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I okay okay well I appreciate you joining us this is the fifth in the series of webinars that we put together this year for the system of support and it's our final one they are being uploaded if you've not been to it yet at the end of this webinar I'll show you where to go so if you want to go back and you have partners or folks you want to share the webinars with you can actually go back and share them I'll show you where they're being posted and uploaded but this morning's webinar those of you that have me presenting know that I keep them fairly short and hopefully you know another 25 30 minute webinar and not use up all of your morning so we'll go ahead get started we are talking about contracts and budgets this morning of course very timely as those of you probably have been working on your contracts and budgets preparing to do so before the end of the school year I hope so we'll go ahead and get started some of the beginning pieces is just some introduction stuff creating linkages embedding wishing pre-k and community programs it is critical we know that we do know our system is set up to use community resources we know that it's about maximization of resources you're going to hear a recurring theme throughout the morning of joint decisions maximization of resources we will talk a little bit about funding this morning but when i get to the funding pieces it will come full circle back to more of a dialogue about resources so kind of keep that in mind as we as we do go through and we do understand that you know even 10 12 years ago as we put this together there was this idea of shrinking resources and I know that the in light of recent events here we know that the you are dealing with shrinking resources so public school community based programs how do they bring the resources together it is for these partnerships the idea of these part ships are they in event or are they actually a process and that's another piece that we're going to talking about today is really viewing this as they process the contracts and budgets is an annual event I know you all go through but hopefully you started thinking about the timeliness of it and the efficiency and the quality of those contracts and budgets a lot of contracts and budgets we see they look nothing the way they did even 23 years ago they continually evolve as folks deal with changes in their community changes in funding streams changes in how they want to raise the quality of the program so we see a lot of different models of how those contracts and budgets have changed over the last couple years one thing that we have to at least be mindful of is the folks wondered after 2012-13 universal pre-k was in effect how you know how would that impact the county collaborative team especially the core team and those of you that were part of the revision and review the revisions of policy know that section for that policy actually laid out a lot of decisions every year that have to be made by that core team and these aren't decisions hopefully that are made once and forgotten these are decisions that you're revisiting all the time and you'll notice highlighted in these next couple slides that joint decisions there's a lot of things you have to consider every year whether it be the location of all the classroom all the classrooms including preschool special needs classrooms the needs may change year to year populations may shift the children where services are needed is a lot to consider just for the location then we get into resources and having a you know there's quite a bit of dialogue has to take place about how we're going to share information about the classroom staffing staffing patterns change we've seen many counties begin shifting that staffing pattern qualifications are raising we want higher standard teachers and assistant teachers and some of that dialogue we've seen we sort of have long conversations about well who's going to employ the lead teacher who employee the assistant teacher just because the way it looks now may not you know you may have a plan and you're counting for five years from now you want to see that shift so you can maximize resources facilities food transportation program availability some folks are thinking now how do I expand my program to meet the new 14 hours per week next year maybe I'm a county that wants to start moving to a full day these are all things that really impact that contract and at the end of the day it does impact that budget you know Universal enrollment process how you're going to get services to folks the curriculum is always a concern to make sure that it's part of the contract and budget we have guidelines for supplemental materials not only is there a cost there's a implementation piece you know is their professional development school readiness and transitions were really tackling now monitoring and the entire program assessment and continuous quality improvement plan so as you can see there are a lot of joint decisions that take place throughout the year that really should all lead up to this huge dialogue around contracts and budgets and you kind of think wow that's a lot to do you know where do we begin I think the easiest thing to think about is let's think about the end what's our deadlines were working with on contracts and work backwards you're all familiar with the August first deadline August first is set and I've listed the policy pieces here for you but August first you know you have a deadline for your comprehensive fiscal report and you do have a deadline for verification of the contracts and budgets there's a lot to consider when you work backwards how much time do I need before that August first deadline to have my county board approve and sign off on this or other superintendent approve and if I know that timeline well how much time before that does it take for my partners to take it through their boards and have their director sign on before that how much time does it take for the court team to really put this together we threw because that's their recommendation to these partners and the leadership in those partnerships to think about these are our recommendations for the contract we see contracts come in as early as februari March and we do see them late and we're going to talk a little bit about you know what's happening with these late contracts how long does it really take your County collaborate seem to do this and it comes back to what I said earlier are you looking at this as an event and a time period where we just get together we sign get through the approval process or do you look at the contracts and budgets as a process a ongoing dialogue that takes many many months to make sure all the T's are crossed all the I's are dotted that we're going to have the highest quality program it is a joint effort it is about maximization of resources it's making sure that all those resources do go in to making sure we meet 25 25 and it is quite frustrating that sometimes we don't start with the dialogue of quality we don't start with a dialogue of what does it take to really have a high-quality classroom in this classroom to function of the level we want it to oftentimes what we see is the conversation immediately jumps and leapfrog everything and goes directly to money and money is a part of the contract and budget discussion but there is just no way to have a high-quality program that you can start with money first you've got to start with the piece as it takes to have a high functioning classroom first so you know the contracts themselves we are concerned about that August first deadline what's actually verified you know we are verifying that by the time children start school there is a signed contract to ensure that classroom is ready is supported there's liability issues to consider and you know is it you know let's start with fine you know a contract is an agreement by two partners and sometimes to the universal program review is what we see is that there is a contract in place that was signed by the local Board of Education it's on file as a board but the question is did it you know do all the partners have a copy of it was a copy of a signed contract sent to a head start or childcare director are both signatures on the contract so those are things to think about as you know you you send in those verifications to state department of ed s we've done the process we are verifying that it's on file verification is a little more complex than that it is making sure that there's both a contract and a budget for every classroom signed by both partners on file at the local Board of Education and some of those resources that we're going to be using today to talk about this process I'm going to pull the website over and we're going right off the office of early learners website and it's under universal pre-k County collaborating resources and most of what I'm going to be discussed them are the third and fourth pieces down through there West Virginia pre-k partnership collaborating community partners and we will be using the budget template the links are there and I'll make sure in jannah tree and we put the recording the webinar on we'll also put the powerpoint so you can have direct access to this to these pieces those are great resources I mean the partnership if you've not seen that document we're going to use it today we're going to talk about the budget templates online but as you see I've also included colleagues and peers and your colleagues and peers across the state are definitely added in as a resource you have colleagues and peers that everybody does the contracts and budgets differently whether it be the timeline what's included how they do their budget how they allocate and think about maximization of resources so you definitely want to tap in to your colleagues and peers across the state we've had and we've invited and highlighted some of those programs at leadership Institute's we continue when you call in and ask for typical assistance the steering team definitely points you in the right direction of some folks you may want to talk to about how they do theirs and you know as with everything in West Virginia is there fifty five counties and there's definitely 55 different ways to do this there is a lot of local decision-making that has to take place in this process and it has to take place in the context of the resources you have available the budgets that you have available and definitely you know what how do you put these together to make sure we're meaning policy 2525 so there is the contract piece but required with the contract piece is a budget and we actually provide a budget template that we ask that assigned and is therefore every classroom and that budget template is pretty straightforward it hasn't changed a lot over the years you should be able to see it now on the screen this is it if you've not seen it this is really about a dialogue this piece was never intended to say let me write down what I'm putting down from the county I'll send it over the head start or childcare program you all right down what you're putting in will sign it there's a total cost for that classroom this is really part of that ongoing dialogue and to be done successfully and done right it is it has to be done together it is intended to be a less think about the resources we're pulling together to create this contract and budget let's really think about what we have available what resources each partner to bring to the table let's see where they plug into this let's see where the gaps are what we need to address and it is for every classroom I honestly County a community partner I would not be signing a contract until a budget sheet was completed for every classroom it's just this is part of the process this is something that we're asking to be verified that it was done and you can add delete you may have additional things that you'd like to include on your budget that is fine but this is the basic template that actually matches the documentation in the partnership guides peace equity of services you know that's another thing to think about these are you know universal pre-k classrooms so each one of these budget sheets you have to think about do they all reflect equity do they all bring our classrooms to a level of quality that we feel good about that the children our community have access to and if not that's what the budget sheets for how do we fill in the gaps make sure all of our classrooms at our level that we all agree they should be just a reminder this is on page nine there's actually a discussion guide it goes along with this on page nine and I'll bring it up for you this takes you through every category on the budget sheet is just some reminders to think about as you're having discussions with your partners and fill it in the budget sheet of things to consider such as the teacher aide administration family services being provided space renovations there's a section for utilities and how to include them an allocate costs if you have to do and think about custodial pieces supplies for the room food has been on there many people do a separate contract for food and meals that's completely okay transportation professional development the ongoing monitoring piece so it's fairly comprehensive to really think about all those pieces of policy 2525 go back to the joint decisions the core team has made and then there's also if you drop down to page 23 there's a sample contract in here but there's also appendix see appendix e is fairly new I think you get launched last year in 2012 and appendix c is a checklist for developing partnership and this is actually intended as a little you know those cross the t's dot the i's did we talk about this did we address these things and this is a really good piece to have available it takes you through some general information some of the partnership services the fiscal resources and it just allows you to check off that yes we've addressed this we finalised if there's some action steps or no we haven't we've not talked about this we've not had a meeting with this hasn't come up in our budget discussions it's 33 pages long general administrative some of the oversight team says record keeping is even on here how you're going to share information so these are definitely it's a resource available to you I would encourage you to use it pull it out when your partners together even if you're you know the pre-k coordinator or head start for every child care director have your own copy of this as I went through the contracts and budgets it's at least a place to check off was it discussed funding a lot of discussion around funding I'm sure there's a lot of discussion around funding I know the head start collaboration office the office here at the department I'm very interested in the cuts here recently that both impact could impact this year definitely will impact next year you know just because these cuts are in place you're going to be real careful with saying well I got cut I just need more money money is going to be hard to find if it is about maximization of resources and the money available for pre-k is definitely not meant to supplant any of the existing resources it's not meant to place any undue burden on anyone partner a poor team should be very confident when they sign these contracts and budgets to say yes we have thought about everything it takes to put together this pre-k system we have a joint decision of how we're going to fund it and we know who resources available to us we know work with our Head Start partners and our child care partners the resources they can bring the table we know the resources we have available whether it be through eye-dea funds if title won support in any PS title to funds and of course the state age funding formula and just as a reminder section 19 a policy 25 25 does talk about the funding pieces and mechanisms in place you can still visit the 2008 memo on calculating FTEs because it does matter how much money you're going to generate stay days based on the number of hours the children attend it's also included on the partnership document there's an assistance beefier calculating costs and resources are tablet in the policy definitely remind folks that those are public school c ildren once we enter them into the universal pre-k system so they are calculated in the state funding it is free public education 19.4 a answers a lot of questions about the child care peace you know it is part of the pre-k program what we can and can't charge pair of tuition we've tackled that in the past so if any questions on this you know we'll attack a little bit at the end of our frequently asked questions but just as a reminder if you're looking for the funding pieces and policy you want to go to section 19 in the policy the partnership document does have some sections in there just to remind people about state aid funding childcare subsidy and parent tuition head start funding it's included on page three you can definitely go to page 3 i'll bring it up here but so just reminders about some of those pieces we get a lot of calls about state aid funding and it's important to remember that state age funding there isn't a specific pre-k funding stream for state age finding your local county boards of education get a pre-k through 12 budget and the office of Finance they do not create a state aid funding sheet for second grade eighth grade 11th grade out of courtesy they've always provided us at least and provided to the counties what the preschool enrollment generated in their pre-k to 12 budget and that's really important to know there's not a dedicated actual amount but there is a god of what pre-k enrollment generated and it does help that core team when they're making their case about what's needed to fund this program and what resources are really needed on that contract and budget piece subsidy if you pull up in the partnership again it's page three and I'll pull it over here free to view very quickly you'll be able to come in you'll be able to see some of the head start description that has start funding it is a direct federal to local agency funding grant there's a section on subsidy and yes they can still claim subsidy during the 3k hours there's a section on parent tuition and what needs to be considered what you can and cannot charge before and after school is fine and so if you have any questions again page three and the idea that this core team really is sitting down and figuring out how do we braid these pieces of funding how do we pour resources together it goes right back to the checklist we provide it it goes right back especially to the budget template that budget template is about braiding fun not just putting down I'm providing this you're providing this sign off what are the gaps how are we going to fill the gaps how are we going to extend or expand services resources versus just actual dollars if some of the questions we get asked frequently when we handle contracts and budgets from the Western pre-k steering team or provide technical assistance they supplied me with some that we get recurring cause we've talked a little bit about in child her partner's charge tuition for the before and after care yes for the actual hours of pre-k no you know and how they set that up in the contract you know do they only accept children that are willing to go to the before and after care or if they're on the universal application as we want to get as many kids in this classroom we make sure we're using the slots available that needs to be considered in the contract that's how are you going to enroll those children and how are we going to claim and fund them we get a lot of questions about dollars versus resources headstart partners power dollars invested extending or expanding services versus any of the plan issues sometimes you definitely see some differences in child care contracts versus Head Start contracts childcare I'm definitely you know the funding available to them subsidy is minimal parent tuition is where they get their funding they can't charge during those hours so there is a difference in funding potentially for childcare with Head Start partners you know you have a lot of discussion and dialogue about the resources you bring to the table whether it be facilities whether it be professional educators the assistant teachers services and a lot of we've seen over the last two or three years is especially if you go down to sample McDowell County how do we extend those services how do we better use the dollars available through state aid to potentially hire a more professional staff through those dollars and allow the headstart dollars to extend services that is absolutely the types of dialogues we're looking for teacher credentials this is another major topic that we hear a lot especially during the program reviews I've provided a link to Laura kaisers presentation we know that we are asking for a different credential beginning august first with new hire is having a ba degree something is think about how you're going to meet that new need you know are we do we have a five-year goal do we have a strategic plan in our county to address these changes the teacher credential though needs to be on file a lot of times what we're seeing is a contract sign we get into october november and then we find out that that teacher doesn't have a credential that's actually an effective breach of contract that's actually not a universal pre-k classroom and it is very concerning so you want to make sure that the LGA has on file either the teacher credential form 50 or many of you you not hesitated to write me and I'll send you verification that the process is taking place you know that it takes several months to go through the process downstairs but they are able to verify that there in the middle of it it's been reviewed and you can continue with your contract but most importantly is before that contract sign verify the teaching credentials verify you staff member that's going to meet that demand in your contract and the other one we deal with is yes there is an August first deadline for verification but there's always that big but but we're still working on this but we're waiting for a school board to approve it we had to renegotiate a piece of the contract and those things are fine that happens what is very concerning is beginning the school year with children without a signed contract that's the concerning piece and you know if you get to the point in October you've been running a classroom without a contract the question becomes who's liable the parents are enrolled with the understanding there in universal pre-k but without a contract is it really a universal pre-k classroom second month headcount coms you're collecting state age funding without a contract are you collecting funds on children that should not be counted in universal pre-k so it's something to really be aware of that it's starting the school year without a contract should be very concerning to your school board your partner's leadership and definitely the State Department the resources were there sometimes it simply falls into a timeline issue we didn't go back far enough and begin the process so something to consider the two resources I'm going to leave you with though it's definitely the partnership he's really being concerned about where do i go to find that particular resource go to the partnership guidance document appendix see appendix b the checklist again i direct a lot of folks to the checklists for developing a partnership agreement it's a great resource there is a sample agreement in there and as all it is is a sample put your peers and colleagues you know they're usually very willing to share how they develop a contract samples their contracts how they I know that in 2008 Leadership Institute we had several counties step up and actually share budget templates and the process for developing budget templates so definitely are great resources many of your typing questions on I'm going to go back and pull some of these questions if you have questions you can post them now will take 5-10 minutes to answer questions and then we'll talk a little bit about what to expect in the coming months and some of the planning pieces to think about for august and sep tember you okay let me capture some of these questions are coming in first question is as you're working on contracts for next year the question is can a private childcare center also house has star students and students still receive head start services yet we see that growing annually I believe we saw about of two percent growth and I'd have to ask Tracy to correct me but I definitely think we had a two percent growth and what we consider three-way partnerships and that's the local Board of Education the private sector partner and head start and as long as that child care center agrees you know to work with Head Start meet the performance standards their house on universal pre-k yes you can have head start children receive services there because we definitely want to eliminate transitions children have to go to we def they don't want to see a child window universal pre-k being put on a bus or transported to another facility just for services we see that happening more and more and we definitely encourage it the three partners can get together and it does take three partners doing the contract and budgets though we get a lot of questions and I'm going to tackle one of them but it's been an ongoing emails calls texts have come to me about the governor's education bill asking for five day preschool programs I definitely encourage you to go in and look at senate bill 359 look at the language he does mention that you know yes we would love to have just as our federal Head Start partners have been very active and saying yeah we would love to have five day full day you know universal pre-k but if you go in and read the bill is a language still remains that it may be fewer than five it's based on family need 53 out of 55 counties operate afford a model two out of the fifty five counties often operate a five-day model I think what you'll see in that bill is more of a push to full day the five day is mentioned in the opening but the language in the bill still allows the county collaborative teams to make that decision just as a reminder when you when you do make the decision please be sure that the contract that local childcare center you know they're going to have a contract to do universal pre-k Tracy's put it on the board between the private childcare and Head Start also some are you asking about the county pre-k aid certification at this point time I have to refer you to senate bill 359 you can go in and review that questions come up well I'm reading the bill Clayton but I don't see pre-k age mention actually what you're going to see is in that bill they address kindergarten assistant teachers because 18 544 our early childhood our pre-k bill takes the language from the kindergarten assistant teacher piece so by changing the kindergarten system feature piece it automatically changes subsection M of 18 544 so that is addressed in 359 who can go in and see the language they presented and it's similar to the language we've seen over the last 12 to 18 months for an assistant teacher credential both a temporary and permanent type off authorization as well as an early childhood paraprofessional there is also on the site and I will pull it up for you on the county collaborative team resource site folks are asking about how to blend or can they still use title 1 funds there is a West Virginian pre-k and title 1 collaboration is the last link on this slide and if a piece that thief Department of Education federal program office and the title one folks put together with the office early learning and the Western pre-k steering team on how you can continue to use tire ones to support pre-k you can go to that document it will walk you through what's allowable and what's not allowable days a week people were asking contracts and budgets the four day that I said most counties were in because the number of days now in policy 128 or more we hope that you see more you need to meet 128 for both policy 25 25 as well as head start if you're parting with Ted stars they need all 128 days so you need to take that in consideration and in the time frame of a school calendar we do not see any three-day models in the state any longer and definitely with this push to five days or at least encouraging that if you can go to five days that's great but you're not going to be able to drop down to a three day model we just do not seem across the state so something to think about as you're considering days how do you build in time for out of those hundred twenty-eight days honey built in time for family visits and the parent conferences that you do those can be in there lots of folks are addressing weather issues especially if you live in the eastern part in northern part of this part of the state is there a contingency plan for whether to still be able to get in our instructional days many folks are now including those in their contracts well share pre-k staring team you can continue sending questions to us especially for the technical assistance pieces so I put their contacts up your familiars going to folks here be aware that there are continuing questions coming in i'll try to address at the end there are spring risa meetings upcoming your risa special way directors typically put those together they are focusing on the 14 this spring it would be the final piece of the year loan system support so you should be sense of information coming around some agendas being developed for those be aware to that by the end of the month the first annual school readiness profiles will be available they're actually being presented to the early childhood advisory council today they've been vetted by both education alliance several state stakeholders here and hopefully by the time the recent meeting take place you'll have those in your hands you'll be able to be prepared to ask questions and we'll try to have a representative at those meetings to discuss that many of you are planning for next year we do have a few dates I can provide you now but part of your recent meeting will be working with the county teams to really look at the system support for next year do we want to continue doing webinars a series of webinars the two days I can give you is August ninth it's something to mark on your calendar August ninth would be the new administrators orientation we had a very successful new administrative orientation last year it's a one-day event the marsh University graduate college in Charleston it's usually from 10 to 2 10 23 so hopefully many can drive down and back but and you can join by electronically if you can't drive in it is dedicated to new administrators the hose with two or less years on the job we consider new I know that some of you and new positions would rather it be a three or five year grace period but we really focused those that are in their first year or two at a core team member and this is open up to all new prepaid minutes coordinators especially wet directors a childcare elected representative on the 14 the head start representatives their new on a county team this is a one-day event crash course on the policy and understanding this partnership process sep tember 5th and 6th are the data set aside now they are booked for the Leadership Institute it will be at the Embassy Suites in Charleston we hope to do a ten o'clock start time on a fifth and a two o'clock in time on the sixth so you have one night stay for most of you those are the dates that we can provide you so autist ninth and sep tember fifth and six