When analyzing demographic data, be sure to report the number of children who are currently enrolled in Head Start as well as those who are eligible but not being served. This will help you establish estimates of enrollment needs, as well as make decisions about enrollment practices. For example, if the community assessment identifies slots for children experiencing homelessness or children in foster care as a clear need, that program will be allowed to reserve one or more enrollment slots when a vacancy occurs for pregnant women and children experiencing homelessness and children in foster care (45 CFR §1302.15(c)). In order to provide a comprehensive picture of the population in the service area, information about changing and underserved populations is necessary. Remember, your community assessment must include demographic data from across the entire service area. It is particularly helpful to highlight the needs of enrolled children and their families, as well as community-based services available to them. Reviewing data over time can be especially effective in identifying demographic trends such as birth rates and population shifts.

2. Education, Health, Nutrition and Social Service Needs of Head Start-Eligible Children and Families

As set forth in the HSPPS, the community assessment must include data that identifies prevalent social or economic factors affecting the well-being of children and families (45 CFR §1302.11(b)(1)(ii)). This includes identifying community issues that impact on children's nutritional health needs (45 CFR §1302.42(b)(4)). The goal is to present a balanced, comprehensive assessment of the needs by drawing on a variety of information gathered from both internal and external sources.

Internal data collected from program staff, parents, and local service providers will give your Head Start program an in-depth understanding of family and child needs. In addition, your program will draw on existing information, such as data from the PIR, minutes of advisory committees, and family assessment data. These are just a few examples of accessible internal information.

External data, drawn from community partners, media outlets, and websites, provides information about the needs of the community at large and newer populations your program might serve.

4. Other Early Childhood Education Programs that Serve Eligible Children

Information about other child development services, child care centers, and family child care programs that serve eligible children must be included in the community assessment. Details about home visiting services and publicly funded state and local preschools must also be included, along with an estimate of the approximate number of eligible children served in these various settings (45 CFR §1302.11(b)(1)(iv)). Across many population groups, young children may be cared for by relatives or neighbors. This is sometimes referred to as "family, friend, and neighbor" care. Because these arrangements are often unlicensed and informal, they may not appear in official child care counts. Nevertheless, it is important for the community assessment to estimate their prevalence as it may indicate a need for additional child care services for eligible families.

5. Community Resources

The community assessment is required to provide an overview of community resources that address the needs of eligible children and their families (45 CFR §1302.11(b)(1)(v)). When gathering information about programs that help eligible families, you will want to consider supports related to nutrition, housing, employment, education, health, transportation, finances, and other services.

By compiling a thorough description of available community resources, your program can determine which services can be provided by Head Start and which are best provided by your community partners. You will also use this information as you establish collaborative relationships and partnerships with community organizations through formal mechanisms, such as joint agreements, procedures, or contracts. As outlined in the HSPPS  45 CFR §1302.53(a), such formal agreements can be used to arrange on-site delivery of services and facilitate access to a range of community programs that are responsive to children's and families' needs, family partnership goals, and community needs.

It is important to know which services are being used by families already enrolled, as well as for families who are not being served. This helps to identify who may be most in need of your program's support. Sometimes low-income families face obstacles as they seek to find and access community resources. It is beneficial to compare the views of the families and the community institutions in order to identify needs and gaps in services. You may find that in spite of the existence of many community services, eligible families are not using them. The families may not know about them; they may not find them "user friendly;" or they may encounter language or other barriers.

This process can place your program in the best position to serve those eligible children and families who are most in need of services. Contact local employers, city or county governments, and community partners to obtain information on local employment and housing trends. Document changes in area jobs, such as in the agricultural, construction, or service sectors. Your community assessment report will include a discussion of trends that you anticipate will affect your program throughout the grant cycle. Head Start programs can use these trends to predict the potential influx of new families and to assist in program planning.