Region 10 & Alaska Native T/TA
PIR Education, Disabilities, and Family and Community Partnerships Conference Call
Transcript
Moderator: Louise Gill
May 25, 2006
11:00 am CT
Excuse me, this is the Conference Coordinator. I just need to remind all parties that today's call is being recorded. If you do have any objections, you may disconnect at this time.
Thank you, Ma'am. You may begin.
Louise Gill:
Thank you.
Okay, this is Louise Gill in Seattle and I just want to welcome everybody to this PIR Training Conference Call.
This afternoon we're going to cover Education Disabilities and Family and Community Partnership. Now as of this morning, the 2006 User's Guide was not on the Web yet but they keep promising me it's going to happen anytime soon.
The other information I wanted to give you is if you printed the 2006 PIR out before May 18th. It has been updated, so you will need to get the new copy which is on the Web -- and you can print it out. And that's what we're going to be going by to day, is the most recent copy since May 18h. Now, the only changes to the PIR have been one question -- and that was regarding monthly enrollment. So that won't affect today's content areas that we're going to cover.
This afternoon, we do not have any one from Xtria on the call. But if you have questions regarding reporting or the Webpage or uploading and downloading, please either email your questions in or you can ask me those today and I'll get those questions to Xtria.
Now, during the call if you have questions and you verbally are not able to get on with your question, please email them to (Renee). And her email address is Renee and that's R-E-N-E-E .andrae, A-N-D-R-A-E @acf.hhs.gov. So she's sitting online and she'll take your calls, I mean, she'll take your emails and then bring us the questions.
I am happy to say that we do have (Melissa Calhoun) here today, one of the program specialist from Region X. Thank you (Melissa) for being here. We appreciate it.
And then with me covering these content areas today are (Dawn Williams), our Disabilities Content Specialist and (Gene Gousie), our Early Childhood Education Content Specialist. (Christy Cox) is away today so (Gene) is going to cover her area and his. (Christy) is our Literacy -- Early Literacy Content Specialist.
So, I think I've covered everything. Oh, the purpose of the call -- that's really important.
What we're trying to do with all these conference calls in all these areas that we're trying to cover is to provide you the grantee with the necessary information and resources to ensure that you have the accuracy and the consistency of Region X and the Alaskan Native Programs Information Report. So we wanted to be as consistent as possible across our region and with our (AIAN) Programs in Alaska that we're all reporting on the PIR the same way.
So with that said, I'm going to turn it over to (Dawn Williams) who's our Disabilities Content Specialist and she'll start with this disability.
(Dawn Williams):
Hi. This is (Dawn) and I'm starting on Page 55 of the User's Guide -- it is the 2005 User's Guide.
What I'll be doing is just going through question by question through the section and hopefully providing some clarification in what you have to answer in the PIR.
So as an overview, there are no changes to the disability section of the PIR from last year. All the questions are the same; As we go through the questions, there will be some that refer to your operating period; the operating period is your program year. It is always the same date indicated on your grant applications, typically September 2005 to August 2006.
For full-day, full-year program, the operating period is the first day and last day of service as indicated on your grant application. And the due data for the PIR is August 31, 2006.
So I'm going to start on Page 55 with the first question at C-24 -- the number of LEAs or Part C Agencies in your Head Start, Early Head Start Program in your service area so the number of LEAs or the Part Cs in your service area.
For question C-25 -- the number of LEAs of Part C Agencies that you have a formal agreement with and these are your interagency agreements. And the way the PIR defines formal agreement, "It's a written agreement that specifies the roles and services of participating agencies." So any of those LEAs or Part C Agencies that you have an agreement described as such.
Question C-26, C26 A and B. These deal with the disability determination.
C-26 A is the number of children determined by multi-disciplinary team to have a disability. So C-26 A is the number of children prior to enrollment year that were determined to have a disability. C-26 B is the number of children you've identified during the program year to have a disability.
On C-27, A and B. both the question deal with the total children determined to have disabilities.
C-27 A is as the children determine to have a disability, the number that have an IEP or IFSP. So the C-27 A is going to refer to all the children that have a plan, either an IFSP or an IEP. C-27 B is the number of children determined eligible by the LEA or the Part C under an IFSP or an IEP to receive services.
C-28 -- the number of children determined to have a disability who did not receive special education related services. So these are all children that qualified as having a disability but do not receive any services. And that can be for a number of reasons, if a parent refused services. These are all the children who did not receive any services.
Question C-29 deals with diagnosed disability. You'll have A through L to fill out there. And the PIR uses the language as primary or most significant disability for this one.
In this question - It is important to remember that the multiple disability A1 L and the performance standard, 1308.17. Those children with multiple needs that can be served with a program designed to address their primary or most significant disability should be reported in the primary category. So, that multiple disability category is rarely used. This is for children who are deaf and blind or on their IEP or IFSP state that they have a multiple disability as their diagnosis.
For instance, if the child has a speech or language impairment or - and mental retardation, you would have to place their primary and most significant disability in that category, for that child it will only be reported once in those areas.
And question C-30, the last question for disabilities, for Early Head Start and the Migrant Programs Only is the number of children ages zero to three who received services during the enrollment year.
Please ask any questions you may have about the disability section.
Woman:
What about children for verbally - multiple disabilities?
(Dawn William):
I'm sorry, could you repeat the question? We couldn't hear it.
Woman:
Sure. The question was what about children who are globally, developmentally delayed in C-29 where they'll be placed in (AK), a non-categorical developmental delay.
(Dawn William):
This might be qualifying every area.
Woman:
Okay. So if...
Louise Gill:
I'm sorry; you're going to have to repeat that.
Woman:
The primary the disability, that's the one you put on there.
Louise Gill:
Okay, (Dawn) would you repeat that whole question for everybody else so they can hear that?
(Dawn William):
Absolutely.
Louise Gill:
Thank you.
(Dawn William):
Oh, if a child is receiving services from multiple disabilities and they - it was a generally developmentally delayed, whatever the diagnosed disability is on IEP or IFSP, it's the category you will place in C-29.
And of course, every IEP and IFSP should have that. If there is not, the PIR states you would place a primary or most significant disability for the PIR purposes.
Woman:
Mine is just the same question. PDD...
Louise Gill:
I'm sorry; we are having a really hard time hearing the questions. So could you get closer to your phone, please?
Woman:
So this almost the same question. If the eligibility determination is PDD, Pervasive Developmental Delay - Developmental Disorder, this goes under autism and it goes under non-categorical or where does it go?
(Dawn Williams):
PDD typically falls under autism. It's an autism - Autistic Spectrum Disorders.
Woman:
But doesn't say autism.
(Dawn Williams):
But it does not say autism.
So if you could decipher what's the most significant or primary delay is, fill in that for C-29
Man:
Uh-huh.
(Dawn Williams):
And things like Oppositional Defiant Disorder also are under that Autism Spectrum Disorder category could be placed under autism as well.
Man:
One question.
Louise Gill:
(Dawn)?
(Dawn Williams):
Yes.
(Louise):
Hi. This is Louise and (Joanne) Louise has a question.
(Dawn Williams):
Uh-huh.
(Louise):
Can you hear us okay?
(Dawn Williams):
Yes, I can.
(Louise):
Okay.
(Louise):
Hi there (Joanne). I'm still stuck on that same question too. Say for instance, you have a child that's on IEP, there might be multiple areas of service in cognitive, speech and language, fine/growth motor. So I'm not seeing on an IEP that it would be stated anywhere what the primary area of disability would be. So out of those areas, which one would you pick?
(Dawn Williams):
The most significant one that affects their development.
(Louise):
And so, how do you determine that? Which would be most significant? Through the test results?
(Dawn Williams):
That is a policy question that any program specialist could answer for you
Man:
(Melissa), aren't you sitting there?
(Melissa Calhoun):
I mean I - yes I am. Can you please...
(Joanne):
I mean whatever is on the IEP or IFSP of course should be there. But on a lot of times there will be several disabilities stated and at time they receive services on those areas. And one may not stick out more than the other so in cases like that, what - which disability should be selected?
(Louise):
That's correct. That's my question.
(Melissa Calhoun):
I think it's up to the interpretation of the program. I think you have to use your best judgment which you feel would be the primary disability or the one that you're going to place the most emphasis on.
(Joanne):
And who's the person that makes that call or makes that determination? Does it have to be a mental health professional or disability professional or the disability coordinator? Who has the responsibility of that?
(Melissa Calhoun):
I would say that disabilities coordinator who's working in conjunction with the classroom staff to determine that.
(Joanne):
Okay. Thank you.
(Dawn Williams):
And these are for the purposes of the PIR. if their service is mainly from the speech, language pathologist or possibly from an OT or PT, that can also be taken into consideration when determining which disability is used.
Joanne):
Can we then go ahead? And if we have to say everything is kind of equal, you've got two or three and everything is being served equal, pick one and then make comments in the comment section?
(Dawn Williams):
Yes, that's a great idea. I would encourage you to comment in the comment section of why that determination was made and perhaps the number of children you're seeing that occurrence.
(Joanne):
Thank you.
(Dawn Williams):
Your welcome.
(Jonnie):
This is (Joanie) from the Olympic Peninsula. Can you hear me?
(Dawn Williams):
I can.
(Jonnie):
So I look at that question a little bit differently than you just answered. When you have a child who has several areas that they qualified in such as speech and cognition and maybe self help or - automatically a child, two or three, I go to that developmental delay. That's the way in my school, they (show) you a list the child when they have several areas.
If you look at the rest of the choices there for picking a primary, the only other ones that typically in my experience out here in Peninsula are - it's either Developmental Delay or a Speech and Language are - a lot of kids, that's their only thing and obviously that's the primary - that would be their primary -- speech and language.
But if they have more than speech, then I always choose the Developmental Delay category for the purpose of PIR. And the other one that I'd use a lot is we have (unintelligible) with autism. But other than that most of the rest of these definitions are not the kinds of things that get identified in pre-schoolers.
(Dawn Williams):
Uh-huh.
(Joanie):
I just wanted to say, I think to be - for trying to standardize it, I would say a child who has more than one area of disability in pre-school -- qualified in more than one area -- that we should all be going to that non-categorical, the development delay title.
What do other people think about that?
(Dawn Williams):
And if you're LEA or Part C Agency is working under that development delay category, then put that on.
(Jonnie):
That's what I do and...
(Melissa Calhoun):
This is (Melissa) and that, you know, that makes sense because Washington is not a non-categorical state for that age group. So I think it's going to differ from state to state.
(Jonnie):
Okay.
Louise Gill:
(Dawn)?
(Dawn Williams):
Good question.
Louise Gill:
We have a question about C-24.
(Dawn Williams):
Okay.
Louise Gill:
The number of LEAs or Part-C Agencies. Do we only count the Part C Agencies for an Early Head Start?
(Dawn Williams):
Correct.
Louise Gill:
Thank you.
(Dawn Williams):
Yes, they only count the Part C Agencies if you're an Early Head Start. So if your Head Start you count up your number of LEAs and for Early Head Start you count up your Part C Agencies.
And so if you're Early Head Start and you're just working with your Part C Agencies,
Man:
(Dawn).
(Dawn Williams):
Yes.
Man:
If we have sent the child from the Part C Agency on IFSP and after enrollment are found not to meet criteria for an IEP, how should we count that?
(Dawn Williams):
They could be included in your number of children on IFSPs.
Man:
Hey then, would that not be a partnership with the Part C then or with the...
(Dawn Williams):
We're not in Early Head Start.
Man:
...I know, I just - how do we account for that if it wasn't written by the district and is known through IEP?
(Dawn Williams):
Well, it would be a partnership with your Part C Agency and not with your LEA.
Louise Gill:
If we're not in Early Head Start.
(Dawn Williams):
So if you're a Head Start program and you've got a child that's on an IFSP, that can count towards your number of children on an IFSP or IEP.
(Omar):
This is (Omar) from (FC) of Head Start and I have a question about a child who is, I mean, diabetic and who has insulin dependent diabetes.
(Dawn Williams):
Uh-huh.
(Omar):
Will the child become as a disability although the child does not have an IEP?
(Dawn Williams):
That child cannot be counted as a child with a disability; they must have an IEP or an IFSP to be counted in the PIR. This also includes 504 plans. 504 plans are not counted as part of these PIRs -- only children on IEPs of IFSPs.
(Omar):
So we cannot include him under health impairment because he cannot be counted as a diagnosed disability.
(Dawn Williams):
No, not under health impairment. To become under health impairment that would have to be the diagnosis on IFSP or the IEP. Even if they are getting served under 504, it doesn't count what would you put in the PIR.
(Omar):
Thank you.
Man:
Yes (Dawn), we should clarify something here. It sounded in your response to question by number 24 and putting - adding up the Part C Agencies and the LEAs, it sounded as though we were saying to add them together but for the - for the PIR, the Head Start and the Early Starts are filling this out separately.
(Dawn Williams):
Uh-huh.
Man:
So they would simply put one or the other.
(Dawn Williams):
...program, your - for that C-24, you're putting in the number of children or the number of LEAs in your service area. And if you're an Early Head Start program...
Man:
Right.
(Dawn Williams):
...you're filling in a number of Part C Agencies in your service area.
Man:
Right.
(Melissa Calhoun):
Right. You just wouldn't combine the...
(Dawn Williams):
Okay.
Louise Gill:
Okay. Any other questions on disability?
All right. Then we will move to education with (Gene Gousie).
(Jonnie):
Oh, I actually I do have a question about disability still, if I could back you up a sec. I'm sorry
(Dawn Williams):
Okay.
(Jonnie):
This is (Jonnie) again. On question number 26, the number of children enrolled in your program who got an IEP, what about - do we count the total number of children that came in and out of the program through the year? Because when a child leaves in the middle of the year and their not there at the end of our program year, we still would count them?
(Dawn Williams):
Yes.
(Jonnie):
Okay. Thank you.
(Dawn Williams):
it's just during the following time period. So prior to enrollment and between the time of enrollment in the end enrollment year.
(Jonnie):
Well I'm just saying, if I kid has been in our program for part of the year and then leave town, so he's not at here today, we would still count him?
(Dawn Williams):
Yes. We would count.
(Jonnie):
Great. Thanks.
(Dawn Williams):
Qualified during the enrollment year.
(Jonnie):
Right.
Louise Gill:
We've got one more question. One more question is, for kids that are in full-day, full-year and this is due the 31st, what date do you use for the final date for all these numbers on this one?
What date - due date? (This is the one we're going to count in this day)?
(Dawn Williams):
Okay. So the question was, the PIR is due August 31st, what date do you use as your cut-off date in your program? And you would use the dates that are in our grant application?
Yes, so if your (unintelligible) your program.
Louise Gill:
(Dawn).
(Dawn Williams):
Yes?
Louise Gill:
Can I interject to you?
(Dawn Williams):
Sure.
Louise Gill:
For full-day, full-year, you have to determine your operating periods for the PIR -- just for the PIR. So your grant may look a little bit differently. So in all the full-day, full-year programs, you have to pick a starting date and an ending of the year date even though you go year-round. And that is just for the PIR purposes.
(Dawn Williams):
Thank you Louise.
Louise Gill:
Yes.
(Louise):
Hello (Dawn).
(Dawn Williams):
Yes.
(Louise):
This is Louise in ( Where was she from?) again.
(Dawn Williams):
Uh-huh.
(Louise):
I have another question related to C-27 B.
(Dawn Williams):
Okay.
(Louise):
Could you explain that a little bit more about the number determined eligible by the LEA or Part C agency? Are you meaning children that have been referred during the program year?
(Dawn Williams):
This is including all children that were determined by LEA or the Part C. If there was, you know, determined eligible by LEA or the Part C, if, you know, doctor informs you that a child has disability, they would not go into that category.
(Louise):
Okay. Okay.
So pretty much 27 A and B could be the same number of children then?
(Dawn Williams):
Well, it could. Yes, because if all your children were determined by the LEA or the Part C, then all those children would have IFSPs or IEPs. So yes, they could be.
(Louise):
What would be the difference?
(Dawn Williams):
If a child was determined to have a disability and didn't have a plan -- apparently refused the plan...
(Louise):
Okay.
(Dawn Williams):
...or (unintelligible) buyers.
Louise Gill:
Okay.
(Dawn Williams):
(Those are) the exceptions, you know.
(Louise):
Thank you.
(Dawn Williams):
Sure.
Okay. If there are no more disability questions, we can go over to education. If there are some more at end, please feel free to email them to (Renee) or ask them at the end of the call. I will be on then as well.
(Gene Gousie):
Thank you (Dawn). This is (Gene).
In the education section, we have seven questions and we're following in the guide or on the PIR right after the disability section- just a continuation here.
So the first couple questions on the education section on transition activities are for pre-school programs only. The first one, number 31, asks the number of local school districts in your Head Start Service area. So a very straight forward request there.
And as a subset of that question, of the number of those local school districts, the number with whom you have a formal agreement to coordinate transition services for children and families.
And then 32, it's the number of children enrolled in Head Start at the end of your current enrollment year that you project to be entering kindergarten in the following school year. So if you have threes, fours and five year olds, or fours and fives, the number that you are estimating will be in kindergarten the next year.
Any questions on those two questions?
Okay, the next one is for Early Head Start and Migrant Programs only. And it concerns the number of children leaving Early Head Start. You are asked to identify the number of children who, when they leave Early Head Start, are going to be enrolled in a Head Start Program, and the number that will be entered in other Early Childhood Programs.
Now again, you're not likely to know this for sure and you are asked to give your best estimate given what you know when you complete the PIR..
Any question on that one?
(Dawn Williams):
(Gene), I have a question.
(Gene Gousie):
Uh-huh.
(Dawn Williams):
On the child leaving the program, is this like as (they) are age eligible to transition out to somewhere else?
(Gene Gousie):
That's right. This is all about transitioning. So it's not about a family dropping out part way through the year, you know, a two-year-old or whatever; this is about transitioning out of the Early Head Start Program and where the child is going.
(Dawn Williams):
Awesome. Thank you.
(Gene Gousie):
Okay, great.
And then the remainder of the questions are curriculum, screening, and assessment questions in the education piece. So number 34...
(Ann):
Hello.
(Gene Gousie):
Yes, do you have a question?
(Ann):
This is (Ann) and (unintelligible) I have a question back related to transition. What about those families who initially believe they're going to transition their child to Head Start...
(Gene Gousie):
Uh-huh.
(Ann):
...and then change their mind prior to beginning of the program.
(Gene Gousie):
Right.
Just remember, the filling out of this (form) is a snapshot. It's a snapshot in time and is asking you at the time that you are filling this out,- based on the best knowledge that you have at that time, where the children are going to go.
We know there's no way that you will be - everybody will be accurate to the last number, but the idea here is to try to get a pretty good handle on where children are going when they transition out of Early Head Start. And of course, there's a certain set of parents who will change their minds or circumstances will happen to change what they intended to do. But at the time you fill this out, that's what's being asked.
(Ann):
And so, if you know right up front - when they turn three is it fair choosing not to place their child anywhere.
(Gene Gousie):
Uh-huh.
(Ann):
It would not be counting those kids at all.
(Gene Gousie):
That's right.
(Ann):
Thank you.
(Gene Gousie):
Thank you.
Okay 34 -- the number of all children who completed routine screening for developmental, sensory, and behavioral concerns during the operating period. So, you know, we have the 45-day period in which these screenings need to take place. And the question is, for all the children who are in the program this year, how many of them - what was the number of them - who were screened as required?
And of the children screened, so of that total number, how many were identified as needing follow-up assessment or formal evaluation? So basically, what's the number of children that your screening process identified as needing further assessment or referrals?
(Omar):
I have a question here. This is (Omar) again from (unintelligible).
Of the children screened the number identified that's needing follow up, so let's say we have a screened all the kids at the beginning of the school year for the sensory screening...
(Gene Gousie):
Uh-huh.
(Omar):
And out of those 40 kids, they couldn't complete like a vision screening at that initial screening and at the time we thought that they are not, you know, actually planning. And so we have to re screen them again. But those need to be followed up and we followed up - we did the screening again and they passed that screening (right there) - if the hearing screen or a vision screen.
So shall we include this or is this section only compriseed of those kids who need outside referral like for a medical provider for vision or audiologist.
(Gene Gousie):
Well, or any range of disability, it's really.
So the question here is not - if you had question and determined that you would re-screen a child at another point, that's not what we're looking for. What we're looking for is of the children going through this screening process in the first 45 days of enrollment, how many of those did you identify as having enough concern about based on the information provided by that screening process, and not just one tool but the screening process, to refer on to your LEA or your Part C Agency or whatever or for, you know, to the designated expertise for further evaluation?
(Omar):
Thank you.
(Gene Gussy):
Number 35, what curriculum model does your program use at its primary foundation?
Again, we're looking for a primary tool here. We understand that many programs use multiple curricula. We're looking for the primary curriculum model for your classroom, your home-based program, your whatever, whatever your model is - there's a drop down box for all of these questions here, 36 to 37. You can choose the name of your curriculum. If it is not listed on the drop down box, this is where you go to the comment section and identify the curriculum that you do use. And please spell it out more than just giving the initials of the curriculum.
So A and B are for center-based and home-based programs. If you have a center-based program, you'll have one answer. If you have a home-based program, you will have one answer on B. And if you have a combination model or you have both models, you will have one answer for each of them.
Any questions on that one?
(Ann):
I have a question about that one.
(Gene Gouise):
Yes.
(Ann):
If you have a home-based model and you have a separate curriculum for expectant mothers, is there a way to indicate that?
(Gene Gousie):
You can do that in the comment section but that's not the primary question here.
(Ann):
Okay. Thanks.
(Gene Gousie):
Thank you.
Number 36, a similar question. What instrument does your program use for the developmental screening process?
Again, you'll again see a drop down list with quite a number of titles of commonly used instruments.
37 is again very similar to that. What approach or tools does your program use for ongoing child assessment?
Select the drop down box. And then there's a related question, is this tool locally designed? We know that there are a number of programs out there that are using a locally designed assessment tool. So you're responding yes or no.
And then for any of these, of course, you can make comments as you feel appropriate.
Any question on those - the curriculum, screening, and assessment questions.
Very well then. Thank you very much.
Louise Gill:
Okay, I like what (Gene) said earlier. This is Louise, we're going to get started on family, community partnership. But I really appreciate (Gene) saying and I wanted to reiterate that that this PIR Report is a snapshot. So especially when you get to family and community partnership, there could be all kinds of interpretations. So just do your best on answering this. We will try to give you as much clarification as we can on some of these questions but really it's up to the amount of information that you've received and how you interpreted that.
So saying that, we'll start on Page 27 with the Family and Community Partnership.
The first thing it does is give a definition of parent. And it says, it includes biological or non-biological person identified as the primary care giver.
Man:
Excuse me. Can you hold on one sec, we've got our (FCP) person coming.
Louise Gill:
I do. I can.
Man:
Okay, great. Thanks.
Louise Gill:
Okay now, we don't want to lose the rest of you so anything else?
Man:
(Pardon), let me (unintelligible) forward.
Louise Gill:
Okay. Okay. So what I was saying was is that - and please remember to put your phone on mute. And it's star-6 to mute it and star-6 to unmute it. Thank you.
This includes the biological or non-biological (unintelligible) the primary care givers. So that also includes custodial grandparents, stepparents, guardians, and foster parents.
So with that definition, we go into number of families. Now, here in number 38, it (wants) the number of Head Start or Early Head Start Families -- not children. So families with more than one child enrolled should be counted only once. Now, if you're doing an Early Head Start report and you're doing a Head Start Report, you would count that family in both reports. But if you're just doing the Head Start Report and you have a family that has an Early Head Start Child and a Head Start Child, you just count it once. So once on each report.
A big question. We have a lot of discussion yesterday about dual custody. First off, I want to say that this has to be the information that you gather. There is nothing in the performance standards that says, "You have to have legal documentation stating whether parents have dual custody." So it's really up to your interpretation.
Now, if you determine that a family has dual custody, the PIR wants you to count that family twice. So you would count that family as two families. But please note that, that is up to your interpretation.
Okay. And then they want a number of families that are two-parent families and then they want the number of families that are single-parent families. Now, you cannot exceed the number in the total on question 38. So, 39 and 40 have to add up to 38.
Any questions on that? All right.
Now, we'll go into employment. This is pretty self-explanatory. The only thing I want to point out is that this is asking at time of enrollment because everybody's status may change. You may be employed when you start, you may not be employed when they enrolled. So this is at time of enrollment.
They wanted to know the two-parents. They wanted to know the single-parent. Now, notice below the questions. It tells you what questions must equal what in the number of families.
So the sum of C-41 - and that is completely through i, ii and iii. It must equal C-39.
And the same thing for C-41 B, it must equal C-40. And then both C-41 A through C-41 B must total the number of families in C-38.
Woman:
Question here.
Louise Gill:
Yes.
Woman:
On C - oh I'm sorry. On 39 and 40, at what point of time in your program year are you making that count because status changes throughout the year.
Louise Gill:
Right. It is my understanding that you would count your number of families all year long. It's during the operating periods. Usually, as the rule of thumb, if it does not say over in the right hand column at what time of the year they want you to look at; they want you to include all the families that you had in program during the operating period.
Woman:
Right. I understand that but if I have a family that was - say I have a mother who is a single-parent and half-way through the year she married, where will I count her?
Louise Gill:
Well, you know, just generally speaking, if you're tracking it and you have that capability of changing the status on a family from the time of enrollment during the year, then I would say, use whatever your tracking is stating. A lot of programs don't do that, they just put whatever it is at the time of enrollment. But the PIR is not stating whether they wanted it at the time of enrollment or during the operating periods. So, really, I would just leave that up to you.
(Melissa), how do you feel about that?
(Melissa Calhoun):
I agree because I would think that most programs just have a tracking system that says if they're either married or not. So they're just going to use that information that they've already collected.
Louise Gill:
We just happen to track it every month.
(Melissa Calhoun):
That's great. Nice.
Louise Gill:
Yeah.
(Melissa Calhoun):
So if you're tracking it, I'd use this.
Louise Gill:
Yeah.
(Melissa Calhoun):
However you wanted to do that.
Woman:
An additional question.
Louise Gill:
Uh-huh.
Woman:
Does this include families that are enrolled but don't have a (first date of) service? The child never shows up but we've completed the enrollment paper work.
Louise Gill:
You would have to drop that child. So...
Woman:
No, you don't have to.
Louise Gill:
I mean, you wouldn't just keep that family enrolled to receive that child or offer services. Wouldn't you have to drop that child sometime?
Woman:
Yes. But sometimes when you enroll families, you gather the data on them but then the child never comes in the fall (unless they). Do they still count as an enrolled family?
Louise Gill:
Well, just remember that this is the operating year. So this is usually September through May for Part D and then it would be just the operating year for full-day, full-year whatever you've determine as that year.
So I'm not quite understanding what you're asking.
(Melissa Calhoun):
(It wouldn't) recording on families for next school year.
Louise Gill:
Right.
Woman:
Okay. But this year, in this operating, past operating year or during the year, sometimes we enroll families, we collect data on them but then they never actually have a first date of service.
(Pat):
Louise, this is (Pat).
Louise Gill:
(Unintelligible).
(Pat):
Back to the definition of enrollment.
Louise Gill:
Uh-huh.
(Pat):
And that is if they're enrolled, according to PIR when the child is actually attending class or in home-base actual - education home-based this had happened. So if that hasn't happen, in the PIR they are not enrolled.
Louise Gill:
Okay. Thank you (Pat).
And that is in the first section of the PIR under enrollment and program options. So if you guys split back through your PIR and read that definition, I think you'll see that.
(Pat):
And so that is different than in the performance standard which says, it's the point where you complete your paper work.
(Melissa Calhoun):
Well, the performance says it don't exactly say complete your paperwork but the program has to define what their definition of enrolled is and you can - whatever the grantees defined as their process. So you can have a childhood who's enrolled and you believe they're going to show up on the first day and they don't show up to you, I count them as absent. So for non-PIR purposes, yes it is slightly different.
(Pat):
Okay.
(Melissa Calhoun):
However the grantee needs to define what (they feel enrolled in.)
(Pat):
Thank you.
Louise Gill:
Yes, okay, so we move to question 42 -- job training and schooling. And this is pretty much like counting employment. It's at the time of enrollment.
And just - and thank you (Pat) for pointing that out because we talked about that under PDM and we don't, we didn't mention that.
For the PIR purpose, the time of enrollment is when that child has come to class and received the service or if it's a home-based model, you have done your first time visit and provided a service so that's what they mean by time of enrollment.
So at that time, out of the number of two parent families, they're asking three questions: Is both parents in school or job training, one parent or neither parent? And then B same thing for single parent, the parent is in job training in school or the parent is not in job training or school? And then same thing as in 41, you've got to make sure your totals add up to C-39, C-40 and C-38. You can't exceed C-38.
Any questions on that section?
Okay, I'm changing pages to Page 28 -- Education. On this question, they want you to go with the highest level of education obtained by the child parent or guardian. Count each family only once.
So for example, if one parent completed high school and one has an associate degree, count this family under associate degree. So if the parent - if it's a two-parent family, it's the family with the - it's the parent with the highest degree. And this doesn't give a time period so this is whenever you start tracking that information.
Okay. Federal or other assistance, number 44 and number 45. Number 44, I just went to point out that you can receive TANF benefits other than cash. Now that does not apply to food stamps or to medical or Medicaid services for children, that is not considered TANF. But TANF is cash benefit, its child care subsidies; it can be a number of other programs that are sometimes called none episodic. They maybe in drug rehab and the state is providing public assistance for that so any family that you have that is under TNAF
Now number 45 is the total of families receiving SSI, not any other kind of Social Security benefit, just Social Security Income.
Okay, family partnership process, now the total numbers of families here...
(Kim):
This is (Kim) (unintelligible) we have a question.
Louise Gill:
Yeah.
(Kim):
Well, I want to back up on 44 on the TANF program. Now, it's my understanding that each State has different definitions of the TANF program and services.
Louise Gill:
Yes, you're right.
(Kim):
So the TANF program for instance in Idaho is some of it's paid that has that the poverty level is higher than Head Start so it's extremely difficult to track. So I'm a little confused on that because some of them are not, you know, what I mean.
(Jenny):
Do you just look at.
Louise Gill:
Is this (Jeannie)?
(Jeannie):
Yes.
Louise Gill:
Hey.
(Jeannie):
How is it going?
Louise Gill:
(Jeannie) for the PIR purposes.
(Jeannie):
Right
Louise Gill:
They don't have to look at 100% of poverty. They are just asking you, out of this number of families, how many are receiving any TANF or whatever you call it your state. Okay, so you don't have to worry.
And you're right, usually public assistance looks at more than 100% of poverty when they're giving out benefits but we don't worry about that, if the state has said we're giving this family public assistance and it is either cash or it is some type of program identified in your state as being TANF or TAFI whatever, then you count that family.
(Jeannie):
Okay, because it comes out in different funds from our office here in, because we've tried to clarify that with the department this year.
Louise Gill:
Uh-huh.
(Jeannie):
And it has been very confusing because they use some of it in a different program and settle it for the TANF and so we really don't know. Our tracking does not indicate that this many families are getting TANF Services, you know, the child your subsidy out of the TANF budget so we have not been tracking that.
(Melissa Calhoun):
So maybe one of the, one of the things - this is (Melissa) - that we can do is kind of clarify with a list of services by state. Because again, TANF is a state block that - so the fund that dispersed differently in any state, so I think of follow up item, probably for me.
Louise Gill:
Yeah, because we don't...
((Crosstalk))
(Melissa Calhoun):
Maybe send out a list to help you clarify by state, what were really talking about.
Louise Gill:
Okay, that would be great.
(Melissa Calhoun):
That'll be helpful?
Louise Gill:
Yes, thanks.
So (Jeannie) for now, when you're doing your PIR - if a parent has said to use it, they are receiving public assistance. I know you need to verify that but just know if they name any program other than Medicaid and food stamps, chances are its probably going to be a public assistance program because these people know, usually what. But to get further clarification, we'll get you that from the list in the future.
(Melissa Calhoun):
And I guess some of the funding is really mixed so it might not be all TANF funding.
Louise Gill:
Right.
(Melissa Calhoun):
But TANF will be part of the funding, so then they still TANF dollars within that. (So it would) count.
Louise Gill:
So now, that's clear as (mud). I hope that helps.
Okay, so I'm going to move on to the question 46. Of the total number of families in C-38, the numbers participating in a family goal setting process which resolved in an individual family partnership agreement - now on this question, you might have a number or less than in number 38 but you cannot have a number more than C-38.
What we're trying to find out there is we want to make sure that all those families identified in C-38 has been given the opportunity to participate in a family partnership agreement plan. But that does not mean that you will necessarily have every single family setting goals and starting a family partnership agreement. So does that make sense?
Okay, I'm going to take silence as golden, okay please, yes.
(Julie):
This is (Julie) in (unintelligible).
Louise Gill:
Hi.
(Julie):
What if the family has sat down with the family service and they have agreed to do a goal setting and a family partnership have not begun it, circumstances happen and they drop out. And so they didn't, you know, they said, we want to do that but they didn't get through the whole process with that...
Louise Gill:
That still counts (Julie) because I'm always asking for is did they participate in the process -- and they did. They participated to a certain point and so, you know, we can't make them do these things but at least they went through the process of setting the goals and beginning to start.
(Julie):
Okay, thank you.
Louise Gill:
Uh-huh.
Okay now we move into the fun part. This was so much fun yesterday specially around interpretation, family services. What they want to know here is out of your families that you work with, which families receive services through Head Start, Early Head Start or through referrals?
Now let me just start at the beginning. A referral is different from a service. A referral is when you say to a family, I will give you this resource and I want you to go to this agency and check them out and see if they can provide a service.
Now, that's the referral but you're not going to know if they received the service unless you follow up. So out of those families that you gave a referral too, how many of those families actually received something from that agency.
Okay now, it can be an outside agency or it could be your own Head Start agency because like down at number () health education, that is a service that you provide as Head Start in Early Head Start.
You may not have done the actual training or you may have brought somebody in but you provided a service to that family or those families. So are there any questions around referrals versus services?
Okay, so families maybe counted in more than one category as more than one type of service was received. And then down at the very bottom key, they just want to know the number of families that received at least one of the services. Now I don't what their reasoning is behind that but they just want to know - I think what their thinking is most families probably received more than one service somewhere along here but they may want to know how many of those families just received one. I don't know maybe that shows parent involvement or something, I don't know.
Woman:
Louise.
Louise Gill:
Yeah.
Woman:
On 47 (A through O), are we specific to family that received the service? Whether we provided it or a community partner provided it?
Louise Gill:
That's right.
Woman:
They actually received that service.
Louise Gill:
That's right. That doesn't mean - years ago, we used to have to count all the families that we gave our resource to or referrals but it never asked if they actually received anything from that. And so, I think they've gotten pretty smart in saying they know Head Start does millions of resources. But how many of those actual resources and referrals that we give families - how many of those families truly receive something back? They went through the whole process, its kind like with that family partnership agreement.
Woman:
Wonderful, thank you.
Louise Gill:
Uh-huh.
Okay great. Moving on to page 29 with participation. They want to know the number of families here, not the number of children. So you may have one family that has a couple of children in WIC or you may have pregnant mom who has enrolled in WIC and hasn't had her baby yet -- so please just put the number of families there.
Other involvement, this is asking for the activities that your programs specifically designed for involvement of fathers. So I know the question came before we started the PIR training that came from a grantee and we put that in questions and answers. Do we count policy council? Do we count parents center committee? Do we count when a dad volunteers in classroom?
And the answer to that is -- no. For this purpose on the PIR, they just want you to count the number or say yes or no that you do have organized and regularly scheduled activities designed for fathers and father figures. So it's a yes or no.
And then out of those activities, the number of children whose fathers or father figures participated in those specific activity. Here again, not those dads that are on policy council or who regularly volunteer and participate in Head Start. It's just the number of children whose fathers participated in those specifically designed activities.
Woman:
Louise, they have policy council, dad could participate in a specified...
Louise Gill:
Yeah.
Woman:
...father involvement activity.
Louise Gill:
Yes, definitely. Yes, yes.
Okay. And then the last part to my section is Service to Homeless Families. The definition is really important here, it includes for example families living temporarily - yeah, that's the keyword - in shelters, hotels or vehicles are moving frequently between homes of relatives and friends.
So when you're asking these questions, it gives you that end of the enrollment year, they want to know the total number of homeless served, they want to know the total number of homeless children served and then the very last question is the number of homeless families who acquired housing during the enrollment year.
Now the question came up yesterday, do they mean permanent housing or temporary housing? Well, if you look at the definition of homeless, this is asking if they acquired housing and my interpretation of this would be permanent housing. Because if they are still doing that temporary moving from hotels to neighbors to friend, you know, they may have gotten a hotel for six months or three weeks or whatever, that's not acquiring housing. So I truly believe that this means, acquired housing means that they have found a place and their full intention is of staying there. How long? We don't know.
Yes.
(Christine):
(Christine Tan), transitional housing, it can be up to two years, where would, where should we be counting that?
Louise Gill:
Well, I would count it as acquired housing because that's during your operating period. If they can stay there for two years, their full intention is to be there for two years.
(Christine):
Okay, so then transitional people in transitional housing for the purpose of PIR are not homeless.
Louise Gill:
Right.
(Christine):
Thank you.
Louise Gill:
Now, a shelter is different. So let's just make sure that, you know, a shelter mean some place that you can only stay for a certain amount of days or maybe a week or couple of weeks. But, transition housing is something totally different, where you have a waiting list and you get approved and it's a process and the idea is that if the child reenrolled, they would probably still be in that housing the following year.
(Christine):
Right.
Louise Gill:
Okay. I'm done and I'm the last one today. Are there questions that we could answer or could answer for you if we can? I do want to say.
((Crosstalk))
Louise Gill:
...Users Guide will be on Webpage, when we get off this call today. It's our full intention that that's going to happen. The other thing is please download the Quick Start Guide. If you have it already with the frequently asked questions about how to do the reporting and on that quick start guide, we'll have Xtria's technical assistance. So if you're doing the reporting and you have some problems, you can just call them directly or email them.
I want to encourage all of you to please use the general comment section on your PIR because there are going to be some questions that you feel like you need to make a comment to explain how it works in your program and I think you should have that right. So if there is not a general comment section under that question, you can always go to the very end of the report and put general comments referring back to a question.
(Melissa Calhoun):
And sometimes those comments might be how - not just working a grantee but how it works from the state.
Louise Gill:
Exactly, that's a good point.
Now there is a way for programs to see their reports with the comments and that is once all the reporting has been done, you can go on PIR Webpage and there is something called the Summary package. And in that summary package, you can go into report field and then you can click on performance indicators and then, you're able to print out your report with comments and people are able to look at the report and see the comments. So that's for further on down the road.
And if you have questions about that, the technical assistance at Xtria can help you or you can email us or call me and I'll get you that information but that question has come up about how can we see our comments once we've submitted our report. And you can, but if I were you, I would do my report, print it out with the comments and then you have a copy before you send it off.
Okay, any other questions?
We will be repeating this section on June 1st. So if something comes up between now and June 1st please don't hesitate to call us or email us and then you could always comeback on the call on June 1st.
I want to thank (Dawn) and (Gene) and (Pat) and (Melissa) for being on the call today with me, its always a big support when I have group of people helping.
And if any of you have any questions, you can ask them now, if not we'll just hang up and good luck reporting on your PIR.
Thank you.
END