Region 10 & Alaska Native T/TA
PIR Program Design and Management Conference Call
Transcript
Moderator: Louise Gill
May 24, 2006
1:00 pm
Coordinator:
The call is now being recorded. If anyone should have objections, please disconnect at this time.
Thank you.
Louise Gill:
Thank you.
Okay. So today we are going to cover program design and management. And I have two program specialists here with me or TA specialists, and I hope we have some program specialists on the line from Region 10.
And we also have Kim Keating from Xtria.
So, I'm going to let the TA specialists to introduce themselves and tell you what section they will be going over.
We will be going by the PIR, the 2006, the content page on Page Number 2. So we are going to start with general program information.
But this is Louise Gill in Seattle and I will be covering the general program information.
Pat Brinkman:
This is Pat Brinkman. I'm a TA Specialist for Washington and Oregon programs. And I will be doing enrollment and program options, and also the special items which are transportation and facility.
Meagan Anderson-Pira:
Hello, this is Meagan Anderson-Pira, and I will be covering program staff and qualifications.
Louise Gill:
Okay.
So the purpose of this content call today is to ensure that every grantee receive a necessary information to make sure that they are accurate and consistent in reporting of the PIR.
And so today, feel free, we are going to go through each section just under program design and management during this call. And please feel free to interject questions.
Now, I wanted to give Kim from Xtria, the first part of the call. In case there is any questions that we have now, that we would like to direct to Xtria, anything that any grantee would have for Xtria.
Okay. Looks like everything has been answered, but if something comes up, Kim you are going to be with us, right?
Kim Keating:
Yes, I will.
Louise Gill:
Okay. Thank you so much.
Kim Keating:
Uh-huh.
Louise Gill:
Are there any Region 10 programs specialist on?
Okay. Well, if we have any interpretation needed of policy and that kind of thing, we'll have to get those questions back to you because we don't have representation from Region 10.
Okay, let's move right on. And I'm going to turn to Page 3 in the PIR. If you are on the Web, this is the most current.
We also do not have the User's Guide yet from 2006 and we are hoping that that will be online sometime today, but it's not there yet; if not today, hopefully, in the near future. So, we are just going to go through the PIR.
The first part is pretty much the same that it was last year except under Question 16, the name and title. This year, they want you to put the title of whoever is approving the official report.
Okay? Agency described in the report, any questions under that section? Pretty much the same as it was last year.
I'm on Page 4 now. This is regarding delegate agencies, Question Number 18. Okay?
And type of agencies.
Carolyn Brown:
Louise?
Louise Gill:
Yes?
(Carolyn Brown):
This is (Carolyn Brown) of Eastern Washington University.
Louise Gill:
Yes.
(Carolyn Brown):
If you're a university, what do they want you to mark under there at (unintelligible)?
Louise Gill:
I'm looking at that.
(Carolyn Brown):
Okay.
Louise Gill:
Kim, do you have the answer to that? On Question 19 Page 4, if you are a university?
Kim Keating:
Yes. If you are for-profit university, then you'd put yourself under the private public for-profit. Otherwise, you'd yourself under private public non-profit.
(Carolyn Brown):
Okay, thank you.
Kim Keating:
Uh-huh.
Louise Gill:
Thank you.
Woman:
Hello, I have a question.
Louise Gill:
Yes.
Woman:
When you are referencing page numbers, could you once again -- we might have come on late, which document are you referencing the page numbers in?
Louise Gill:
Okay. If you came on late, the PIR 2006 has been updated as of May 18. So if you didn't print out the PIR recently, you've got an old PIR.
So, the new PIR is on the Web page and can be accessed by www.xtria.com, and I am on Page 4 right now, of the 2006 PIR.
Woman:
Thank you.
Louise Gill:
Uh-huh.
Okay. Agent C affiliation, Question Number 20. Any questions about that?
Okay, I'm done with my section.
Now, I'm going to turn it over to Pat Brinkman who is going to do enrollment and program options. And that starts on Page 5.
Pat Brinkman:
And I'd like to say that -- and welcome ( Davis), Program Specialist with ACF has just joined us.
So if there is an interpretation question, we can have it answered.
Welcome ().
( Davis):
I'm glad to be here. And if we can't answer it, we'll record it and get back to you.
Pat Brinkman:
And it is being recorded, so.
So the first part is the enrollment year. And they have a definition here. Enrollment year is defined as the period of time not to exceed 12 months during which a Head Start Program provides center or home-based services to a group of children and their families.
Does anyone have a question about what the program, what their enrollment year is? Remembering this is not your fiscal year date or enrollment year.
Okay. The second question or definition is funding enrollment is the number of children and pregnant women in Early Head Start Programs that your program was funded to serve for the 2005/2006 year regardless of funding source.
((Crosstalk))
Woman:
Oh, okay.
Pat Brinkman:
So, are there any questions on funded enrollment in this section?
(Janessa Hansen):
Hi, my name is (Janessa Hansen) and I'm with (unintelligible). Just to go back real quick, I know you specifically just addressed funded enrollment.
Louise Gill:
Yeah.
(Janessa Hansen):
About the enrollment year, I was just reading through some of the bulleted items there and we are a TelCare partnership program which is a part of our Region 10 program. They operate year-round but they open or their official year start date is October 1. And it says here that the 12-month period must begin between August 1 and September 15. How should we report them if their start date is October 1?
Louise Gill:
Are you - is this one of your partners?
(Janessa Hansen):
No, it's - well, we have three currently this year, we have three centers that we are contracted with.
Louise Gill:
Okay. So this is one of your TelCare partner?
(Janessa Hansen):
It's the entire TelCare partner program.
Louise Gill:
Right.
((Crosstalk))
(Janessa Hansen):
One on October 1.
Louise Gill:
...contract and you are the one that established this, that you need to (tab) and change your contract so that you can be able to have the contract to start at the enrollment time.
(Janessa Hansen):
Right. We had pushed - it was to my understanding, the October 1 date was established because up until that point, there was some issue with recruiting children who were already attending or getting ready to attend kindergarten and so the sites or the centers were having those children still in active attendance until October 1 in some cases. And then these children were moving on to kindergarten so the slots -- the centers are not actually open or eligible or able to open those slots for us until October 1 for full enrollment.
That was the reason we pushed the date back to October 1...
Louise Gill:
Yeah.
(Janessa Hansen):
...to ensure that we would get the full amount of kids that we can reach here within the community.
Pat Brinkman:
This is Pat. Can I get back to you on this one?
(Janessa Hansen):
Sure.
Pat Brinkman:
I'll email you.
(Janessa Hansen):
Okay.
Pat Brinkman:
Or (Kathleen), one of you.
(Janessa Hansen):
Okay, thank you.
Pat Brinkman:
Okay. Thank you very much.
So funded enrollment, are there any questions about the funded enrollment?
Okay. That was - the section is pretty much the same.
The next item on Page 6 is program options, whether you are a center-based, are there any questions on this section?
There are no changes on this section.
Okay, going to Page 7, actual enrollment.
So the actual enrollment includes all children and for Early Head Start Programs only all pregnant women. So if been enrolled in your program for a length of time provided they have attended at least one class or for programs with a home-based option received at least one home visit.
Now, dropped out or enrolled late but have attended at least one class or for programs with home-based option received at least one home visit, and participated in Head Start or Early Head Start Programs and received the full rates of Head Start services regardless of funding source.
(Claire):
Hi, this is (Claire) from Southern Oregon.
Pat Brinkman:
Hi, (Claire).
(Claire):
I'm sorry. I thought we had the mute on or off but we are having a little bit of trouble with out buttons.
At any rate, I had a quick question regarding Page 6 in terms of type of program option.
Pat Brinkman:
Okay.
(Claire):
Just to double-check, our Early Head Start Program are on two different combination options, so I just want to be clear that you would want us to combine both of those options into that Number 8 in terms of type of program options in funded enrollment.
Pat Brinkman:
And Kim, do you want to answer that one?
(Claire):
Separate one. I guess I'm curious.
Kim Keating:
Could you clarify? Could you just repeat part of that again? You said you have two different combination program options?
(Claire):
That is correct. We have a parent child combination option which has one constellation of center-based and home visit services and a toddler combination as a different constellation of center-based and home visit services.
((Crosstalk))
Kim Keating:
Uh-huh. Okay. And it's all funded under the same grant?
(Claire):
That is correct.
Kim Keating:
Okay. Then you would report both of them under this funded enrollment total.
(Claire):
Sounds good. Thank you.
Kim Keating:
Uh-huh.
Pat Brinkman:
Thank you, Kim.
Kim Keating:
You are welcome.
Pat Brinkman:
Okay, we are back on Page 7. And number 15 has changed from an earlier addition of the PIR and this is the end of the month enrollment, and period to enter the total number of children and pregnant woman in 0 to 3 programs enrolled in this program for each of the three months listed below.
So they want you to go - at one point, they have taken this question out but they put it back in so it's like last year that you choose an enrollment month and get the enrollment for those months.
And if you have comments, there is a - if you are under enrolled, there is a comment section here to explain the issues around that.
Are there any questions on that?
(Janessa Hansen):
Hello, again, this is (Janessa Hansen) with EPIC again.
And from the question that was on Page 6 and then we came back and I don't think - I didn't get the opportunity, I did have one quick question about actual enrollment. That was, it states there that if children have enrolled in your program or have attended at least one class or for home-based options have received at least one home visit.
In our Early Head Start Program, if a child has parent meeting before they have their first home visit, which one do we use -- that family or that child enrollment date?
(Gloree Davis):
The enrollment date is when you actually accepted that family into the program. This is (Gloree Davis).
That's the enrollment date, okay? The difference is when they started to receive or attend - received services or attend classes, that's the attendance date.
(Janessa Hansen):
Right. So, well I guess, most of our - majority of our families in Early Head Start and region, their enrollment - from the time that we begin enrollment date, we offer all our families family support and do provide services to a number of families prior to actual attendance in classroom. But for the Early Head Start option, because it is a home-based program option, we've kind of been in discussion as to whether or not - and I must - I phrased my question incorrectly, I apologize for that. What I'd like to know is as far as the start date for when we start counting out the 45 and 90 days for compliance issues, what date do we use in the home-based program option, if for example they have a family meeting or a parent meeting prior to their first home visit.
Pat Brinkman:
And I think that's going to be covered under the health part this afternoon. And this is sort of confusing. And Kim, you could jump in here any time.
But the Region 10 enrollment date and PIR enrollment date definitions in my understanding are different. Is that correct? The enrollment date for the PIR is the day that they actually sat down in class or reserve their first home-based home visit.
Kim Keating:
We don't really define the enrollment date in the PIR in terms of coming into the program.
Pat Brinkman:
Okay.
Kim Keating:
But what we define is when the enrollment year starts. So it's really - it's easier to visualize what the classroom model, you know, when the actual year begins and classes begin, and then for home-based programs, when the actual home visits begin.
And what we mean by the home visits wouldn't be any visits for purposes other than starting to provide the curriculum - the home-based curriculum in that home visit.
Pat Brinkman:
So that would be your actual enrollment?
Kim Keating:
Right, right. Those would be the children who've got into that point to actually start are the ones included in the actual enrollment total.
(Gloree Davis):
Kim, this is (Gloree). When - what- how did you calculate programs that are doing year-round services?
Kim Keating:
Uh-huh.
(Gloree Davis):
What do you look at in terms of what is their service date you might say?
Kim Keating:
Uh-huh. What we asked them to do, and that would be back in A1 where we talked about the enrollment year, what we asked them to do is just to select a date between August 1 and September 15 if they're a year-round program to kind of just define it - define their enrollment year beginning in that timeframe.
(Gloree Davis):
And that's even with the lady who identified earlier that their partner may not start till October 1. You're still asking the grantee to look at August and September.
Kim Keating:
If they're a year-round program, yeah.
(Gloree Davis):
Thank you.
Kim Keating:
Uh-huh.
Pat Brinkman:
I'd like to go back to Question 14 also just to clarify that in Question 14 for actual enrollment, you include the pregnant women in this one .
Oh, 16. Okay.
And then if we go to Question 16, they weren't the total actual enrollment of children. So 14 include pre-school children, i nfants and toddlers and pregnant women. And in 16, they're talking only about children.
Carolyn Brown:
This is Carolyn Brown at EWU again.
Pat Brinkman:
Hi.
Carolyn Brown:
Can I go back to 14 again? And I'm sorry to be dense but...
Pat Brinkman:
No, that's okay.
Carolyn Brown:
...I'm not sure I was following this.
We have, following the performance standards, a date of enrollment which is this date that parents and staff sign off that they want to be enrolled in the program, their eligibilities all been determined. And then we have there entry date which is a separate date when they receive their home visit or they have the first day of attendance.
Pat Brinkman:
Uh-huh.
Kim Keating:
Uh-huh.
Carolyn Brown:
So if we have kids who enroll, let's say, the date we pick is August 1 for the first of our new year, and we're ending up our last year 7/31. In the last week of July, let's say, we had four new kids enrolled because we're a new, you know, we're a year-round program but their dates of service don't happen till August. Do they count as enrolled when they're enrolled on their enrollment date or do they count as enrolled as of their date of service when they have their first home visit or the first day of class?
Louise Gill:
This is Louise, Carolyn. The way I'm reading this, this is a little bit different. The PIR is a little bit different than the way Region 10 kind of looks at this.
Carolyn Brown:
Uh-huh.
Louise Gill:
This is saying that you won't count your actual enrollment until that child has either attended at least one class or received at least one home visit.
((Crosstalk))
Carolyn Brown:
Okay, great. That's exactly how we were looking at. I just wanted to be sure.
Louise Gill:
Okay.
Carolyn Brown:
Okay.
Louise Gill:
And Kim, am I correct.
Kim Keating:
That's correct.
Louise Gill:
Thank you.
Kim Keating:
Uh-huh.
Pat Brinkman:
Thank you very much.
Carolyn Brown:
Yup.
Pat Brinkman:
And I really appreciate these questions because having these clarifications means that we'll have accurate PIRs. So don't be afraid to ask the question even though you think it's been asked before.
Meagan Anderson-Pira:
And this is Meagan.
((Crosstalk))
Pat Brinkman:
Hi, Meagan.
Meagan Anderson-Pira:
And I want to do a clarification for myself and halfway others for Early Head Start Programs on a number of children and pregnant women.
My understanding is when you enroll a pregnant woman, that's a slot. And then when they - as far as PIR is concerned and when they have the baby, the baby takes that slot also.
So when you're counting your pregnant women and you're counting the children, you don't count that twice, correct?
Pat Brinkman:
You don't count the unborn child.
(Gloree Davis):
You don't count it twice. You are correct.
Kim Keating:
Let me see. This is Kim.
(Gloree Davis):
Okay.
Kim Keating:
There are two different things. One is your - when you're talking about funded enrollment that's when...
Meagan Anderson-Pira:
Right, that's...
Kim Keating:
...it depends on how you're funding it, then it's considered that the pregnant woman...
Meagan Anderson-Pira:
Yeah.
Kim Keating:
...and the unborn child are one slot that you have in the program.
Meagan Anderson-Pira:
Okay.
But when you talk about actual enrollment, you count both the mother...
Kim Keating:
Right, right.
Meagan Anderson-Pira:
...and then the baby.
Kim Keating:
Right. So you'll see that...
Meagan Anderson-Pira:
Or if they have multiple babies.
Kim Keating:
Right. So in A14, you're accounting both children and pregnant women that were actually served during the course of the year in your program including the children who are born, you know, to the pregnant women.
Meagan Anderson-Pira:
Okay.
Kim Keating:
And in items A16, you report the children by age group, in item 17, you report the number of pregnant women served.
Meagan Anderson-Pira:
Okay. Thank you. I just want to clarify that.
Kim Keating:
Uh-huh.
Meagan Anderson-Pira:
That can be tricky.
Kim Keating:
Yeah.
Pat Brinkman:
So is everybody completely confused?
Okay, are there any questions on that?
Great. Well, go - go ahead.
(Janessa Hansen):
Hi. This is (Janessa Hansen) again with EPIC. And I guess I don't feel like the first question or the last or most recent question that I asked was answered and it kind of drew up some more questions in my mind forming in regards the enrollment versus entry date or first attendance date or first expected day of attendance.
And the PIR, we used ChildPlus here at EPIC. And EPIC - the ChildPlus system also uses the enrollment date as the child's first actual beginning date or receipt of services.
Is there some way that between Xtria maybe and some of the specialists that a definition chart could be put out saying, you know, when the PIR means enrollment date they actually are looking for child's first attendance date?
And I guess my concern is that if they're going to - and then again for -- this is totally separate, is the - for Number 15 for the end of month enrollment, our enrollment varies and then that place into the 30-day fill which the PIR also reports on how many children are turned over and replaced within 30 days for the program.
And if they're going to use that, are they including the enrollment date in that piece or are they talking about the child's actual start date. Because our system has places for both of when an enrollment packet is completed and then when the child actually begins, but it titles it as an enrollment date and then that information is fed into how our PIR is compiled within ChildPlus.
So I just - I'm a little concerned that maybe we are not giving a clear picture.
Pat Brinkman:
So why don't Meagan and I work with you.
((Crosstalk))
(Janessa Hansen):
That would be great. I'd hate to take up too much more time.
Pat Brinkman:
We will set up something and just individually work with you. Okay?
(Janessa Hansen):
Right.
Kim Keating:
And if I could just make one clarification around that. This is Kim.
Pat Brinkman:
Thank you, Kim.
Kim Keating:
We work closely with ChildPlus in the other data tracking systems so that we're in synch.
And so they have the same understanding that we do about what enrollment is for us and what enrollment is for them. And it is intentional that the enrollment information that they collect is from the beginning of the child's enrollment because services begin at that time. And then later you'll see when you talk about services in the PIR that we allow for reporting in the months prior to when the actual enrollment year begins.
So I think just to show you that we've accounted for those differences. And maybe when you read a little bit more into the text of some of the items that it might be a little bit clearer.
Pat Brinkman:
Thanks, Kim.
Kim Keating:
Uh-huh.
Pat Brinkman:
And so, then we come actual enrollment by type of eligibility. And this is the same as it has been. And prior enrollment.
So are there any questions on either one of those questions?
Okay. Then I'm on Page 9.
Woman:
Can I interrupt just one second and ask a question?
Pat Brinkman:
Sure.
Woman:
On prior enrollment for children who transitioned from Early Head Start to Head Start, those transition years should be included, correct?
Kim Keating:
That's correct.
Woman:
Thank you.
Kim Keating:
Uh-huh.
Man:
You can ask.
Woman:
Maybe you can ask your question.
Pat Brinkman:
Okay. (So we're in) ethnicity and race, and there have just been some clarifications in this area but it's basically still the same. They've added some different examples.
(Peggy Camry):
I have a question on A19. This is (Peggy Camry) with (Washington Early Childhood Program).
Pat Brinkman:
Okay.
(Peggy Camry):
I am assuming, although it's not very clear on the instructions that families who are income eligible and on public assistance would be counted in letter "B" and not in letter "A", is that correct?
Louise Gill:
Are they receiving TANF or SSI?
(Peggy Camry):
Yes. But they're income eligible.
Louise Gill:
Oh. So you went ahead and verify their income.
(Peggy Camry):
Yes.
Louise Gill:
Kim, what is the answer?
Kim Keating:
Did you refer to me?
Louise Gill:
Yes, I did.
Kim Keating:
Okay. What we're looking for is the primary - your primary rationale for eligibility. So really it depends on, you know, within your region, which one has priority in terms of enrolling the person.
And I assume that it would be the income eligibility. But if I'm wrong, you can let me know.
What you have described then as reporting them in "B" makes sense to me. But if you all programmatically have a difference with that just let me know.
(Peggy Camry):
For your example in last year's instructions shows one child in "A" which is enrolled based on (receiveded) public assistance in '92 and letter "B" enrolled based on income eligibility.
Kim Keating:
Uh-huh.
(Peggy Camry):
So that's what made me go with the method that I'm presently using in our programs.
Kim Keating:
Right, because there are a number of children who are eligible only because they received public assistance. They don't qualify otherwise.
(Peggy Camry):
That's very few.
Kim Keating:
Right. Also that's what their primary entry criteria is for them.
(Peggy Camry):
Thank you.
Kim Keating:
Uh-huh.
Woman:
Okay.
Pat Brinkman:
Okay.
Woman:
That's Kim.
Pat Brinkman:
Okay, that's Kim.
Ethnicity, are there any questions around ethnicity or race?
Okay. The middle of the page, actual enrollment by primary language of family at home, are there any questions about this?
Good. And remember there is an area here that you can put comments in about the language if you have comments.
And please use the comment section on you PIR.
Number 23 is turnover enrollment, total number of children and pregnant women in the Head Start or Early Head Start who dropped out, any time after classes or home visits began and did not reenroll. Are there any questions there?
All right, then we'll move to class and group.
And this area I think is the same as last year. Does anyone have any questions, on 24 through 27, or through really?
Okay, we'll move on to child care. Are there any questions on Question 29 or 30?
Okay. I will turn it over to Meagan who will do program staff and qualifications.
Meagan Anderson-Pira:
Good morning. Good afternoon.
Okay. Well, to begin with, I just want to say that there were no changes from last year in this section of program staff and qualifications.
And - so we will begin with B1, total staff which does include -- so it's all staff members regardless of their funding source including contracted staff. So when you're contracting maybe a child care, you would count them in that.
the total number of staff, the number who are current or former Head Start parents, this is a good question to throw out to staff because I have found occasionally there's someone who was a Head Start parent a long time ago and we didn't even know it.
Are there any questions on total staff?
Okay. Number of volunteers, volunteer information.
The PIR is asking for your total number of volunteers only counted once including classroom and non-classroom. And then also volunteers who are current or former Head Start parent.
Okay. Page 14, education and experience, and salary of management staff.
They're looking for highest level of education, and then annual salary regardless of the funding source. But then they're asking for the percentage in Column 4 of Head Start-funded salary.
Are there any questions on that section?
(Anne Marie):
This is (Anne Marie) with (Employment) Community Head Start in Fairbanks.
And under education, number of years in position, is it just during the present grantees that you're asked for the number of years or is it if you look at another Head Start in the same position?
Meagan Anderson-Pira:
According to the -- and Kim, correct me if I'm wrong -- but according to the guidance from last year, it is the number of years in that position that can be with another grantee also as long as that same position.
(Anne Marie):
Okay. Thank you.
Kim Keating:
That's right.
Meagan Anderson-Pira:
So - and then the bottom of that page is your disability services manager. And they're asking for how many hours per week that person with that lead responsibility works devoted to that role.
Okay, next page, Page 15, qualifications of child development staff.
I think there is pretty good definition at the top of that explaining what early childhood education degrees and related degrees are. Are there any questions in that section?
Okay, moving on to Page 16. My goodness, we're quick today. Everything - okay, here we go.
Average annual teacher salary by education.
The one note about that question is that they're not asking you to annualize -- and again Kim, correct me if I'm wrong -- but they're not asking to annualize salaries that are only nine months. If it's only 9 months, go report it in that section, is that correct?
Kim Keating:
Yes. That's right.
Meagan Anderson-Pira:
Are there any questions in that section?
Moving on to Page 17.
Woman:
Excuse me.
Meagan Anderson-Pira:
Yeah.
Woman:
But I have a question regarding Page 15.
Meagan Anderson-Pira:
Okay.
Woman:
If you don't mind.
I just want to be clear. When you want to include all of the qualifications and staff, do you want a picture of all staff who held those positions during the entire program or are you including those that have perhaps left the program and didn't replace? Or are you looking at who is employed and currently working in those positions at that time of the PIR being submitted?
It's kind of like total population or just actual at that time.
Kim Keating:
Right. Let me see if I can remember. It's been a while since I've been asked that question. I'm pretty sure it's the last person in that position but let me just look...
Woman:
I'm looking.
Kim Keating:
...here quickly at the guide and see.
Because where this number will also be used would be in determining the staff-child ratio. So it should be...
Louise Gill:
Kim?
Kim Keating:
Yes?
Louise Gill:
This is Louise. I found it in the 2005.
Kim Keating:
Uh-huh. Uh-huh.
Louise Gill:
It says if more than one individual held the position during the year, provide information for the person who was in the position at the end of the operating period.
Kim Keating:
Right. Okay. Thanks.
Woman:
Great.
Louise Gill:
Uh-huh.
Meagan Anderson-Pira:
Thank you for that. That's a good question.
Kim Keating:
Uh-huh.
Meagan Anderson-Pira:
Okay, on to Page 17...
(Betty):
Louise, this is Betty from COCAN over in Central Oregon. And we're having a discussion about question Number 12 on Page 16.
Meagan Anderson-Pira:
Okay.
(Betty):
So it's asking about the average annual salary based on degree. We do not separate. Are - we do not separate - we have people with different degrees in the same job classes. And then - so we have two different jobs descriptions that we put together as teachers. One is a teacher/advocate and one is a teacher, for instance. And they have different wages. The teacher advocate has a higher hourly wage than the teacher. Yet the degrees are - the degree requirement is the same but there are some folks with bachelor's degrees in each job class and some with associate degrees in each job class.
How would you recommend we report that?
Meagan Anderson-Pira:
I think my understanding is that you would report that by degree even in a different job class. So, you would break out all of your associate degree staff and look at their average annual salary or your baccalaureate degree average annual salary.
(Betty):
Okay, thank you very much. That helps.
Meagan Anderson-Pira:
Any other questions?
Okay, 17, Ethnicity and Race of Child Development Staff.
So this is not including supervisory staff, this is just including child development staff, teachers, home visitors, assistant teachers and including your contracted like family child care.
Woman:
Yes, I have question on Page 15.
Meagan Anderson-Pira:
Okay.
Woman:
It talks about the average annual teacher's salary. In our program, we have three people in the classroom -- a lead teacher, a teacher and a teacher aid. You only want the lead teacher and not the teacher?
Kim Keating:
Is this for average annual teacher salary by education level? Are you looking at Item 12?
Woman:
Yes, Item 12.
Kim Keating:
Yes, we only want the lead teachers.
Woman:
Okay, thank you.
Meagan Anderson-Pira:
Okay, any more questions in that section? And certainly you can call back to it. Okay.
So then, ethnicity and race, any questions on that section?
Any questions in language?
Okay. On to Page 18, teacher turnover. And this applies to lead teachers only.
So, teachers who have left and then replaced, and teachers who have not been replaced.
(Gloree Davis):
Kim, this is (Gloree) again. I guess the question is you're talking about lead teachers here or all teachers in the classroom?
Kim Keating:
You have more than one teacher in the classroom like co-teachers?
(Gloree Davis):
Pat just showed me where it is not include.
Pat Brinkman:
Yeah.
Kim Keating:
Oh, okay. All right.
(Gloree Davis):
You should read that part, you know, fine print.
Kim Keating:
Okay.
Meagan Anderson-Pira:
Okay, moving on to qualifications of family and community partnership and supervisory staff.
Woman:
On this one, are family and community partnership staff considered home visitors or are home visitors separate? This would be like a family worker in a center? Is that what they're looking for here?
Meagan Anderson-Pira:
Kim....
Kim Keating:
Uh-huh. That's exactly right. It's not the same as the home visitors who work with the child development component.
Woman:
What about home visitors that have a dual role and they play both the child development?
Woman:
You want to ask a question?
Kim Keating:
Uh-huh.
Woman:
And the family and community partnership role?
Kim Keating:
Uh-huh.
Woman:
Is it counted here?
Kim Keating:
Right. What you would do is typically if someone has a dual role, you count them only in the role where they have, where they spend the majority of their time with their primary function is. But here, it doesn't with the family and community partnership to report them in those because as long as they have a case load, you want to be able to account for that.
So you would include them if they're both a home visitor and then also a family service worker, account for them in both places.
Meagan Anderson-Pira:
And then you might want to mention that in the comments section.
Kim Keating:
Yes, thank you.
Meagan Anderson-Pira:
That you did.
Kim Keating:
Uh-huh.
Meagan Anderson-Pira:
Okay, thank you.
Family experience.
(Mary):
This is (Mary) from South Central Head Start in Twin Falls, Idaho. I have a question.
You just made a comment -- include those home visitors, who are doing family partnership and also child development, include those in both areas. And then I heard another comment, it was quiet, but I think I heard someone say and make a notation at the end?
Meagan Anderson-Pira:
Yes. I believe that -- let's see -- I believe that there's a general comment section...
(Mary):
Uh-huh.
Meagan Anderson-Pira:
...at the end of the PIR. It's not in this section but it's at the end.
And you will want to note that that that's how you did it. Because if you have an Early Head Start Program and you don't - and you only have the home visitor that plays both roles, if you don't count them in that section, they'll look like you don't have family community partnership employees. But you will - so you want to count them there but you will want to note that in the general comment section at the end of the PIR.
Kim Keating:
Yes.
Meagan Anderson-Pira:
Okay. Are there any...
Woman:
Excuse me, this is...
((Crosstalk))
Meagan Anderson-Pira:
...questions on this section?
(Kimberly):
Yes, I have a question, this is (Kimberly) from Early Head Start in (unintelligible).
And going back to Number 18 on teacher turnover, we had a teacher recently switched positions with another home-based person. So, neither person have actually left the program but there was a teacher turnover in the classroom, do we count that as well?
Kim Keating:
For a turnover, we're looking for people who have actually left the program.
(Kimberly):
Okay. I just wanted to verify. Thank you.
Kim Keating:
Uh-huh.
Meagan Anderson-Pira:
Okay, more questions?
Okay. If there are no more questions, on Section B, I'm going to turn it back over to Pat Brinkman.
Pat Brinkman:
Okay, now we're going to jump to Page 30 to Special Items. And Question 54 which is enter the number of buses if any that were purchased by your program during the operating period.
This is where you're going to put your new buses if you have you any. I won't make any remark. Okay.
And then also do you list buses based on your program or do you contract for transportation? Is there any question regarding that area?
So these are any buses that you purchased after August 2005.
The next area is federal interest at Head Start facilities, and this is where you place or record any federal interest.
And the Performance Standards 1309 issue guidance on federal interest into facilities. So it might be if you question this it might be (unintelligible) read that performance standards.
Or you can call your fiscal person up here in the regional office if you have any questions about that. Or you can ask it right now if you know your question.
Okay, that's the end of the special section. So, I'll turn it back to Louise.
Louise Gill:
Okay. So we covered the three areas that are under program design and management of the PIR.
Later today, I believe at 11:00 o'clock, will be held in...
((Crosstalk))
Louise Gill:
I mean, 1 o'clock, I'm sorry, I'm ahead of myself, 1 o'clock. And then at 3 o'clock we'll do education, disabilities and family and community partnerships.
Are there any questions just in general that anybody would like to ask?
Please be aware that there are different phone numbers for the 1 o'clock call and for the 3 o'clock, with different pass codes.
And Renee just walked in with the questions that were sent on the email. And it says, "We have two staff that are teacher supervisors, should we count them under the qualification section as teachers or as supervisors or both?"
Kim, could you answer that?
Kim Keating:
Could you repeat the question?
Louise Gill:
We have two staffs that are teacher supervisors, should we count them under the qualification section as teachers or as supervisors or both?
Kim Keating:
Oh, they act both as supervisors and as teachers?
Louise Gill:
Yes. That's question on Page 15.
Kim Keating:
Uh-huh, uh-huh. Well, let's see. They can count them under both then.
Louise Gill:
Under both?
Kim Keating:
Uh-huh.
Kim Keating:
Okay.
((Crosstalk))
Kim Keating:
Yeah. Yeah, they can count them under both and it won't hurt anything.
Louise Gill:
Okay, thank you.
Kim Keating:
Okay.
Louise Gill:
Should go ahead and put that in the comment section also?
Kim Keating:
Yes, they can. Uh-huh.
Louise Gill:
I just wanted to clarify a question that came in last week and I don't know if we got this out written, but it was asking when can you see your comments on your PIR.
And Kim, do you want to briefly just give us that answer again?
Kim Keating:
Sure. You can see the comments -- let me see -- you can see you can see the comments when you print your report out. If it's through the Web application now, it's been modified so that when you print your report, your comments should print at the end of the report as well. And that's whenever you go into the - into your account or your report, you have a "PIR View" option and you can print from that.
And then, when you complete the report, once it's all done and you mark it complete, there are the reports that are available that you can look at and the comments report is one of those reports.
And what that does is it prints out separately all the special comment fields that you've seen throughout the screen, any comments that you entered there, as well as all of your comments that you've entered in the general comments section.
So there should be different ways to be able to see your comments.
Louise Gill:
And then the last part of that question was who can see those comments after you submit your report.
Kim Keating:
Everyone can see the comments, the people who go out and do reviews or the program specialist if the use the summary package, it will be the same package of reports so they would receive the comments reports as well. And then, it's maintained in the database so anybody who wanted to run a query on the comment could do that.
Louise Gill:
Okay, thank you.
Kim Keating:
Uh-huh.
Louise Gill:
That was the question.
Another question came up about how to upload from ChildPlus or (unintelligible) through the PIR Web page.
Kim Keating:
Uh-huh.
Louise Gill:
And is that explained in the Quick Start?
Kim Keating:
It is in the Quick Start Guide, yes.
Louise Gill:
Okay.
Kim Keating:
And also, it is in the User's Guide which will be up, if it's not by the end of this call, it will be this afternoon.
Louise Gill:
Okay.
Kim Keating:
And there's a lot of description about as to the importing from any of the data tracking systems in that.
Louise Gill:
Okay, great.
Okay, any other questions before we end our call. We've still got time.
(Janessa Hansen):
Yes, hi! This is (Janessa Hansen) again with EPIC. And I just have a question for Kim I guess.
Once all the PIR's are completed and submitted, usually, it's to my understanding that there is a performance indicator report that is generated and then submitted to the federal level. And I was wondering, you know, we have to directly respond to some of those performance indicator type questions in relation to that report...
Kim Keating:
Uh-huh.
(Janessa Hanson)
...and would it be possible for the grantees to receive a copy of that performance indicator report that is sent out in regards to their agencies?
Kim Keating:
Thank you for the question.
Yes, the summary package and one of the benefits of reporting on the Web is the summary package of reports is immediately available to you for your own programs information. And you don't have to wait until the full database is completed.
The performance indicators report is one of the reports in that standard package. So again, once you mark your report complete on the Web, you can go into the "Report" field and select "Performance Indicators" and it will automatically calculate for you what your indicators are.
Now, since it's before the full data set has been completed, you won't a column that compares you to the region but you will at least have your own programs data and you'll know what your program specialists are looking at.
(Janessa Hansen):
Great. And does it also in that report, which is exactly what we were looking for, thank you, does it show you the formulas of those answers are based off of?
Kim Keating:
We don't give the formulas in the reports, no. But if you ever had a question regarding how that's calculated we could tell you what the formulas were.
(Janessa Hansen):
Right.
Kim Keating:
Uh-huh.
(Janessa Hanson):
Thank you.
(Gloree Davis):
Kim, this is (Gloree) again. Question.
I know in the past when grantees have submitted their PIR's and we've always got them - we received them back because they had errors in them.
Kim Keating:
Uh-huh.
(Gloree Davis):
If someone goes online and actually submits that report, if there's an error, would they be able to print out a report, if that error (is corrected)?
Kim Keating:
If it hasn't been corrected, they still would be able to print a report but we will be receiving it with, you know, with notification that there's an error in it.
(Gloree Davis):
Okay.
Kim Keating:
So...
(Gloree Davis):
Will the grantee also be notified that they have an error in there?
Kim Keating:
Yes. They would know at the time when they're closing the report that there is an error, and hopefully, it's an error that they've resolved like a message that they can explain why the numbers are what they appear to be and it's not actually an error.
(Gloree Davis):
Okay, thank you.
Kim Keating:
And so it should be justified in their comment section, yes.
Louise Gill:
Okay. Any other questions?
(Janice):
(Janice) from South Central Head start.
Are we able to compile the information for the P -- yeah, I love to say I can talk -- the PIR from (HSTIS) when we have two separate programs? We have a full-year full-day program and a part-year part-day program that we use.
Kim Keating:
No, you should be able to. I mean, you would be reporting that in one PIR, yes. As far as I know, they should have the software set up so that it can pull data that way, I'm not as familiar with what the structure is for (HSFIS) how that's going to come out.
You might want to check with them as well.
(Janice):
Thank you.
Louise Gill:
All right. Any other questions?
Okay. Well, I want to thank everybody, program specialists, Xtria, TA specialists and content specialists for being on the call. Thank you grantees for phoning in and going through this with us.
And just know that if other questions arise after the call that you can always contact Xtria for technical assistance if you are trying to put your report in, or you can call your program specialists in the region, or we here at the T&TA would be glad to assist you.
If there are not any other questions, I guess this phone call is done.
So I would like for the phone attendant to please stop recording. And if the phone attendant could please tell me how many people were on the call that would be great.
So thank you everyone, have a great day.
Woman:
Thank you.
Pat Brinkman:
And (Janessa) are you still there?
Woman:
(Janessa), are you still there?
Louise Gill:
Yeah, (Janessa)...
(Janessa Hansen):
Yes, I'm here.
Pat Brinkman:
Do you want to make the arrangements?
Louise Gill:
Yeah...
((Crosstalk))
(Janessa Hansen):
Well, and I also wanted to say that I will be attending - we're doing two, we have two groups for attendance for the (PDM Block) and I'm going to be with the other - with our other program area specialists to attend the (PDM Block) on June 1st.
But I just - I'm concerned more so about the 30-day turnover piece and how that information is calculated based on what we've entered into the system and then the definition between the enrollment and start date.
Louise Gill:
Okay, could you (Janessa) - Pat and I will also be on that call.
(Janessa Hansen):
Okay.
Pat Brinkman:
So would you email your question in very specific terms and we will either email you a response or make sure it gets covered on that call.
(Janessa Hansen):
That would be great.
Pat Brinkman:
Okay, thank you so much.
(Janessa Hansen):
Not a problem.
Louise Gill:
Thank you everyone.
Program attendant are you on the call, telephone attendant?
Okay, I'll just stop recording if she's listening.
Woman:
Okay.
Louise Gill:
Star-0 starts it, so should I do pound-0?
Woman:
That's what I told (Marilyn). She's a speaker...
((Crosstalk))
Woman:
...working for program.
((Crosstalk))
Woman:
(Unintelligible) hell we can work it, I mean, check it out.
Woman:
Could you call on your cell phone? Who has a cell phone in here?
Woman:
I do.
Woman:
Phone your...
END