head Start Programs
and CC Partners to sign up for e-news letters:
39
http://thssco.uth.tmc.edu
THSSCO/TECPDS will review practices used in other programs
to determine those that are user friendly for the state of Texas.
Provide additional
information and
scholarship support for
staff to obtain there AA
and BA degrees.
TECPDS will continue to work with TEA and T.E.A.C.H to
provide scholarships to qualifying teachers.
Assist programs in
finding with online
professional development
programs.
TECPDS will develop and include a listing of available
infant/toddler credentialing programs, their requirements and
contact details for obtaining more information, and place this
information on the TECPDS website
Year 1-5
TECPDS will share available scholarship information with
programs. Encourage teacher participation.
Year 1-5
TECPDS will post regular messages on the availability of
infant/toddler credentialing programs on the TECPDS Facebook
page
TECPDS will encourage registered trainers who provide CDA
training to offer infant/toddler track trainings as a way to help
participants obtain the CDA for the infant/toddler track by
sending out quarterly messages to them on the importance of
doing so.
TECPDS will encourage conference organizers who participate
in the TECPDS Advisory Board and/or THSSCO advisory
board to have an infant/toddler track, by sending out a quarterly
call to action message with information about the importance of
doing so.
TECPDS will provide registered trainers with information on
the Infant/Toddler early learning guidelines with which to
develop specialized training, by sending out quarterly emails,
information on the newsletter, website and social media pages
TECPDS will publicize the directory of college degree
programs in early childhood education.
Provide information on the Endorsement Credential through
First3Years to use as a resource:
http://first3yearstx.org/endorsement.
Assist Head Start
programs to become a
part of the Quality Rating
Improvement System
(Texas Rising Star).
CCL will retain training documentation that will continue to be
measured at CCL/Licensing annual monitoring inspections.
40
Year 1-5
Overarching Needs
Recommendations
Action Steps
Timeline
Develop sample MOU
templates, sample
partnership agreements
and guidance for
successful collaborations.
Provide Head Start Programs with Sustainable Collaborations to
use as a resource:
http://texasschoolready.org/media/1359/PromotingSustainableC
ollaborations.pdf
Year 1-3
Creating a Resource
Network for families
allowing programs to
share resources
Access family resources through Advisory Board to distribute to
programs across the state.
Year 4- 5
41
THSSCO PRIORITIZED ACTIVITIES 2014-2015
Ongoing activities for Health Care:

Currently serve on the Texas Oral Health Coalition. The purpose of the coalition is to promote
optimal oral health over the lifespan for all Texans through statewide partnerships.

Participate with the Texas Oral Health Partners to support Head Start Programs to access dental
homes and for preventive care.

Working with board certified Audiologist to support EHS programs with the ECHO Initiative.

Working to develop a partnership with Legacy Community Health Services, a United Way
affiliated agency to identify unmet needs and gaps in health-related services.
Ongoing activities for Welfare/Child Welfare

Collaborate with the Texas Association of Infant Mental Health on issues relating to the social
emotional development of infants & toddlers.

Texas Association of Infant Mental Health provided training in several communities across the
state.

Participated with Healthy Minds/Healthy Families Conference on Mental Health.

Participated with Texans Care For Children Policy Panel.
Ongoing activities for Child Care:

Partnering with DFPS/CCL to support Head Start Programs implementing the EHS/CC
Partnership Grant.

Participate with CCDF in quarterly meetings.

Provide input in the CCDF State Plan-Quality Performance Report.
Ongoing activities for Family Literacy Services:

Participation in Reach Out and Read

Continue collaborations with Parents as Teachers (PAT)
42
Ongoing activities for Children with Disabilities:

Serve as a member of the Governor Appointed Early Childhood Intervention Advisory Council.

Participate on the SSIP Committee

Serve as a member of the Act Early Texas Task Force Committee.
Ongoing activities for Professional Development

Participate on the State Professional Development Work Group.

Serve as a member of the T.E.A.C.H Advisory Committee.

Serve as a member of the Texas Education Agency T/TA Work Group.

THSSCO is responsible for the Texas Early Childhood Professional Development Registry &
Texas Workforce Registry.
Ongoing activities for Head Start Transition and Alignment with K-12 (Education)

Provided Head Start Programs with the Transition Tool Kit from NCQTL
Ongoing activities for Early Childhood Systems Development:

Continue to be the home of the Texas Early Childhood Professional Development System.

Continue to include on-line professional development training modules on the Texas Core
Competencies

Continue participation with Texas School Ready! Project and the promote use of CLI Engage

Maintain the Texas Trainer Registry online database of state approved registered trainers to
provide quality training to professionals working with children from birth to school age (with
the emphasis on birth-5 years of age)
Ongoing Activities for State, local policies, planning and processes:

Providing input to The Children’s Learning Institute in the developing stages of Texas-KEA.

DARS/ECI Governor Appointed Advisory Committee

State Systematic Improvement Plan Sub-Committee
43
RESOURCES AND REFERENCES
 Office of Head Start Website- http://www.acf.hhs.gov/programs/ohs/about/
 Texas Head Start State Collaboration Office Website – http://thssco.uth.tmc.edu
 PIR data is constantly updated. The PIR data referenced in this report is based on the
information that was extracted in 4/2015. PIR data can be located on the Early Childhood
Learning Center Website: http://eclkc.ohs.acf.hhs.gov/hslc/mr/pir . Head Start Program
Information Report (PIR) for 2013-2014 Program Year.
 Qualtrics Survey
 Photos used in this report can be found in www.thinkstop.com
 Cover design and Head Start Site Map - Bang Pham/Web Master: [email protected]
 Texas Early Childhood Professional Development System: www.tecpds.org
 Sustainable Collaborations: http://www.texasschoolready.org/media
/1359/PromotingSustainableCollaborations.pdf
 Texas Medicaid and Healthcare:: http://opl.tmhp.com/ProviderManager/AdvSearch.aspx
 Texas Health and Human Services Commission: https://www.hhsc.state.tx.us/medicaid/mtp/
 Texas Health and Human Services Commission: http://www.hhsc.state.tx.us/medicaid/qualityreview/Dental-Performance.shtml
 Texas Home Visiting: http://www.texashomevisiting.org/
 Texas Family Literacy Resource Center (TFLRC): http://www.tei.education.txstate.edu/famlit/
 Texas Family Literacy Assistance Center. http://tcall.tamu.edu/
 TEA”s Parent and Family Resources. http://tea.texas.gov/Curriculum_and_Instructional_
Programs /Special_Education/Parent_and_Family_ Resources/Parent_ and_Family_Resources/
 DARS/ECI: Parent Companion Resource: http://www.parentcompanion.org/
 TEA’s State Guidance: http://tea.texas.gov/www.tea.state.ts.us /SPED_State_ Guidance.aspx
 Texas Reach Out and Read: http://rortx.uth.tmc.edu/
 Texas Medicaid & Healthcare Partnership: Provide Search:
http://www.tmhp.com/Pages/default.aspx?sd upgwelredir=1
 First3Years: http://first3yearstx.org/endorsement
 The Texas Association for the Protection of Children: www.TexProtects.org/
 Texas Homeless Education Office (THEO): http://www.utdanacenter.org/theo/
 Texas Early Learning Council: http://littletexans.org/ChoosingCare.aspx
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