The Terrell Independent School District released its 2018-19 Head Start annual report.

Head Start is a program under the United States Department of Health and Human Services that provide a comprehensive early childhood education, health, nutrition and parent involvement service to low-income children and families.

The Terrell Independent School District Head Start Program provides services to 149 children and families in Kaufman County and who live within the Terrell ISD service area. The program is a center-based, full day program operating five days per week. Preschool services are delivered in eight classrooms at W.H. Burnett Elementary School. Terrell ISD supports the program with transportation services.

The Terrell ISD Head Start program was not selected for a Federal Review after the 2018-19 school year.

The program had the following accomplishments after the 2018-19 school year: 84 percent of students read at a DRA level of 2 or higher; an overall 96 percent of students finished the pre-k skills and were working on Kindergarten skills in Lexia which is a computer based reading program; CIRCLE monitoring showed more than 88 percent of students are on track in 13 of the 14 areas of the measured outcomes; secured two additional community partners to address domestic violence and insurance for children.

Under health services, 169 children received physical exams, 167 children received dental exams and 164 children were up-to-date on all immunizations. Children receive physical and dental examinations within 90 days of enrollment, and families are assisted with identifying both medical and dental needs.

Under enrollment, The Terrell ISD Head Start program remained fully and consistently enrolled during the 2018-19 school year, along with the mandatory 10 percent enrollment of children with disabilities. At the time of enrollment, 107 students had a family income below 100 percent of the federal poverty level; 34 students were between 100 – 130 percent of the federal poverty level; 18 students were recipients of public assistance (TANF or SSI); 8 students were foster children; 6 students were homeless; and none were over-income as allowed by law. The 173 children represent 166 families. Of the 166 families enrolled during the year, 69 were from two-parent families and 97 from single parent families.

The program does continue to monitor progress through the use of the annual Self-Assessment, Reading Assessments, CIRCLE program and Classroom Assessment Scoring System (CLASS). CLASS looks at three domains and ten dimensions of teacher-child interactions and measures those observed interactions on a seven-point scale. Teachers are evaluated on the tool three times a year and most continue to score six on most dimensions.

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