**FTS-HHS ACF**

**Moderator: Louise Gill**

**June 1, 2006**

**3:00 pm CT**

Coordinator: Excuse me. This is the conference coordinator. I'd like to
remind all parties; today\'s conference is being recorded. If you do
have any objections, you may disconnect at this time.

Thank you. Please begin your conference.

Louise Gill: Thank you.

Okay. Well, welcome everybody. This is our final PIR call and it'
Education, Disabilities and Family and Community Partnership.

So we look forward to going through these sections with you today. I\'m
Louise Gill, the Family Community Partnership Content Specialist. And
with me I have the Early Childhood Education Content Specialist; Christy
Cox, Early Literacy Content Specialist; (Dawn Williams), Disabilities
Content Specialist and (Marilyn Akiyamo), the Regional Program
Specialist.

So we'll try to do our best to go through these questions and answer
your questions that you may have.

And if you can\'t get through verbally, please remember to email Renee
and her email address is Renee, R-E-N-N, not N-N, take that back,
R-E-N-E-E.andrae, A-N-D-R-A-E@acf.hhsod.

Woman: I have it.

Louise Gill: I want to give you a little few logistics requests. Please
put your phones on mute so that we can hear the conversation and not the
background noise. So to mute your - star-6 and to unmute your phone, it
is star-6.

Kim Keating from Xtria is not with us today but if you have questions
that we can answer with the people that are here, we will forward those
questions to Xtria and get them back to you.

Also, within the next week or so, we will be compiling the questions and
answers and making sure that you received that information.

All of these phone calls have been transcribed and recorded. You will
also receive information as to how to access if you would like to do
that.

Any questions that you have on reporting? Since Xtria is not with us
today, I want to refer you to the quick study guide that helps you in
reporting at PIR \-- how to do it on the Web. And there is the (TA)
phone call number for Xtria that they will help you if you have any
problem.

So with all that said the purpose of this PIR Content Area Call is for
us to be able to provide you with the necessary information and
resources to ensure the accuracy and consistency of Region X and Alaska
native program, programs in their reporting of the PIR.

We wanted it to be as accurate and consistent across the region and with
the programs up in Alaska, the AIAN Program.

So I\'m going to start off by giving - turning this over. We're going to
turn to Page 25 in the PIR and (Dawn Williams) is going to do the
disability questions.

(Dawn Williams): Hello everyone. This is (Dawn).

I will take you through the disabilities portion of the PIR.

Just a quick overview, there are no changes to the disability section of
the PIR this year. And as we go through your questions, the operating
period will arise. Your operating period is your program year. It's the
same date you indicated on your grant application. It's typically
September 2005 to August 2006.

And for full-day full-year programs the operating period is the first
day and last day of service as you indicated on your grant application.
August 31is the due for this year's PIR.

So let's get to the questions.

(Dawn Williams): I'll begin Page 25 of the PIR, and Page 55 of the
user's guide.

Question 24, the number of LEAs or Part C Agencies in Early Head Start
or Head Start Service areas. So if you're a Head Start Program, it's the
total number of LEAs in your service area. If you're an early Head Start
Program, it's the total number of Part C Agencies in your service area.

(Dawn Williams): Question 25, it's the number of LEAs or Part C Agencies
that your program has a formal agreement with to coordinate services for
children with disabilities; this would be the interagency agreement.
This is the number of agreements that you have with those partners.

Woman: I have a question from Lane County in Oregon.

(Dawn Williams): Uh-huh.

Woman: They consider themselves an LEA that contracts for all of the
Part C and LEA services.

(Dawn Williams): According to the user's guide, it's asking for the
total number of LEAs in your service area. I know in Oregon it's zero to
five and it's the (ESD) that usually contacts with that. So Question 24
is asking for the total number of those in your service area.

Question 25 is - where you would indicate that one ESD that you have a
formal agreement with.

Woman: Okay. Thank you.

Woman: I have a question

Woman: In your agreement with the LEA, I mean, with the (ESD) or with
the LEA I guess, does it list all the districts - everything that it
covered?

(Dawn Williams): They do.

(Marilyn Akiyamo): I have a question back to you. This is (Marilyn),
your Program Specialist.

Does your formal agreement with the (ESD) list out all the LEAs or
school district that it includes or covers?

Louise ?: No. In our agreement is with EC Cares, it is not with the
(ESD).

(Marilyn Akiyamo): Oh, okay.

Does it list out all the school districts?

Louise ?: No.

(Marilyn Akiyamo): Okay. And I have to say (Dawn)'s answer was the one I
go with.

(Dawn Williams): Moving on.

Question C-26, there's two parts of this, A and B. It's dealing with the
number of children enrolled in your program who are determined by a
disciplinary team that have a disability during the following time
period.

For 26-A, it's children determined to have a disability prior to
enrollment into the Head Start at Early Head Start program for that
year.

Twenty-six B is all the children determined between the time of
enrollment and the end of the enrollment year.

So C-26 is going to capture all of the children determined to have a
disability. A is referring to prior to the enrollment; B is referring to
between time of enrollment and the end of the year.

For C-27, there's an A and B to this as well. C-27 is the total children
determined have a disability.

And for A, of the total children determined have the disability, the
number of children with an IEP or an IFSP. And B is asking of the total
number of children determined have disability \-- the number determined
eligible by the LEA or Part C Agency to receive special education in
related services or Part C services under an IEP or an IFSP.

So Question 27-A, is the number of children determined to have an IFSP
or an IEP. This number may not be 100%. A doctor could diagnose that the
child has epilepsy but they do not have IFSP or IEP. Those children
would not go here.

For 27-B, you're talking about eligibility and the number determined
eligible by the LEA or Part C to be under an IFSP or an IEP. So
hopefully I've clarified the difference between those.

(Nancy Virgin): Hello. I have a question.

(

We have some children who have been determined eligible but the district
has not written an IEP yet.

(Dawn Williams): Uh-huh.

(Nancy Virgin): So they would not be counted even though we know
there\'s a time scheduled but it will be after our enrollment year.

(Dawn Williams): Let\'s see.

For the purposes of the PIR, they would have to have an IEP or an IFSP.

(Nancy Virgin): So it would have to have the actual document.

(Dawn Williams): Yeah.

(Nancy Virgin): Even though the meeting is scheduled. Okay.

(Dawn Williams): Yeah, for 27A and 27B.

(Nancy Virgin): Okay.

(Nelly): I have a question.

(

(Nelly): For number 26, this is counting the children who don't
necessarily have an IEP or an IFSP.

(Dawn Williams): Yes.

(Nelly): The 26A?

(Dawn Williams): Twenty-six A and B is counting the children that have
been determined to have a disability.

(Nelly): But it is excluding the children who don't. Just give any
example you gave over child who may epilepsy but doesn't necessarily
have an IEP or an IFSP.

(Dawn Williams): That goes in A.

(Nelly): Yes. Okay. So that would go on 26A.

(Aileen Gonigan): Hi. I\'m (Aileen Gonigan).

I have a question kind of along the same line. I have a child who has an
IEP for speech but she also has epilepsy but I don't believe the
epilepsy is on the IEP.

(Dawn Williams): Okay.

(Aileen Gonigan): So did I hear you say that I would add her in 27A?
Why, would she also be on health impairment because I know she have
epilepsy even though the epilepsy is not part of IEP?

(Dawn Williams): So on the PIR list it for the diagnosis that's stated
on the IEP

(Aileen Gonigan): Oh, okay.

(Dawn Williams): Yes, only that. And so when we get to that section,
you're only going to list the primary or most significant disability and
you're only listing them once - when we get to that section.

Woman: Ma\'am?

Woman: Can we go back to 26A?

(

Woman: I was under the impression that that was - those were children
that had a disability determined not suspected but determined by a multi
disciplinary team so that the comment about the - what was it, the
epilepsy?

(Dawn Williams): Uh-huh.

Woman: If they were - shouldn't they have an IEP? They even be on 26A?

(Dawn Williams): Yes, they would have to be determined to be included in
that number.

Woman: That's what I thought. Okay.

(Dawn Williams): Uh-huh.

Woman: We have another question also.

(Dawn Williams): Okay.

(Allan): (Dawn), this is (Allan). And Louise how are you?

Louise Gill: Good. How are you?

(Allan): Great.

For instance on I guess it would be - if you have a child who is
receiving speech or other services at for instance Saint Joseph Regional
Medical Center but they're not going to have an IEP or an IFSP so then
you're saying that you're not including this in that number?. Because in
some situations, you\'ll have children that are on IEP or an IFSP but
are also getting services besides the LEA and Part C, they're also
getting in say at a hospital or clinic or some place else. But then some
of them because of the qualification, they don't qualify for the school
district and they do qualify for Medicaid so they're getting services in
an outpatient clinic.

So you're not including these anywhere of those numbers? We're not
getting credits for those children getting services?

(Dawn Williams): Well, if they have an IEP, that would go in 27A.

(Allan): Right. But it sounded like you said before on 26 that those
numbers there were necessitated by a person having an IEP or an IFSP.

(Dawn Williams): So in 26A and B, it's just the number of children
enrolled that were determined to have a disability.

(Allan): Right.

(Dawn Williams): It's not mentioning being on an IFSP or an IEP.

(Allan): Okay. I thought you had said something about IEP, IFSP related
to that. That confused me.

(Dawn Williams): Well, the whole disability section like when we get to
29, we're talking about a diagnosed disability, everything included in
there, a child has to be on an IEP or an IFSP to be counted in all of
the different disabilities on there.

(Allan): So if a child is getting services through Medicaid in
outpatient, they're not tallied there either?

(Dawn Williams): Not under those disability's categories no.

(Karen): Excuse me. This is (Karen.

We talked about this morning in the health piece that those children
would be included in the areas and if they had an IFSP or an IEP say in
speech but they are getting other medical type intervention it would go
in both. But unless they had an IFSP or an IEP in the medical pieces as
well, it wouldn't be counted. It would be counted in the medical piece
instead.

(Dawn Williams): So it's my understanding for purposes of PIR, there's
only one disability that can be placed in the diagnosed disability
category and it should be the primary or most significant and it should
be the one that is written on the IEP or IFSP.

So if there aren;t anymore questions I\'m going to move on.

Woman: Dawn?

(Dawn Williams): Yeah.

(Spencer): This is (Spencer) from Portland Public.

(Dawn Williams): Hi.

(Spencer): How are you doing?

(Dawn Williams): Good.

(Spencer): Going back to your question on 29, you are saying the child
had to have a disability in an IFSP or IEP?

(Dawn Williams): Yes.

(Spencer): Actually, I\'ve been doing it differently. I\'ve had a few
cases where the parent will agree to the eligibility but will not sign
initial placement for an IFSP. So in fact, they would have that
determined disability but would not be receiving specialized services.
So (unintelligible) would be different there.

(Dawn Williams): Yes. That would make them different.

(Spencer): That's why I\'m counting them on 29.

Woman: Yeah. But that's what (Dawn) said to begin with was 26 would be
determined, it has nothing - there is no mention of an IEP or IFSP so
they would be counted in 26. But in 29, these are the only categories in
which diagnose that consider to diagnose disability.

(Spencer): I understand that. that's not what I heard her say. What
you've said about 26 is crystal clear.

I heard her say in 29 that if they did not have an IFSP, IEP you could
not count them down there and that's I think inaccurate.

(Dawn Williams): Yeah, and that's been my understanding of how this was
to be reported in 29 for diagnosed disability. And on...

(Spencer): Right. But that's not a mandate that they have on IFSP or
receive special education services if a parent denied initial placement
but they agree to eligibility.

(Dawn Williams): Right. And that disability would still be determined.

(Spencer): They'll be valid. Yes.

(Dawn Williams): Yeah.

Woman: I understand what you're saying.

(Dawn Williams): Yeah. And from my understanding the PIR it will be
counted in 26 and not in 29 which skews the numbers.

(Spencer): Okay. I don't think that's what it says but okay.

(Dawn Williams): In the user's guide this says, to report the number of
Head Start children during the enrollment year towards primary or most
significant disability was determined by a multi disciplinary team to be
one of those listed in A through O in your reporting in the primary
disability.

So I know - I understand where you're coming from and I can\'t
necessarily say that because that's just my understanding of it and what
I\'ve been told to convey.

(Dawn Williams):

I would encourage you in the comments section to include numbers,
include diagnosis of disabilities that don't end up getting counted in
29 but are counted in 26 and possibly include those numbers then that
would provide more accurate number.

Woman: Oh, so what do you think?

Woman: That's all you can do.

Woman: Right.

(Jose): Hello?

(Dawn Williams): Yes.

(Jose): I have a question. This is (Jose) from Migrant Council.

(Dawn Williams): Hello.

(Jose): You might have gone over this and I might have missed it but on
29, our disabilities coordinator always has issues with this because the
IEP always either says communication disorder or developmentally delayed
so she never has this breakdown for us. Does anybody else experience
that?

(Dawn Williams): Well, and you can, if it is developmental delay, you
can put them in to K which is non categorical developmental delay.
Communication disorder, you put under C for speech and language
impairment. Other speech and language impairments are included under the
bigger umbrella of communication disorder.

(Jose): Right. So for example if a child has autism...

(Dawn Williams): Uh-huh.

(Jose): The IEP is not going to say autism. It's going to say one of the
other two...

(Dawn Williams): Correct.

(Jose): ...because that's what always said, "I can\'t give you that
breakdown. I can only give you these two." Is that okay?

(Dawn Williams): That is okay. What you would have to assess is what is
the primary most significant disability. You can also possibly look in
to what their providing services the most for and what therapies are
being received if you're looking for a way to determine it.

(Jose): Okay.

(Dawn Williams): I think let\'s just go our C-28 and C-29 and then we
can answer all the questions.

Question C-28, the number of children determined to have a disability
who have not received special education in related services. So that's
all the children who were determined and who do not receive special
education services for a multitude of reasons, maybe they haven\'t been
determined or have an IFSP but not maybe parents refuse to have service
but they were determined and they qualified but they just didn't have
services. All those children that did not receive services fall into
that question on C-28.

With C29, that's the diagnosed disability and there as I stated briefly,
the user's guide language says use the primary and most significant
disability. Also (usually) in this question, you should remember that
that multiple disabilities Category L is for children with multiple
needs.

So for - if a child has a multiple disability, that has to be something
that's stated on the IEP. So if a child has speech and language and
epilepsy that's not something that goes in to that multiple disability
category

Deaf, blindness does because there\'s a multiple disability that
compounds their performance - goes in to that multiple disabilities
category but not two separate disabilities. That is only counted once in
this section.

And as for C - Question C-30 real quickly and the question. On Page 26
in the PIR, it's for Early Head Start in Migrant Programs only.

Question C30, the number of children receiving services under Part C of
IDEA, so all the children receiving services were on some Part C
agencies.

Okay. Any other questions on the disabilities? Anything that needs
clarification.

I would just like to restate, C-26 A and B is all the number of children
determined to have a disability by the multi-disciplinary team.

And Questions 27A and 27B would have to be children that actually have
an IEP or an IFSP.

(Dawn Williams): So if you have any further questions, please feel free
to ask them later on the call or you can email them to Renee and I'll be
happy to figure out (and answer) for you.

Louise Gill: Thanks, (Dawn).

Do we have anymore questions?

Okay. Well now, we're going to move to...

Woman: Some more questions, please.

Louise Gill: Okay.

(Robin): Hi. This is (Robin)

I was wondering did I hear you say - I just want to clarify that on
question number 27 A and B that's where you're going to list your
children who have IFSPs or IEPs.

But 30 is if children are receiving services through IDEA who do not
have an IFSP.

Louise Gill: Just reading a section.

Yeah, it just says children that are determined on question C-30. It's
not stating that children have to have an IFSP.

(Robin): Okay. So they might have their evaluation or their assessment
and they've been determined to have a disability but they don't have any
sort of IFSP so it might be receiving services in the multiple.

Louise Gill: Sure, it reports the number of children aged zero to three
who received special education and related services during the
enrollment year.

(Robin): Okay. Thank you.

(Gene): All right. I think we're moving on to education.

(Gene): So there are only seven questions here and they are focused
around transition activities and curriculum, screening, and assessment.
Now, this is the continuation and the document so it's the numbers that
follow right after the disability section.

We're starting with Number 31, which is around transition activity at
the preschool level only or preschool programs only.

Thirty-one is looking for the number of local school districts in your
Head Start Service area. And A, of the number of local school districts,
the number which whom you have a formal agreement to coordinate
transition services for children and family.

Any comments or questions on that one?

All right. Thirty-two is of the number of children enrolled in Head
Start at the end of the current enrollment year, the number that you
project to be entering kindergarten in the following school year. So
basically if you've got four- and five-year-olds, you are projecting the
number of the five-year-olds who will be in kindergarten as the school
year starts this coming year.

Question number 33 is around early Head Start transition, so only for
the Early Head Start and Migrant Programs. The number of children
leaving early Head Start and entering A, a Head Start program or B, any
other early childhood program.

So just remember, this is a snapshot in time. The answer you give is
based on the best information that you have at the time that you're
completing this report.

Now, we move to curriculum, screening, and assessment, number 34. The
number of all children who completed routine screening for developmental
and behavioral concerns during the operating periods; so that's all
children whether or not they remained in the program, those for whom you
completed the required screening within in that 45-day period of the
start of their enrollment in the program.

And A, of the children screened, the number identified as needing
follow-up assessment or formal evaluation. Based on your screening
process and your screening tools, the number that you identified as
needing or as benefiting from a referral for formal evaluation.

Okay? Number 35. What curriculum model does your program use as its
primary foundation?

Now, we know a lot of programs use multiple curricula. This is asking
you, "What's the primary curriculum that you rely on?" There's a
dropdown box there, click on that and select one from the list.

If the one you use is not there, you can put it in the comments box. If
it's - (one that's) not there, dospell it out, , do identify the name of
the assessment tools, not just give an acronym.

And if you have home based services and center based services or both,
you'll notice that A and B give you the opportunity to answer this
question for a home-based and for a center-based program.

If you have a combination model with both home-based and center-based
services, spell out both of those.

The same kind of question is asked for Number 36. What instrument does
your program use for developmental screening? Again, it's the primary
instrument only. You can use the dropdown box and if - what you use is
not there, again, go to the comment section.

Very similarly, number 37, what approach or tool does your program use
for ongoing child assessment? Enter one, the primary one. Use the
dropdown box. If it's not there, put it in the comments and answer A. Is
this tool locally designed, yes or no?

On the education section, comments or questions?

(Nelly): I have a question. This is (Nelly) from (New Orleans).

(Gene): Sure.

(Nelly): On number 33, we are completing at the time of the report or is
it through the program year?

(Gene): When you are completing the PIR...

(Nelly): Uh-huh.

(Gene): Right? Based on the information you have at that time.

(Nelly): Okay. Thank you.

(Gene): Okay. You're welcome.

All right. I will turn it back to you, Louise.

Louise Gill: Okay. Thanks. Thanks, (Gene).

So anymore questions that you might have on education?

All right. Then, let\'s move in to family and community partnership on
Page 27 of the PIR.

Now, there haven\'t been any changes to this section from last year and
first of all, I want to say that this section is very interpretive. So
it's up to how your program interprets these certain categories here so
I don't want you to stress over this.

Like (Gene) said a couple of days ago in the PIR call, it's just a
snapshot of what's going on in your program .- I just want you to know
that you have a lot of questions as to where you put families and how
you categorize them.

So we'll start.

First, we'll start by the definition of parent.

What they would say here is it includes biological or non biological
person identified as the primary caregiver. So that means don't forget
about grandparents, custodial grandparents, step parents, guardians, and
foster parents, they are considered parents.

So the first question is the total number of Head Start, the Early Head
Start families, count families here. Please do not count children
because you may have one family with two children in Head Start or one
in early Head Start and one in Head Start. And since you report Early
Head Start separately from Head Start, you would count that family in
both those reports.

Louise Gill: Number 39, of the total number of families, the number of
two-parent families.

And then number 40, the total number of families, the number of
single-parent families.

Now, in previous PIR trainings, we had the question come up about
dual-families. If you know that there is dual custody between two
divorced or separated parent, then you can count it as two families. But
if you don't know this information, then you would count them as a
single parent \-- whoever enrolled the child. It's just if you have that
information of knowing whether their dual custody or not.

So, any questions on that?

Woman: Are these considered formal or informal custody arrangement?

Louise Gill: It's informal because there is nothing in our performance
standard that says we have to have legal documentation to show divorce
decrees or parental custody or anything like that. So that's what I
meant when I said, this is very interpretative according to your
programs. Some programs may not even ask if the mother is divorced from
the father or separated. If they say they're single-parent \-- they're
single-parent.

Woman: Okay.

Louise Gill: So it's up to your program.

Woman: Okay. Thank you.

Louise Gill: Yes. Just make sure that the sum of C-39 and C-40 equals
38. They have to add up to the total number of families.

Woman: Excuse me, I have a question. This is also regarding the dual
custody family.

Louise Gill: Yeah.

Woman: If the second family is not involved in any way with Head Start
Services would you count them?

Louise Gill: I don\'t know. That's up to you. Do you send that family
information? Do you do any kind of services which may not be involved?
See, that's what I mean by it's up to you on how you count these
families. If they're not a part of this child's life and if you're not
doing anything to work with that part of that family, would you count
them as a dual-parent family or as a single?

Woman: You may count (unintelligible) then I count (unintelligible).

Louise Gill: So is that clear as mud?

Okay, I lost you on that one.

All right let's move on to Question 41, employment. Now, you only count
each family once. And so remember that whatever your totals are in this
section, it has to equal Question number 38. And I want to point out
that this is at the time of enrollment because you will notice - status
of families will change. The enrolling family may come to you and they
may not be employed at the time of enrollment but they may be employed
later. So, this is very clear that it's just at the time of enrollment
when you gathered this information.

Question A is the numbers of two-parent families \-- both parents are
employed, one parent is employed, both parents are not working.

B is of the total number of single-parent families \-- and that is the
one parent is employed, and the one parent is not employed.

Any questions on that?

Woman: I'm sorry but for the number of families back to 38, is that at
the time of enrollment also or is that at the time of completing the
PIR?

Louise Gill: That is during your operating year. So, all these questions
that do not specify at time of enrollment or end of the year or
whatever, it's during that enrollment, it's during that operating
period, so somewhere between 2005 and 2006 for the school year.

Woman: Okay. Thank you.

Louise Gill: Yes.

Okay, moving on to 42, job training in school. Same thing here, count
the families at time of enrollment.

And just make sure in 41 and 42 that the totals here add up Question 38.

Woman: All right.

Louise Gill: If it doesn't, your report will kick out when you go submit
it.

(Aileen): Louise?

Louise Gill: Yeah.

(Aileen): This is - hi it's (Aileen).

Louise Gill: Hi (Aileen).

(Aileen): You - I thought- (I heard) you say that, 41 A and B needs to
equal 38.

Louise Gill: That's right.

(Aileen): The 41 A and B are at enrollment only and 38 is throughout the
year.

Louise Gill: No, that'- you pointed out a great point but it says if you
read underneath it says, the total number of families must equal C-38.

(Aileen): No, I was just - okay.

All right. Thanks.

Louise Gill: Yeah. But all along we've been told that if questions do
not designate a time either at enrollment or end of the year or
whatever, that it's during period. So, your guess is as good as mine but
I will point that out to Xtria.

(Aileen): Okay. Thanks.

Man: Thank you.

Louise Gill: Okay. Let's move on Page 28, education. Now, this is the
number of families and you count each family as one and they're
stressing again \-- total numbers in C-38. But if it's a two-parent
family, remember to only count the highest level of education obtained
by the child's parent or guardian. So if you have a one parent with a
high school and one parent with college, you count the college and you'd
only count that family as one time.

Woman: Yes. They have to be...

Louise Gill: Okay. So...

(Vanessa Hanson): Hi. I'm sorry, this is (Vanessa Hanson) from
(unintelligible). I have a quick question with that. Do we know, I know
you said, Kim Keating is not on the phone with Xtria.

Louise Gill: Right.

(Vanessa Hanson): But I'm not sure based of the kind of the equation
that you just gave.

Louise Gill: Uh-huh.

(Vanessa Hanson): Do we know if ChildPlus counts it that way? Because if
you have two parents and you list the education for each parent it will
automatically select which education will identify when it calculates
the PIR. Do we know how it's formulated?

Louise Gill: I don't but I could ask for ChildPlus purposes.

(Vanessa Hanson): Right.

So would you then - are you going to contact ChildPlus to ask them or is
that something that we need to do? Or is that something that Xtria would
do?

Louise Gill: If you want to find out from ChildPlus, you'd need to
contact ChildPlus. If you're trying to upload or download from ChildPlus
to the PIR report, I can find out from Xtria. So it's just up to you.

(Vanessa Hanson): Okay. Well I don't - because it's - thank you.

Louise Gill: Okay.

Okay. Number 44, federal or other assistance. Now, they just want the
total number of families receiving any cash benefit or other services
under the federal temporary assistant for needy families. It's under
TANF.

And then, 45 is the total number of families receiving SSI.

Now, in each state TANF dollars are different. And so all I can say to
you is if you know that a family is in a program that is receiving TANF
dollars then you count them in this area.

And then under 45, it's only Social Security Income - Supplemental
Security Income. The reason it's only SSI is because SSI is just for
low-income families. Any family can receive Social Security benefits no
matter what their income is. So this is why the performance standard say
that you have to be a family on public assistance and/or SSI so they
don't just say Social Security. So it can't be if they're getting widows
benefits or if they're getting retirement benefits or anything like
that. It's got to be SSI.

So any questions on that?

Okay. Then we'll move in family partnership process. Now, this also has
to equal. It can be less - it doesn't have to equal - I'm sorry. This
question can be less than 38 because you may have offered the
opportunity for families to participate in partnerships but they
refused. So out of the total number of the families in C-38, how many of
those families are participating in a family goal setting process which
results in an individual family partnership agreement? Does that not
mean - we had the question the other day, "So what if we set the goals
with the family and they never moved forward, they never made any
progress?"

Well, that's okay. At least you went through the process with the family
and it resulted in a family partnership agreement. Okay?

So then we'll move to 47, family services. There's been a lot of
questions around this area. First of all it wants to know the number of
families that receive services through Head Start, Early Head Start or
through referrals.

There's been a question, "What is a service? What is a referral?"

A referral is when you give a family information to go to an agency to
get assistance. Now, that's your referral. I'm working with the family;
I give him a phone number of a Mental Health Agency. I help them set up
an appointment. That's my referral. I may not even help them set up an
appointment. I may not have that time but I've given them that referral.

Now, how am I going to know if they actually receive Mental Health
Services? I won't know unless I followed up with this family. So the PIR
doesn't want to know that I referred this family, they want to know did
that family received services. So services is something that our
families receive from either through the Head Start Program, Early head
Start or through a referral.

Now, I know that some of your Head Start may have a food bank that you
do on site for your families. If you assisted them with food, you gave
them a service but if you only said, "We have a food bank downstairs,
please go down." If you didn't follow up with that family, you're not
going to know if they received that food.

Any questions?

Woman: I have a question on this. I sent a request to have all of these
\-- the types of services identified in writing?

Louise Gill: Yes.

Woman: Will that be on that list that will be on the Web site?

Louise Gill: No. I think all you're going to receive on the Web site is
what you see here.

Let me flip over in the user's guide. No, you're not going to see a
description. You're going to see exactly what you see on the paper.

Woman: That's what I was trying to alleviate because we (unintelligible)
different questions regarding what are the meaning of the types of
services.

Louise Gill: Okay. Could you - do you want to ask one or two of those
questions?

Woman: No, I just come throughout the year so I was hoping that there
was some place that I could print it - something that I could print out
that I could hand out the staff.

Louise Gill: Well, many just say that the majority of this services -
and (Marylyn) correct if I'm wrong, but the majority of this services
come from the actual performance standards that we have to assist
families with. If you go back to your family partnership area of the
performance standards and you start reading, we have to help them with
emergency crisis intervention. And so, it kind of gives you an idea of
what that means \-- food, clothing, shelter.

We have to help them with helping assistance because they need that. We
have to help with transportation.

(Marilyn Akiyamo): I understand. In actual ChildPlus, the staff will
enter in there but it doesn't have like formations like it does here in
the performance or in its user's guide. So I guess that's what I'm
asking. Now that I see these, I'll just take a copy of this and give it
to him but this is not on ChildPlus.

Louise Gill: Yeah. If you guys are using ChildPlus, even though
ChildPlus has the capability of uploading or downloading \-- I'm not
sure if I'm using the right terms on that \-- but it's the PIR that we
are trying to get the information. So you may have to adjust it a little
bit if you're using ChildPlus or HSFIS.

(Vanessa Hanson): I'm sorry. Hi, this is (Vanessa) from (SA) again. We
use ChildPlus and this piece is called is called the PIR Family
Addendum.

Louise Gill: Okay.

Woman: It is in ChildPlus. It is not in the family services module of
ChildPlus. However, if you go into the family record, you'll see a
separate button that does PIR family addendum and that is where you have
to enter these services.

Louise Gill: Thank you. That is so helpful because I don't use
ChildPlus. So I don't know how to pull these reports out.

But if you guys are struggling with that, please when you do your
reporting, contact Xtria (unintelligible) network.

Woman: They should be able to tell you where to find those reports on
ChildPlus because they know that it's supposed to be working in
conjunction with each other. And then if I can help you, you tell them I
said they should be able to.

(Vanessa Hanson): Hey, this is (Vanessa) again. And I just wanted to
make one another quick comment in regards to tracking of family services
and I know it's not on the PIR. And earlier, when we had extra things
that are necessarily put into the PIR, we've been giving guidance to
kind of include them in the comments but I guess I just wanted to
formally kind of speak out here on that, the issue that we provide some
of the services multiple times to individual families. We may provide a
family with food assistance, you know, two or three times throughout our
program or clothing or transportation or even family service counseling,
those types of things. And by this method within our tracking system and
(for here) reporting here, to my understanding we are only allowed to
record that service one time. So we're not actually - it doesn't
actually capture the amount of services that we are providing to the
families in truth.

And so, I know ChildPlus will only track it individually. It doesn't
track it multiple. We here at our agency, we do track it multiple so
that we can see the full magnitude of those families that we serve. But
I just think it's sad that it doesn't accurately represent the amount of
services that we provide to our families.

Louise Gill: And you know what you should do, you should be making a
comment in the general section to say these things.

(Vanessa Hanson): Okay.

Louise Gill: To say that, you know, we provide services to our families
multiple times even though we can only count them one time in one
category.

(Vanessa Hanson): Okay.

Louise Gill: So that's what I'd do because it does say in the user's
guide, families that receive services other than those listed should be
reported in General Comment section. I think I'd also say, you know,
"(Jean), what do we only count these families once if we give them a
food service and they receive the food service four times?"

(Vanessa Hanson): Right.

Louise Gill: Yeah. I think I'd put that in the General Comment section.

(Vanessa Hanson): Thank you.

Louise Gill: Yeah. Okay.

(Tammy): Hi, I have a question. This is (Tammy) with Head Start.

Louise Gill: Yeah.

(Tammy): I was just wondering when we give a family information for
referral, let's say it's the food bank and Mental Health or GED, what
kind of documentation do we need on that? Do we need like a hard copy
stating that they went and saw Mental Health? Or if we know that they're
doing their GED, do we need to get some sort of a copy or do we just
write that down?

Louise Gill: Well, my question to you is how are you going to know if
they are receiving their GED classes or if they're moving forward on
that referral unless you do document it somewhere and follow up on it?

(Tammy): So it could be done a multiple number of ways. You know,
grantees have different ways of tracking this information or they write
in their case notes or their family contact notes. It's just really your
program having to decide how are you going to keep up with this
information once you give a referral.

Louise Gill: So we want to know the whole purpose behind these services.
Are we meeting the needs of our family? And how are we going to know
this unless we follow up and we keep track of it somehow.

(Tammy): So okay. I understand that. What I'm saying is, so would I
have - would I ask them to get documentations from the person that was
in-charge of the GED. Do we need that documentation?

Louise Gill: No.

(Tammy): Or do we just take their word for it?

Louise Gill: You just take the word of the parent. Please, you don't
have to go to a lot of trouble to follow up. By following up, I mean, it
could just be a phone call so the parent could say, "So did you ever get
in those GED classes or is it still an interest of your?" That's about
as formal as you need to get. There's nothing that says you have to have
written documentation that families receive any of these programs.

(Tammy): Thank you.

Woman: (Unintelligible) documentation that they followed up.

Louise Gill: Right yes.

Woman: (Unintelligible)

Louise Gill: Any more questions on this?

Louise Gill: Okay. Let's move to Page 29. And I'm hearing background
noise so please mute your phone. Thank you.

Okay. Number 48, WIC participation. Now, here we want to count our
families not the number of children who are - so you may have one family
with two children that are enrolled in WIC but you just want to count
that family and you want to count that pregnant mother. If you're Early
Head Start and she's receiving services from WIC.

Okay. Father involvement, Number 49. Does the program have an organized
and regularly scheduled activities designed to involved fathers father
figure. Now the question has come up, do we count when fathers go to
policy counsel? Do we counsel when fathers participate in the classroom
or go to a parent center meeting?

No. Those are things that we do anyway in Head Start and of course those
fathers are encouraged to attend those things and we want them to. But
what this question is asking, what had your program done over the
operating period to specifically schedule fatherhood activities? So
either you did it or you didn't.

And then in 50, they don't want to know the number of fathers that
attended those activities, they want to know the number of children -
yes, I'm sorry - they do want to know the number of fathers that
attended and participated in this activities.

No, I take that back. You guys, it's getting late.

Woman: It's the number of enrollees?

Louise Gill: It's the number of enrolled children whose fathers
participated. So same yeah, same difference. Yeah, sorry about that.

Okay. So any questions on that?

Louise Gill: Okay, homeless. Now, please look at the definition of
homeless. This is families living in temporarily shelters, hotels,
vehicles or moving frequently between homes of relatives and friends \--
moving frequently, living temporarily.

So Number 51, the total number of homeless families served during the
enrollment year. That's during your operating period. The total number
of homeless children served during the enrollment year and the total
number of homeless families who acquired housing during the enrollment
year.

Now, (Marilyn) this question - I'm asking (Marilyn) the program
specialist for clarification. This question came and the question was,
when they acquire housing, does it have to be permanent housing?

And so, looking at the definition I would think that it would have to be
permanent. Now, transitional housing is different from living in a
shelter, right?

(Marilyn Akiyamo): Yes.

Louise Gill: Okay. So transitional housing is...

(Marilyn Akiyamo): But it's temporary.

Louise Gill: It's temporary but it could be for two years. It could be -
I understand in the state of Washington, they've opened up that list so
that families now can get on that list for transitional housing. So if
that family acquired housing during your operating period for
transitional housing, I would count them as acquiring housing. We don't
know what's going to happen to them at the end of this year but they did
acquire the housing with full intent to stay there as long as the
transitional houses requirement.

Now, it's different from shelter. Shelter could be for a week, it could
be for two days, it could be for a month. That's temporary. So, if
you're running into this information with families, please kind of think
of it that way but it's still up to your interpretation. Right?

(Marilyn Akiyamo): Sounds perfect to me.

Louise Gill: Good. So any questions on that?

(Vanessa Hanson): This is (Vanessa Hanson) and also here with
(unintelligible) for (unintelligible) we do have a small group of our
Region X children who we serve that are part of our also our migrant
population.

Louise Gill: Yes.

(Vanessa Hanson): And those children and there families do move
frequently and most often times are housed in temporary shelters camps.
And so, we're wondering with the move frequently, with temporary there.
We have not previously categorized them as homeless because of their
migratory nature. Are you saying that under this description we should?

Louise Gill: Yes. I'm not saying that it's the definition of homeless so
you kind of have to interpret that. For the Migrant Programs, I think
they're very specifics as what the want the Early Head Start and the
Migrant Programs to report on. And then if you truly feel that because
they are migrant families that they do acquire housing, well its migrant
season and the migrant program is open. Then I would count that as
acquiring housing.

Now correct me if I'm wrong, Migrant Programs only run for so many
months out of the year, right?

(Vanessa Hanson): Correct.

Louise Gill: Okay. So during your operating period in your Migrant
Programs, you have to ask yourself, did these families acquire housing?

(Vanessa Hanson): Do you mean if their housing is permanent or if they
just have housing?

Louise Gill: Well, according to your operating period, did those
families acquire housing? Okay. So let's say they enrolled in your
program and you ask them, "Are you temporarily living anywhere?" And if
they say, "Well, I've rented this apartment for the three months that
we're going to be here during this season." To me that is acquiring
housing. They are not homeless.

(Vanessa Hanson): What about our Migrant Camps?

Louise Gill: Our migrant people living shelters or are they - how does
that work?

(Vanessa Hanson): (They're in tent).

Louise Gill: They're in tent. I would think that that is, you know,
that's up to your interpretation. (Marylyn), what do you think?

(Marilyn Akiyamo): I honestly don't know.

Louise Gill: I don't either.

(Marilyn Akiyamo): I have my opinion but I really don't know how they -
well, I don't know.

Louise Gill: Right.

(Vanessa Hanson): And that's (unintelligible) because I only ask because
we do serve a number of those kiddos in our Region Programs for the
families that stay over pass the necessarily regular migrant service
time.

(Manuel): Yeah. During the...

(Marilyn Akiyamo): Where do they stay? Well, where do they live when the
migrant season ends?

(Vanessa Hanson): In the tent.

(Marilyn Akiyamo): Okay. So they can stay - still stay in the same
place.

(Manuel): Yeah. (This is Manuel).

(Marilyn Akiyamo): Yeah.

(Manuel): We have - what happens is during then winter months, like in
our region program is that (unintelligible) settles somewhere during
those months but as soon as it's time to start migrating again, they
could - we served a big enough area that may during the migrant period
move from - stay within our same - stay within the agency but just moved
from one center to another and then Region comes up again and migrant
ends. And so they, you know, find an apartment or whatever the case
maybe...

((Crosstalk))

(Manuel): ....months, participate in the Region Program and then they're
back to the migrant status again, start moving around with the
(unintelligible). Do you understand?

So during that time period - during the...

(Marilyn Akiyamo): Because they're moving frequently.

(Manuel): The fact that they found a permanent place to live during the
Region Program months does that make them permanent residents in that
address then even though we know that as soon as the (unintelligible)
start up again, they're going to migrate along with them.

(Vanessa Hanson): I would think so (Manuel).

(Manuel): Okay.

Louise Gill: Because what you're saying to me is they're in the Migrant
Program and then they move into the Region X program and then they move
back to the Migrant Program. So you would have to account - you got to
do a report for Migrant and you got to do a report for Regional. And
these kind of families are going to be counted in both programs.

(Manuel): Okay.

Louise Gill: And so, if they acquire an apartment during your operating
time that they're in Region X, that's permanent housing to me. If - when
they move into your Migrant Program and they're somewhere during your
Migrant Program, operating period, that's permanent for that program.

(Manuel): Okay.

Louise Gill: Okay. I hope this helps.

(Marilyn Akiyamo): With the moving being frequently in the description
there, you kind of left that window open.

Louise Gill: Yeah. Okay. Yeah.

(Manuel): Thank you.

Louise Gill: You know, this is what I said in the very beginning. Many
of these questions under family services is up to your program
interpretations. And I don't think once you mark something in this box
is that anybody is going to come back to you and say, "Now, I want you
to prove to me that these families did not move or that they were not in
this situation." I mean, we're trusting. We want this information to be
as accurate and consistent as possible. But you guys have a lot of say
so as to how that information in entered. Okay?

Woman: I have a question on the fatherhood from Lane County.

Louise Gill: Yes.

Woman: My question is we do regular events during the year (Program Y)
but then the sites hold and host various activities like lunch things
with fathers and different field trips maybe. Can we count those in the
big number where our children have participated counting the big program
events as well as the site setup events.

Louise Gill: Yes.

Woman: Yes, okay.

And because they regularly schedule (unintelligible) through me, so
those site (unintelligible) don't need to be regularly scheduled. They
can be just one time event as this example of single-father seminars or
something, right?

Louise Gill: Yeah. As long as it's done during your operating.

Woman: Okay. Thank you.

Louise Gill: Yeah. Okay. Any other questions? Any questions about
anything with the PIR?

All right. Well, I want to thank everybody that was very patient with us
and went through these content areas and we will try to get answers back
to you, if we weren't able to get answer you today.

I just want to say one thing, please if you're using ChildPlus or HSFIS,
you got to work with both agencies there to find out exactly how to
generate those reports to get the answers here on the PIR. And I wish I
were an expert in that but I'm not. So just keep digging and keep
calling Xtria and ChildPlus and make it work for you.

The other thing is please use your general comment section because we
want you to be able to give credit where credit is due in this report.

So, unless anybody has any other questions, well be talking to you again
soon in some other capacity. So I will see everybody later.

Thank you.

Bye.

END