Last year Tacoma Public Schools was facing mixed emotions on early-childhood education, a crucial factor in closing the achievement gap.

The district approved free, all-day kindergarten the previous school year, a step in the right direction for preparing all students for success. However, the district’s federally funded preschool program Head Start was barely getting by financially.

But last spring, Tacoma’s Head Start program received a boost in funding from the federal government through a $146,000 permanent increase to the annual budget, and close to $400,000 in one-time money from the federal stimulus plan.

The Head Start program works with 563 students in 17 schools across the district and was at a funding level that had remained stagnant for eight years, as state mandated cost-of-living adjustments for staff was consistently growing.

With more than 95 percent of the $4.8 million budget going toward personnel, programming, supplies and professional development had to take a back seat.

And service cutbacks were on the horizon, which would have been detrimental to the growing needs of the community, as a rough economy, job cuts and layoffs are increasing the waiting list of low-income families in need of Head Start’s services.

“We’re seeing a whole new clientele now in this economic time,” Leslie Meisner, Head Start director, said.

“Cutting services would be a huge blow to the community,” Assistant Director Angela Hawkins added.

Stimulus monies have been used for long-neglected professional development, purchasing 40 federally required seatbelts (which will allow the youngsters to finally take a field trip) as well as materials and supplies for programming.

Each of the 29 Head Start teachers in the district also got their own personal pot of money to use at their discretion in the classroom.

Having the extra funds for Head Start teachers and administrators has not only benefited materials, programming and opportunities for teachers and students, but has also relieved the worry over financial difficulties, boosting morale among staff.

“They are just tickled this year,” Meisner said. “Having one less thing to worry about frees them up to focus on the things they should be focusing on, which is quality services for kids and families - not finances.”

Two additional grants have also put a spring in programs and offerings for early childhood in Tacoma.

Head Start received $45,000 in federal one-time program improvement funds, which it has used to refurbish the gymnasium and outdoor play areas at the main Head Start campus, as well as at McCarver and Jenny Reed elementary schools.

The Title 1 program, which works in tandem with Head Start, received a grant to offer Ready! for Kindergarten classes for low-income families in Tacoma. The new program will begin in November and will be comprised of six sessions throughout the school year where parents of pre-school aged children can learn what they can do to prepare their children for the big educational step. Sessions include math concepts, linguistics, and social and emotional development.

The two new Head Start directors recognize the one-time money will not last forever, and the permanent budget increase will still keep the 2011 fiscal year pretty tight. But they say they are grateful to be able to re-focus on services and collaboration across the district, something they are blowing full-steam ahead into.

Head Start preschool teachers are now meeting with kindergarten teachers on a regular basis to make sure they are preparing their students appropriately for the upcoming curriculum. The Head Start program is also working on a grant in conjunction with Puget Sound Educational Service District, which funds childcare at Oakland Alternative High School for children age 3 and younger. The grant would allow those children to immediately enter Head Start when they age out of the Early Head Start program at Oakland, keeping the child in a consistent educational atmosphere with a smooth transition. Those are just two examples of increased educational collaboration in the district this year.

“There’s a more unified early learning family in the district,” Hawkins affirmed. “We’re serving in a more collaborative way, and we’re using each other’s expertise.”