- Frequently Asked Questions -
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WV
Code §18-5-44
Question 1: If a child
is not developmentally ready for kindergarten success, after being enrolled
and participating in kindergarten, what is the proper procedure?
Response 1: §18-8-1a of
the West Virginia Code “Provided, that a child may be removed from such
kindergarten program when the principal, teacher and parent or guardian
concur that the best interest of the child would not be served by requiring
further attendance….” Once that decision is made, plans should be developed
that support the best interests of the child. If other programs are
available that can help the child be better prepared for kindergarten, every
effort should be made to inform the parent/guardian and find placement for
the child in such a readiness program.
WV
Pre-k
Question 2: Please give
us direction on Head Start’s requirement for family style meals. What about
the WV DHHR child care licensing requirements for meals? Our school will
only serve cafeteria style and the local health department supports their
decision.
Response 2: The essence
of family style meal service is related to socialization between the adults
and children during meal time. Adults should sit with the children,
preferably the teacher and classroom aide. Children should be seated at
tables that are of the appropriate size for them, using utensils also of
appropriate size. The meal time should be relaxed with good conversation
between adults and children about the meal, good eating habits, family and
classroom events, etc.
One of the "myths" that has
been perpetuated is that the children must serve themselves and pass the
food in bowls, etc. This is more of a recommended practice wherever possible
than a requirement. Children need to learn these skills, preferably in this
setting if they are ready, but where it is not possible, perhaps food
experience "lessons" can accomplish the same.
Question 3: Montessori
is not listed on the approved WV Pre-k curricula list. May Montessori
programs participate in WV Pre-k?
Response 3: Educational
publishers were notified of the opportunity to submit published curricula
for review to be placed on the approved list. No published Montessori
curriculum was submitted for review.
Montessori programs may be
participating WV Pre-k classrooms if they are able to incorporate their
approach into one of the approved curricula, and if they are able to meet
all of the tenets of Policy 2525. Per §126-28-3.4 “Approved WV Pre-k
participating programs includes public school preschool, including preschool
special education, and any community provider that contracts with the Local
Education Agency (LEA) including, but not limited to, childcare, private
preschool, Head Start, and community-based programs that meet or exceed all
of the requirements of this policy and are a part of the county’s
collaborative plan.”
Question 4: You have said several times that Title I can and should be used
for start up. We are hearing different messages from some of the Title I
folks. Can you clarify?
Response 4: Title I funds are an appropriate source of start up funding for
WV pre-k classrooms. At the national level, Title I is considered to be the
education funding source for pre-k classrooms for children who at risk.
Section D-1 of the Title I Pre0School Guidance states: “A particpanting
school may use its Title I funds to operate a preschool program. An LEA may
reserve an amount from the LEA’s total allocation to operate a Title I
preschool for eligible children in the district as a whole or for a portion
of the district [Section 1112(b)(1)(K), ESEA]” According to NCLB
1112(b)(1)(K), it is clear that districts can use Title I money for
preschool in all of the district or part of the district, regardless of
which schools are Title I.
Question 5: Do you have the updated enrollment numbers for 2005-2006?
Response 5: We have 962 more children enrolled in WV Pre-k this year than
last. Our preliminary head count is 8,942.
Policy 2525
Question 6: Who must
adhere to West Virginia Department of Education Policy 2525, West Virginia’s
Universal Access to Early Education System and when must they begin to
comply?
Response 6: Policy 2525
was adopted by the West Virginia State Board of Education on January 9,
2003. It became effective February 12, 2003. Policy 2525 was revised and
adopted by the West Virginia State Board of Education on July 15, 2005. It
became effective August 14, 2005. Currently all Public School Preschool
programs must comply with the requirements of Policy 2525. Other providers
of early care and education services that contract with the LEA must meet or
exceed the requirements of the policy to be approved WV Pre-k participating
programs.
Question 7: I have noted that in WVBE Policy 2525 it refers to a procedures
manual. Did you send that out and I missed it?
Response 7: You are correct that the policy refers to a procedure manual.
Unfortunately it has not been completed. The manual is in process. Also in
the development process is the desktop audit process for determining
universality. We have one county that will pilot the audit this year. That
county wrote for permission to do so last year and it was granted. All of
the other 54 counties will be expected to submit a county plan for 2006-2007
by February 17, 2006.
Question 8: Define full
implementation.
Response 8: The key
criteria is whether all children who parents want them in a WV Pre-k program
have access, including those children in community programs who wish to
participate. The second criteria is determination of whether all classrooms
in the county’s WV Pre-k System meet the quality requirements of WVBE Policy
2525. A letter requesting permission to complete the audit process for
determination of universal status must be submitted with the county plan.
Once the letter is received and approved, a desktop audit will be conducted
asking for documentation of several aspects of WVBE Policy 2525. The
desktop audit will be followed by an on-site visit.
Question 9: What do we need to do to be deemed Universal?
Response 9: The key criteria is whether all children who parents want them
in a WV Pre-k program have access, including those children in community
programs who wish to participate. Only one county has permission to not
submit a plan. They received permission last year. The other 54 counties
must submit a plan but may also submit a letter requesting to be considered
universal. It should be submitted by the county collaborative team. The
process (still under development) will be once the letter is received and
approved, a desktop audit will be conducted asking for documentation of
several aspects of WVBE Policy 2525. The desktop audit will be followed by
an on-site visit.
Question 10: Which counties have universal access in place? Can we have
their contact information?
Response 10: Current numbers indicate that Braxton Co (Morna Greene), Gilmer
(Lesa Hines), Pocahontas (Janet Lucas), Ritchie (Dr. Rick Butler), Tucker
(Jan Michael) and Webster (Kay Carpenter/Judith Woods) are serving all four
year olds whose parents want them in a program. Lewis (Judi Coffman) and
Taylor (John Stallings) have open enrollment and no waiting lists even
though they are not serving 80% of the children according to our numbers.
At this time no county is deemed universal because no desktop audits have
been conducted.
Definitions
Question 11: Will the
definition of “eligible child” be expanded to include 3 year-olds
participating in the Even Start program?
Response 11: §18-5-44
states “During or after the school year beginning in two thousand four, and
except as may be required by federal law or regulation, no county shall
enroll students who will be less than four years of age prior to the first
day of September for the year they enter school.” It is generally accepted
that the federal law to which this refers is IDEA pertaining to students
with identified special needs. Children without special needs who are three
or younger can still participate in Even Start and Head Start.
Collaboration and
the County
Plan
Question 12: Please
clarify the standard for full implementation that states: “50% of classrooms
shall be provided through contractual agreements with community programs”
Please give existing examples of working collaborations in the state. Please
be specific in the description of these collaborations.
Response 12: a. By
2012-2013 provided through contractual agreements with community programs.
Counties shall explore all feasible supports to enable community or at the
time a county has reached universality, 50% of the classrooms must be
partners to meet the requirement of Policy 2525, before determining that
programs cannot meet the mandates.
b. The WV Pre-k Technical
Assistance Steering team can provide examples of working collaborations.
Question 13: In the case
where a county board of education is also the Head Start grantee or in a
county where there are a number of existing Head Start/ Public Preschool
collaborations, will existing Head Start classrooms/ collaborations count
for the 50% collaboration requirement in §126-28-6.5 or must child care also
be included?
Response 13: Yes, Head
Start and existing collaborations do count; however, the policy supports the
inclusion of child care and other community partners. If there are licensed
child care centers in the county that wish to participate, counties are
expected to include them in the county collaborative plan and support
collaborations with programs when feasible and in the best interests of
children, (§126-28-6.5) “Counties shall explore all feasible supports to
enable community partners to meet the requirements of this policy, including
providing certified teachers in community programs, before determining that
programs cannot meet the mandates.”
Question 14: §126-28-6.4
states “This ratio of community to public school providers can only be
decreased with the written permission of both the WV DHHR and the WV Board
of Education…” Is this a formal separate process, what happens as programs
come and go and impact percentages?
Response 14: In a
county’s annual update, the county would include the changes and request
approval.
Question 15: Can a
community early childhood program be required to be serving a certain number
of children in order to contract with the county board of education as a WV
Pre-k provider?
Response 15: County
teams may wish to establish “Readiness Criteria” that relate to all aspects
of Policy 2525 and would apply to all potential classrooms (ie, space,
staff, curriculum, health and safety….). The county team can then examine
strengths and opportunities for each potential site and develop a phase-in
plan to support all potential providers who demonstrate a willingness to
meet or exceed standards. There are fiscal implications regarding the number
of children in a group to support the cost of meeting Policy 2525
requirements. Alternative options should be explored for small providers to
determine what might be feasible for their situation. For example, would the
facility have space to add more four year olds in order to place a classroom
at that site? It is important for communities to view the development of WV
Pre-k classrooms as part of a larger community issue and insure that
infrastructures that support economic and workforce development are not
negatively impacted.
Question 16: An employer
sponsored child care center serves only children of employees, would this
prohibit them from contracting to provide WV Pre-k services in their center?
Response 16: Policy 2525
does not have any language that would prohibit an employer sponsored child
care center from participating in the WV Pre-k program. Section 126-28-13
states; “socioeconomic level, ability, and/or funding streams should not be
viewed as deterrents to providing fully inclusive programs.” Thus any
program who demonstrates a willingness to meet or exceed standards, exhibits
good faith effort in collaboration, and complies with all mandates of the
law and policy should be considered as a potential partner.
Question 17: If a faith
based program wants to participate in WV Pre-k, can they supplement the
curriculum with religious instruction? Are prayer or religious symbols
acceptable?
Response 17: Religious
instruction cannot be included during any part of the day designated as WV
Pre-k if that program is being supported in any way with public dollars.
Parental choice is a cornerstone of the WV Pre-k so parents choosing a
facility that does provide religious instruction for a part of the day/week
should be informed of that religious programming availability. Religious
symbols may be present but may not be referred to or prayer included as part
of the curriculum cannot occur during WV Pre-k programming hours.
Question 18: Do we have to have a new classroom, either in public schools or
collaborative, next year?
Response 18: While there is nothing in policy that determines the rate of
expansion and the only required collaborative classroom date was 2004-2005,
it would be beneficial to counties to strategically expand. Counties have
chosen to several different strategies including targeting areas of high
need related to children in poverty, seeking collaborations especially with
partners that already have many of the quality indicators in place, and/or
looking at areas of the county where few other pre-k resources exist.
Question 19: Are we to
pick a new parent every year for the committee, since they will only have a
pre-schooler for one year? The new ones aren't going to know what is going
on at first each year.
Response 19: The local
planning committee should demonstrate reasonableness. A parent could have
someone in preschool more than one year, for example Head Start, Preschool
special needs. Allowing a parent to remain on the committee as a community
representative is a good idea but also bring in a current preschool parent
to allows for transition and mentoring of the parent partner.
Question 20: Can an
early childhood program’s staff person with a preschool age child serve as
the parent representative on the planning team?
Response 20: It is
strongly encouraged that a parent of a preschool child, not employed by an
early childhood program, be an integral part of the county planning team.
Personnel
Standards
Question 21: Please
explain the need and process for placing teachers on permit.
Response 21: The
guidance regarding permits is put in the policy to build capacity and
support collaboration with other early childhood programs. Not all public
schools, child care, and Head Start programs have a sufficient number of
certified early childhood teachers to fully implement WV Pre-k. When
collaboration involves a community partner that has a high quality teacher
employed by the community partner that is not certified but could obtain a
permit, inquiry needs to be made to the WV Department of Education Office of
Professional Preparation 304-558-7012.
Question 22: If we
are saying we want highly qualified staff and yet allow teachers in
community programs to have less than BA degrees, aren’t we sending a mixed
message?
Response 22: While the literature does show a connection between quality of
program and teacher qualifications, there is still much national debate
about what constitutes a highly qualified preschool teacher. A BA alone is
not the answer. More specifically, teachers of young children need a
thorough understanding of how young children learn and develop.
Furthermore, if we were to require that all teachers in our
WV Pre-k programs have BA degrees in one of the four certification areas
listed in WV Policy 2525, a capacity issue would arise. Some counties are
already experiencing difficulty in hiring teachers with one of the four
certifications for their pre-k classrooms. By 2012, WV could potentially
need to hire 250+ teachers for WV Pre-k classrooms. This does not take into
account retirement or job change of existing teachers.
To address this issue, we have taken a two fold approach.
First, in the current WVBE Policy 2525, we allow teachers in community
programs that have a minimum of an Associate’s degree in early
childhood/child development/occupational development with an emphasis on
early childhood to go on permit. This requires a minimum of six hours
annually toward the achievement of full certification with a five year time
limit.
Secondly, the Office of Professional Preparation is working
with me to develop an alternative authorization for teachers in community
programs.
Question 23: Must all teachers and aides in the school system participate in
the STARS system? Who pays for them to enroll? Some teachers have a
master’s degree and see not benefit to participation; some teachers are
working on National Board Certification and see not benefit to participating
in STARS. What are we missing?
Response 23: Professionals have several common characteristics regardless of
field. Some of those are membership in a professional organization, a
common set of core knowledge and core competencies for that professional and
a system of professional development. STARS is West Virginia’s registry for
early childhood professional development and professionals.
If a teacher wants to become an approved STARS trainer, they
must first be on the STARS pathway. Policy 2525 requires that all training
be STARS approved. It does not require that all teachers and aides be on
the pathway, which is optional but recommended.
Regulation of
Facilities
Question 24: Are
collaborative programs located in public schools exempt from child care
licensing requirements?
Response 24: All WV
Pre-k programs including collaboratives in public schools, public school
preschools and preschool special needs programs are required to meet a core
set of common health and safety standards that must be adhered to in
addition to any existing rules and regulations based on funding sources for
individual programs. These standards are found in WVBE Policy 2525, section
9.
Question 25: Could
you clarify for us whether children in WV Pre-k have to have all
immunization required to kindergarten?
Response 25: According to Rebecca King, WVDE, and the folks in WVDHHR
Immunization Department, four year old children should be up to date with
the age appropriate immunizations.
Question 26: I teach in
a classroom that does not have adequate square footage for 20 children; can
we still have 20 children since the allowable group size for WV Pre-k is 20?
Response 26: No. WVBE
Policy 2525 §126-28-9.13 states that useable classroom space of thirty-five
square feet per child shall be provided and available for children’s
activities. WVBE Policy 2525 §126-28-9.2 limits a classroom size to no more
than twenty children; the classroom space may limit a program to less than
20 children. For example, if a WV Pre-k location only has 630 useable square
feet, the class size would be limited to 18 children.
Question 27: Can we use foster grandparents as staff or part of the ratio?
Response 27: When I ran programs that utilized foster grandparents, it was
made clear to us that they cannot be left with primary responsibility for
the children. Foster grandparents are wonderful addition to the room but
would not count in the 1:10 ratio.
Question 28: Please send in writing your response to our question about
requiring doctor’s physicals for preschool students enrolling in board of
education centers.
Response 28: This question is in reference to 9.20 in Policy 2525. It was
never the intent of the policy to require physicals for all children
entering pre-kindergarten. Our health colleagues have informed me that the
section does indicate to them a requirement for physicals. When we revise
the policy, the language will be more carefully crafted. In the meantime,
the intent was for health professionals to document any significant health
issues such as chronic illness, allergies or other health problems for pre-k
children and for teachers not to rely on parental information alone.
Question 29: Who is
responsible for upgrading the transportation system? In a collaborative
program, children are served by multiple agencies. Whose transportation
guidelines apply?
Response 29: Child care
licensing will provide further information on transportation in the near
future. In the meantime, children should be transported in the safest manner
possible. If the collaboration involves Head Start, Head Start’s Performance
Standards apply. Sign on/off sheets are required when transporting preschool
children. WVBE Policy 2525 §9.26 address minimum standards for transporting
children enrolled in the WV Pre-k System.
Question 30: Can you expand on the conversation about transportation? It
was very fuzzy.
Response 30: The guidelines for transportation as they relate to WVBE Policy
2525 are clear with guidance on such issues as a designated seating area,
sign in/off procedure, and follow up for children not in class. The “fuzzy”
area comes when you are partnering with Head Start. I have been unable to
get clear direction from the Philadelphia Regional Head Start office. I
think the key question may be, “Is your Head Start partner is ok with the
procedures currently in place?” It will be the Head Start who is at risk of
being penalized during a federal monitoring.
Curriculum and
Assessment
Question 31: Has the
accepted list of curricula systems, curriculum enhancements, and
comprehensive assessments been approved and if so when will it be provided?
Who will supply the materials for community partners?
Response 31: The list of
curricula frameworks (whole child curricula that address all domains) is
available on the web at www.wvdhhr.org/oss/pieces/ta.
The curriculum enhancements (curricula that are content specific such as
literacy, science and math) must be based on scientifically based research
and support the philosophy and techniques of the comprehensive curriculum
and the requirements of Policy 2525. Individual contracts with community
partners will designate purchase and distribution of materials.
Question 32: What
curricula are on the approved list for WV Pre-k programs?
Response 32: The
approved list of comprehensive curriculum and assessments are available at
www.wvdhhr.org/oss/pieces/ta
Question 33: I have a question about preschool state standards. Should they
not be considered a preschool curriculum? Preschool has two curriculums,
High Scope and the State Standards (High Scope is what we use).
Kindergarten has state standards and no other curriculum. They adopt text
books to help teach the standards but only have one curriculum (CSO's). High
Scope is a program for high functioning 4 year olds. I have preschool
special education students that are on a toddler or infant level. It is so
hard to fit them into the state and county curriculum. I just don't like
fitting any child into a set of standards.
Response 33: (From Ginger Huffman, Preschool Special Needs Coordinator)
I know it gets confusing at times. You need to think of the state
approved curricula has the framework for implementing the Early Learning
Standards for young children. In school age population, teachers use text
books to implement the state curriculum. In early childhood, you use one of
the curricula frameworks (Creative Curriculum, High Scope, Step By Step).
The comprehensive Curricula frameworks provide a blueprint for you to plan
and implement intentional and thoughtful curriculum. This curriculum
provides information on how children learn, what kinds of experiences to
offer, how the environment is set up, what kinds of materials to include,
and how to guide children though the learning process.
The Early Learning Standards outlines what children should
know, understand and be able to do. The standards outline what content
children should learn within the context of the curriculum you are using in
your classroom. As you see, it is all connected the curriculum helps guide
you in terms of how it can be accomplish while the standards outlines what
you should be incorporating into your classroom for learning. The standards
should be guiding your instruction and learning opportunities for your
kids. As you do your on-going assessment this will inform you where your
kids are in terms of the learning criteria. This way you can adjust
opportunities for children if need be depending on the data obtained from
the ongoing assessments you are conducting.
Staff Development
and Training
Question 34: Will the 15
hours of professional development related to “high quality programming for
eligible children” be in addition to the 18 hours already mandated by the
state for public school teachers?
Response 34: The 15
hours can be a part of the required 18 hours for public school teachers.
Question 35:
§126-28-14.3 requires 30 hours of training based on the West Virginia
curriculum/ assessment standards over a 24 month period; is this in addition
to the annual 15 hours included in §126-28-14.1?
Response 35: The 30
hours of professional development in curriculum and assessment standards may
be the same as the annual 15 hours of professional development for that time
period. Appropriate hours for issues relating to young children with special
needs should be included.
Financing
Question 36: Can a
county board of education receive school aid funding formula for WV Pre-k
children only if the classroom is a school based WV Pre-k site?
Response 36: The “where”
a program is housed does not affect whether the county can count the
children. Even before §18-5-44 and Policy 2525 were written, a county school
system could count children not housed in a public school building if the
teacher was employed by the county. Once again “where” is not the critical
issue. However, there are criteria that must be met for children enrolled in
a WV Pre-k program to be counted in the school aid funding formula. A
definitive list of those criteria is in development and will be released to
counties as soon as it is available.
Program Evaluation
Question 37: For the
2005-2006 school years, will teachers’ self-assessment meet the requirements
for ECERS-R? Will the state train county representatives to be reliable
evaluators?
Response 37:
§126-28-17.2 (WVBE Policy 2525) states that the ECERS-R ADF that is sent to
the WVDE Early Childhood Coordinator shall be performed by collaborative
teams that include at least one program/county administrator or outside
evaluators.
The ECERS-R evaluations for the ADF may not be completed by a teacher on
their own classroom. A set of three modules to become Experienced ECERS-R
Observers is being delivered throughout the state to build capacity for
experienced observers and allow participants to become Experienced ECERS-R
Observers. Call 304-558-8098 or 304-558-0971 for more information.
Question 38: If I am
the only county level administrator available to be on an ECERS team and we
have several classrooms to visit, can we split up into teams under me?
Response
38: Let me clarify that county level administrator can mean a county level
administrator from public school, Head Start, or child care. Every
classroom should be evaluated by a team consisting of at least two people.
You personally do not have to be on every team. I do recommend that you
coordinate the effort. I would advise against having parents on the
evaluation teams. Your evaluators should have training on the ECERS-R.
Team leaders should have attended the six hour training. You may also hire
independent evaluators.
Policy 2419
Question 39: What are
the implications of caseload requirements in Policy 2419: Regulations for
the Education of Exceptional Students in relation to the creation of
inclusive WV Pre-k classrooms and Policy 2525: Universal Access to Early
Education System ?
Response 39: (From
Ginger Huffman, Preschool Special Needs Coordinator) The final answer to
the question will come with how the county decides to structure the
preschool programs. The minimum program availability for Universal Pre-k is
twelve hours per week on consecutive days during the school year calendar.
The emphasis on the collaborative planning will be mentioned numerous times
because it is the key to the question.
First, I want to give some
foundational information regarding early childhood.
Since 1980, at least four
comprehensive reviews of the literature on preschool inclusion have
concluded that children with disabilities enrolled in inclusive settings
make at least as much progress on standardized measures of cognitive,
language, motor and social development as in noninclusive preschool
settings. Two factors that appear to influence the performance of children
with and without disabilities in inclusive settings are the type of
curriculums used and the pattern of age grouping, with multiage grouping
being more favorable.
As a county works through
the collaborative planning document for Universal Pre-k, it is important to
consider the scope/approach to inclusion in your county. According to the
Individuals with Disabilities Education Act (IDEA) an array of options must
be available to meet the unique needs of children. Universal Pre-k (Policy
2525) offers a wonderful opportunity for meeting the developmental needs of
ALL children.
According to WV Pre-k
(Policy 2525) classrooms shall limit classroom size to no more than twenty
children per classroom. Ratios shall be maintained at 1 adult to 10 children
with one adult being a certified teacher. According to Policy 2419 the
caseloads are 8 children per session with one aide for a maximum caseload of
16 children or 10 children per session with 2 aides for a maximum of 20
students.
Therefore, is the county
chooses to use the preschool special needs classroom as the pre-k setting
and open it up to all children, potentially you could have 3,4,5,6,7,8, to
10 of the 20 children in the setting be children with disabilities. This is
dependent on the IEP committee process in determining individualized
services to meet the educational needs of the children.
The classroom ratios under
Policy 2419 and 2525 are maximums, you do not have to have the maximum
number of children in every classroom.
The children without
disabilities DO NOT count against the caseload requirements established in
Policy 2419. As you establish a variety of classrooms through your
collaborative planning process, the county must consider the range of needs
a young child could potentially present and have available a variety of
options for consideration in your county.
As settings are established
for Universal pre-k (Policy 2525), it is important children with
disabilities are a part of the process and have the same options available
to them as children without disabilities. The least restrictive environment
must be the FIRST consideration for children (3-21) years of age.
The Individual Education
Program (IEP) committee considers the unique needs of the child when
determining where services will be delivered for children with disabilities.
For some children the preschool special needs classroom or a combination of
services may be the most appropriate setting for a child.
The key for your community
is the collaborative planning process. The children with disabilities are
the primary focus of the funding for special education but all children can
benefit. The implementation of the IEP is the prime factor in this process.
The county must ensure the goals and objectives on a child’s IEP will be
implemented. Again, this aspect should be part of your collaborative plan.
Decisions about services
should always be based on the child’s needs, but when planning services, the
inclusive preschool services are the first option.
