FY24 FA1 Information Session Transcript

Adia Brown: Hi, good afternoon, everybody welcome, welcome, welcome. I don't know whether or not you came yesterday, but if you're back today for some more, welcome back! Welcome to this presentation, and this presentation is all about FA1s. I'm assuming that if you're in the room, you are a person who has an FA1 review coming sometime this year. We are happy to actually share information about that session. We're going to go. We're going to go deep. We're going to take a deep dive. 

Yesterday, we sort of had — we were at the shallow end of the pool. Today, we're going down to a deeper end, maybe about 12 feet. I'm not going to do it alone, though. I have a team of people who are — look at that lovely picture they put up of me. I love it. I have a team of lovely individuals who are going to actually do this presentation with me today, and they are all a part of the newly formed Office of Head Start, Oversight Division. The members of the team, I am Adia Brown. I am the lead for the oversight division, and I have Jacqueline De Puy. She is one of my team members, Tamara White, and Faith Scheibe. 

All of these guys are going to be here today. They're going to be presenting. They're really smart, intelligent, and fun to work with. They are going to bring it today, just like I do. We're going to have a great presentation. Welcome. Sit back in your seat, have a good time. Ask as many questions as you need to in that chat box, and we look forward to the rest of the presentation. I'm going to turn it over to Tamara White.

Tamara White: Well, good morning, good afternoon, everyone. Good morning to some, and thank you, Adia, for that lovely introduction. I wanna welcome everyone again. Today, we will be doing a deep dive, as Adia said, into focus area one, the monitoring event. We're gonna point you in the direction of some very helpful resources that are gonna be available to all.

We're gonna talk about the monitoring event. We're going to be talking about some of our goals today including reviewing the content and activities that are part of the FA1 process which will be the pre-review, the review, and what we call post-review. After we've gone through that we're going to give an opportunity for some initial questions and sharing some resources to support grant recipient preparation. We can go over to the next slide please. 

Again, here I would like to tell you about an FA1 overview and the purpose of the FA1. The purpose is, we want to understand the recipient’s approach. Your program’s approach to the processes and systems that you're developing in order to implement high-quality services. High-quality comprehensive services, and how you're meeting your community needs. We also use this as an opportunity to assess compliance. We are not gonna ever get away from that, but that is one of the areas that we will be looking at. 

We wanna make sure that the recipient is compliant with all relevant laws, regulations, and policies which are the Program Performance Standards, the Head Start Act, and the Federal Uniform Guidance. Additionally, we're going to be identifying needs and trends. From monitoring reviews, it's the opportunity for the Office of Head Start to identify trends around needs across the performance of recipients, nationally, regionally, and within the communities.

Just a couple of basics to help you understand what is involved in the FA1. Generally, the FA1 is conducted within the first or second year of a 5-year Grant Cycle. It is generally three days in length. They are conducted virtually and by one reviewer. The virtual activities will include the following: you're gonna have your planning and introductory call. It is that time we're gonna be discussing programs. We're gonna have leadership discussions, and they will also be conducting data tours. Again, this is all done virtually. Your data tours will consist of data-sharing and screen-sharing sharing.

These are just some of the basics. As stated, we are going to go in a deeper dive with this further on, but just wanted to give you some of the highlights of the review basics. If we can get to the next slide, please. Thank you. Let's talk about some of the pre-review activities. These are the things that will happen once it is determined your schedule date. Next slide, please. These are the things that are gonna happen once you get your schedule date, notification letter, and these are the things that will take place before we come on-site.

For example, the first thing you'll get is your notification letter. This is generally sent to you within 45 days of the actual Review date. This letter will include the name of the reviewer assigned to conduct the review with you and the actual dates of the review. It's also going to include some basic review information. It's going to give you information that you have to complete in advance. For example, the documents that will need to be completed and submitted in advance will be the Criminal Records Check Document and your Staff Qualifications Tracking Document. 

Next slide. Thank you. Let's talk a little bit more about the Criminal Record Check document. This document will be comprised of information regarding all of the staff working in your Head Start program. The reason why we do this is to ensure that all grant recipients are completing the required criminal records check prior to hire. This is all of the things that will be included in that document. We want the names of all staff, the date of hire, any State or Tribal criminal history checks that are done, and the details. FBI criminal history, check. Any [inaudible] the child abuse and neglect registry check, and most recent date and outcome of the criminal record check.

The additional documentation that we're going to need, we'll be talking about staff qualifications. This is a tracking document. As stated, we want to ensure that everyone that is operating in the position or title of teacher, that's Early Head Start and Head Start teacher, lead teacher, your family service staff, and your home visitors, and all of this will be detailed in the letter, and with that pre-review call. But we wanna get staff information as well, that tracking documentation. As you can see here on the slide, these are all of the things that will be needed in that documentation.

The pre-review planning call. Again, this is the call that will be conducted generally a few weeks, about 2 or 3 weeks before the actual event. This is when the Review Lead that's assigned to you will do introductions between you and the Head Start Director — between the Review Lead and the Head Start Director. This is also the opportunity that they will be scheduling meetings, setting up those meetings over the 3 days. For the program managers meeting, all of the data tours, and all relevant staff that will be required. They're gonna be checking out your screen-sharing expectations. 

It's an opportunity to provide reminders about what all the OHS resources that are gonna be provided to you to support you in your preparation. That program managers meeting will occur on the first day of the review, for example, and that would be to introduce the Review Lead to the management team and allow managers to give initial contacts and insights. The Review lead will be sharing all of that information with you during this call. It is your opportunity also to ask questions that you will need to help you prepare, so that you will be comfortable and have a successful review. They will work with you to get all of your questions answered. Now, it is time to take that deep dive, and it is my pleasure to turn it back over to our Monitoring Lead, Adia Brown.

Adia Brown: You're gonna be hearing from me for quite some time on this call. I hope it doesn't get boring. We're gonna try not to make it boring. We're gonna try to make it fun. We're gonna try to make sure you get all the information that you need. But I have to take you through a bunch of slides. It's going to be a little while that you hear from me, and then you're gonna hear from my team. Let's go to the next slide and let's just talk about FA1. FA1 , what is it? Why are we doing it? What’s going on? 

We have the FA1 protocol, and there's a roadmap to it. The FA1 protocol really is gonna summarize all the activities that you need to know about the review. It’s gonna tell you about the approach. It's gonna tell you about the review activities. It's gonna tell you about the data and the document expectations that we have. The things that you need to have ready for us to see. The protocol is going to tell you what regulations we're going to look at. It's also separated into something that is called performance areas and performance measures. 

I'm going to talk about that and tell you what all that means. We're gonna start off with Program Design and Management. We're gonna start here, and this is gonna really start to give you the framework for what's going on in the protocol and how you use it in your program. Let's look at Program, Design, and Management. It's the very first thing that we do when we do the Focus Area One review with you. It starts off with a planning and introductory meeting. You, as the grantee, have the opportunity to introduce yourselves to the team.

You'll start that on day one. Now, let me give a little bit of a caveat here. A lot of grantees want to try to make this a really long PowerPoint about themselves, and they have every member of their team, who comes on and wants to talk about the program. And that might be really great. If you're wanting to like, give information about the program to your community or to your board, or to something like that. But we have a limited amount of time with you guys.

When you're thinking about introducing your program, you want to limit the number of people who are doing the introduction. You wanna make sure that you give us a gist of who you are as a program, but we also know that there's lots of other things that we need to do. We don't wanna make that introductory meeting be something that takes several hours of the morning. You wanna scale it back, and just give us the most salient point, knowing that we're gonna be having discussions with you all throughout the review period.

The typical allotment of time, I would say for people — I see the question that came up in the chat. The typical allotment of time for the plan and introductory meetings. The planning and introduction meeting in totality is probably about 90 minutes, but for your introduction, you may want to keep that to somewhere at 15, you know, around 10-15 minutes. Just so that because we're gonna learn a lot about you during the week, and we don't want a presentation about your organization. We wanna have a discussion with you. And that goes to the next point on the slide. 

The next thing that we're gonna do is we're gonna start discussing things with you. With the leadership and with your program governance we're gonna learn all about your programs. The PDMI monitoring activity also focuses on human resources. There's a human resource data tour that you have to get familiar with and ready for. In this tour, they're gonna be reviewing your approach to staffing, standards of conduct, staff qualification, criminal records checks. All of those things at the backbone of your organization. 

We wanna know very early on in Focus Area One, how do you do that? How do you actually make sure everybody has a criminal record check? How do you make sure that people have the qualifications, they get the coaching? This human resource data tour is really all about that. The reviewers will request information from you. You wanna make sure that you pay close attention to the new protocol, because the new protocol tells you a lot of the things that we're gonna ask for. These are things that we know we're gonna ask for, but based on your conversation, we may ask for other documents or other things that help us to better understand your program. 

But to start, we wanna ask you about your organizational chart. You need to make sure you have that ready so that we can see it. We're going to want to see your standards of conduct. We're interested in your community assessment. We actually want to see it. We want to go through it with you guys. We want data for ongoing monitoring and program improvement. We want the data on reports that you use to understand trends. We want to see how you track your criminal record checks. 

We need a document that shows us that everybody has had a criminal record check, and how you process that, and how you make sure that they stay current. We need to see your staff qualifications. We need to see how you track whether or not everybody is qualified. You may have heard my team members or me, yesterday on call, say that we're going to do all of this through virtual screen-sharing sharing. When you're preparing for your FA1 review, you want to make sure that you have someone who is able to share these documents with us, and as we go through it. We don't want to see documents that are static documents that you have to go to the shelf and blow the dust off. We want to see documents that you actually are using in your program. When you pull out your community assessment, we want you to talk to us about how that relates to the services that you're planning on providing, and why you're planning to provide those services, and how the community assessment actually impacted that.

You wanna make sure that you are bringing us living documents that you use on a regular basis, rather than documents back in the day. If you've been around for a while, we used to have everybody who used to put the binders together, and they would give us these binders. But they weren't binders that they actually use. For these data tours, we wanna see the data that you actually use. Let's go to the next slide.

My team has this set up for me. I have the slides, and I have some talking points. If you hear a delay in me, it's because I'm trying to catch up and figure out which one of the slides I'm on versus the talking points. I will apologize for any delay in my conversation. But let's talk about Program Design, Management, and Improvement, PDMI. There's gonna be three things that we actually look for in this section, three things that we actually go over.

The first thing is Program Design and Strategic Planning. In this section, what we're most interested in is understanding your data. Things like your community assessment, your self-assessment, your ongoing program data collection. We want to know how you use those things. OHS will explore how you have established a program that is responsive to your community needs, to the systems for ongoing, monitoring, and for all content areas. When you're getting ready for this, you really want to think about, how did you, for the next 5-years, design this program to best meet your community? And that's what we're gonna be talking about

The next thing in this section that we're gonna talk about is Program Governance, really important to every Head Start program. We're really interested in how the governing body and the Policy Council uses their expertise and experience to provide oversight. A lot of times we would do this FA1 review, or we would start off with grantees, and we just asked, do you have a policy Council? What's the composition of your Policy Council? Who's on your board? Do you have the right complement of people on your board? We will still ask those questions, but we're asking those questions, and we're really interested in how are these people really helping you to provide oversight of the Head Start program? How's that built in, and baked into, your program? That's the thing that we're interested in.

The third thing that is in program design and management is Staffing and Staff Supports. This is really, really, important. It's very important in this particular environment when we know that there is a workforce shortage. The workforce shortage is causing a lot of issues for lots of Head Start programs. This is a place where review teams are really gonna be asking you about things like recruiting and retention. Are your staff qualified? How are you getting them qualified? Are you providing effective staff management? 

Are you offering them intentional professional development? All these things are really important in a position where we have staff shortages that cause things like, for example, safety issues in your program, or really, a lack of the ability for you to provide comprehensive services. In the FA1, we really wanna ask you a lot of questions about how you are building the foundation, how you are establishing the foundation for your staff, so you can actually make sure that your program runs smoothly.

Maybe in the chat somebody told me what slide we're on? Would be helpful. We don't have the slide numbers. Let's talk about Program Design and Management. These are what we call performance measures. The performance measures in FA1, they start in Focus Area One, and we again, we start with program design. Performance measures are based on the performance standards. When you get to the protocol you will see that there will be a performance measure. 

This one is program design and has these two standards that it's related to. If you're ever curious about, you know what's behind the measures, you can always go back and look at the standard that relates to this. This particular measure is asking the grant recipients about the grant recipient’s program structure and what systems are designed to be responsive to the community needs and informed by the community strengths and resources. 

The next question is data management. Data management is so important in Head Start programs. Everything that you learn about the trends that are happening in your program help you to improve. Data management are things like, you may be a Head Start Director, and you have a staff member that brings you reports. They may bring you reports about what's happening in health services. They may bring you reports about what's happening in family and community engagement, or they may bring you reports about what's happening in education, and your job as managers, as the top level managers, is to look at that data and really establish a process for using it for monitoring the information or the performance of your program. 

How well are people doing in health services? How well are people doing in family and community engagement, and then to make progress towards goals that you have for your program and to make informed continuous improvement. It's not just about, you know, pulling up on the screen your data. It's about you. You, showing us, how you do a regular analysis of that data and how you use that data to make your program better, or to address risk that may exist in your program.

The next area that we talk about is Program Governance. Again, program, these are the standards that we're looking for. These are the things that we're looking to ask you about. And the performance measure is about the grant recipient establishes program governance with sufficient expertise. It's not just about putting people on your governing bodies. Oh, I'll sign up. I'll get, you know, I'll do it. It's really about getting people that have expertise, and they can represent and support your program, and an effective oversight. 

You want your governing body not to be a part of the daily operations of your program. But you want them to have a role where they're actually the drivers, where they're helping you make big decisions about your program. And they're offering the expertise that you can make decisions about. Let's say things about if you have a workforce shortage. What should you do? Did you close classrooms? Should you? Should you try to consolidate classrooms? Should you do a hiring and recruitment of folks for four room? Your governing body should be people who have the expertise to help you think through problems, and they can actually help support you as a program. And we'll ask you that during the review.

The next thing is the collaboration across the organization. We wanna know, not only can people do a great job with their particular content area, but we wanna know whether or not people collaborate across the program. Do staff collaborate with the governing body and the Policy Council? Do they facilitate effective program governance? Is everybody involved in that collaboration across the organization? And do you use that collaboration to help you bolster the organization into something that's really great. The next thing that we look at is Staff and Staff Supports. First thing, we want to know about is your management team. Hey! We are interested in your leaders. 

We want to know who's leading this program. We wanna know whether or not the management team understands what they're supposed to do? Do they know their roles? Do they understand their responsibilities, and do they have the appropriate experience to execute the Head Start operations? Do they understand the Head Start regulations? Do they have the qualifications to do the job? And are they competent, and do they have the capacity to actually run the complex, to actually run an agency with whatever complexity you actually have? These things are what we're interested in about your management team. We want to know who's doing what and how well they're able to do it. 

The next thing that we're looking at is how well do your managers supervise the staff. Does the grantee have a defined approach for ongoing supervision and support of your staff? Is it that, you know, one thing we heard a lot with this workforce storage is that a lot of the managers are in the classrooms, and they are not actually supporting or supervising their staff. That's not what we want. We want grantees to really think about their staff, and how they can support them, and encourage them, and lead them, and make sure that they have the information and the understanding that they need in order to do the job well. 

A really good example is in the classroom. A lot of what we're hearing about when we go around the country, and there's a there's a huge issue with child health and safety. You're gonna hear us talk about it all the time in the next coming year. One of the issues that we see right away is that because of the staff sort, there are staff in classrooms who do not understand developmentally appropriate practice. They don't understand developmentally appropriate practice. 

Therefore, they see typical childhood behavior as a challenging behavior. And that's not what we want. But we wanna understand whether or not the grant recipient has a defined approach for ongoing supervision of their staff that helps them understand things like developmentally appropriate practice, and how to react to typical behaviors of young children. We'll be asking you about that in the FA1.

We wanna leave PDMI. PDMI is where we're really trying to figure about out about your structure. You know, what it is you do as a management team, how you lead and organize this program, and make sure that the program, that the children, are getting all the comprehensive services that they need, but also that the program meets the highest level of safety for children. We wanna know that how that happens. Let's go on to education.

In FA1, we talk about education, and we do a data tour here, too. It's a lot of data tours here. There's a lot of screen-sharing in this particular review. The reviewers will request information that includes things like your child assessment data. You wanna make sure that if this is the beginning of the year, you can show them the child assessment data from last year. What you wanna be showing them about their child assessment data is how you use it. 

How do you use it? How do you know who needs more math, or who needs more literacy in the classroom? How do you know whether or not your curriculum is actually working to actually make children have the progress that they need to go on to their next setting? Child assessment data is really important. Programs should be using it. They should be thinking about it. They should be making it available to their teachers and their parents. We want to know how you actually use that data, and how it is actually impacting your program, and how you're making improvements based on that.

The other thing that we asked for is instruction for individualization for children. This is super important. A lot of times, you know, people go in and they look at a lesson plan and they flip it and say, “Oh, there's the individualization.” We wanna hear from you how you're individualizing, how you're using the assessment data to create individual plans for children, and how that plays out, and how it's going to play out in classrooms, how you expect it to play out in classrooms.

The other thing we want to know about is developmental screenings, really important, referrals and follow-up services. You know, a lot of times we have, we go to programs, and programs don't understand that it's actually OK for a child to not be up to date. But it's not OK for you to not know it. The thing that you need to do with your data is you need to understand. Hey, do I understand? Who's up to date? Who's not? Who needs a referral? And how do we get kids the services that they actually need?

We wanna look at data that refers to coaching. We really think it's important. Especially in this environment where we have a shortage of staff, that the staff that we do have is getting supported, and they're getting coaches, and they're getting their needs met so they could be the fantastic teachers that we know that they can be.

And the last thing that we look for, not the last thing, it could be other things. But the last thing on this list is monitoring data. We wanna know that you go around, and you look at your classrooms, and you monitor your teachers, and you monitor your space, and you monitor your staff, and you understand what's happening in your program so that you can actually run the most effective and brilliant Head Start program around.

Education. Education has a lot, a lot of things that we're looking for. Those are some of the main things. But we're gonna look for Curriculum, Screening, and Assessment Tools. They all go together. We wanna know about it. We wanna know about your Teaching Strategies and Learning Environments. Those are really important. We wanna know how you set them up. What did you do? What curriculum do you use and how do you make that environment? How are you making that environment so that it works for teachers?

We're gonna ask you about your Qualifications, Professional Development, and Coaching. You heard me talk a lot about that. All these things go together to really make a strong program that is really ready to make sure that kids are ready for school. We're gonna talk to you a little bit about how you're going to implement transitions. It's really important to help children move from Head Start to their next setting, or from Early Head Start to their next setting, and make sure that they get there with the confidence and the skill that they that they need. 

But also, that the people where they're going know those kids, and they understand where they're coming from, and what they're gonna need in the future. In this conversation, these are all the things in education and child services that we ask about, because we think that they're important. Here's the setup. This is again from the protocol, and these are again the performance areas. This is Curriculum, Screening, and Assessment Tools. 

These are all the things that we ask about and all the standards that we ask for each one. This is Teaching Strategies and Learning Environments. We also have three things, or three performance areas, that we ask about here. We ask about the teaching strategies. We ask about the learning environments. We ask about home visits and group socializations for home based programs. 

Each one of these questions are in the protocol for you to read and review. But they're all really important, and the one that, you know, really piques my interest a lot are the home visits and group socializations. People ask, “How do we do that all the time?” What are we gonna do? In the FA1 call, we really want to know what you do. We want you to tell us, how do you make sure that home visits actually meet the children's needs, and make sure, and ensure that they're making the same progress that kids might make, for example, in a center-based setting.

Or how do you ensure that group socializations happen, so that parents, who are their children's first and most important teachers, can come together and they can actually share their experiences, and also learn from each other about how they can best promote their child's extended learning. These areas are really important. Next slide, please.

The next section is Qualifications, Professional Development, and Coaching. In this section, we're going to ask you, we're going to ask you to show us your professional development schemata. We want to see who's qualified, who has their CDA, who has their bachelor, who has their associate degree? And how are you working with those staff to ensure that they have what the Head Start requirements say that they should.

The standard is there, so you could always go back and look at 1302.92(b)(5) and see, OK, well, this is what my folks need. Do they actually have it? And you need to make sure. You know, inFA1, we wanna know who's actually in charge of this, who's involved with doing this, who makes sure that all the staff are up to date, they keep their credentials, and also that they continue to develop professionally so that they can be outstanding teachers. Who does that? Where does it happen? And how do you do it in your program?

Coaching is the same thing. So coaching, you know, once you find out who needs what, how do you invest in the coaching for them, so they can become even better teachers? And finally, we always want to know about the teacher qualifications, because we wanna know, you know, who are the folks here? Do they have the basic and minimum requirements that we that we request that they have in the Head Start standards? Next slide, please.

Transitions. We don't ask a lot about this in FA1. We ask a little bit more about it in FA2. But the performance measure here for transitions is really about how you have established an intentional transition strategy. It's really important. We don't think that children move from Head Start and do well in other settings by happenstance. We believe that programs actually develop strategies, and they’re intentional, and how they actually determine how children, and their families are gonna transition from Head Start. 

Head Start, we give families and children so much support. We give them so much support and so many things. We give them mental health, we engage with them, we give the family, family goals and then they leave us, and they go to school. A school doesn't necessarily have all the same things that we have in Head Start. We wanna make sure that as these, you know, this vulnerable population is moving on to their next level, or their next thing, that they have all the supports that they need there to continue to be their child's best advocate, ensure that their child is getting the best learning in their situation. It has to be an intentional focus that you have here. Next slide, please.

I think this is my last section that I have to go over. You'll get to hear from somebody else in the next few minutes, which might be good for you guys because I talk fast. But you can let me know in the chat if this is working for you. If you have any questions, make sure you ask questions. This might be going so fast, and you're like, how do I ask all of my questions, Adia talks too fast. There'll be another presenter, and they will slow down, I am sure. But I go pretty fast. Let's talk a little bit about Health Services, because this is another really important topic that we have. 

Again, guess what we think we have for you in health service. Another data tour. Yes, another data tour. Head Start has really become a data driven program. There's a lot of things that you could tell us that you do in your program. But we are really asking you for the data to back it up. Can you back it up? Can you? You can tell us I have a great program. We do all these wonderful things. My Health Manager is just, she's the best. She's the best one in the whole country, and that might be true. But we want you to tell us through your data. 

Some of the data that we are looking for are oral and medical health determinations tracked? Do you know who had what, and if this group of children has had their oral health and their medical determinations made by a professional? For the ones that don't, are you tracking how long it take you to work with the parents so they can get it? Are you working with the parents? Are you making sure that all of those children get what they actually need over time? Super important. One of the things that we ask for is to know that. 

How about vision and hearing? If kids can't see well, or if they can't hear well, then their trajectory in school is gonna be limited. We wanna make sure that they can do those things and that we follow up with those kids, so they get the best of what they need to be really great when they get to their next schooling and in Head Start too. We're gonna ask you about referrals and follow up services. You hear me talking about that.Because it's not just important that we identify a problem. But it's important that we do something about it.

There's ongoing sources of health care and health insurance. We wanna make sure that if folks have problems, you know, these are people who, they're below the poverty line, We wanna make sure that if they have problems that they have a place that they could go to get the services that they need. Super important to find out at the very beginning. Do they have an ongoing health source? Do they have health insurance? We're gonna ask you, how do you do that? And how do you know their families actually have that.

We wanna ask you about your policies and procedures related to child discipline. This is super important. It's really important. It's really important right now, because what we're finding in Head Start is that there are so many teachers who are probably really great people. They really are. They come, they wanna work in Head Start. They probably love kids. They probably come from all kinds of communities and things like that, and they don't really understand, what they don’t really understand is how to provide appropriate discipline to children. 

You know how I know, cause I read a lot of reports, and there's a lot of reports about people dragging kids, or holding them down, or sitting them in seats, or putting them in time out. If you're on this call, you know that those really aren't appropriate discipline tactics for young children. We are gonna ask you in the Focus Area One to explain to us, tell us, how do you teach your teachers? How do you make sure that everybody in your program, from the bus driver, to the education coordinator, to all the teachers, to the family service workers, even the parents, how do they understand your policies and procedures related to child discipline? And how do you enforce them?

We're also gonna ask you about your maintenance plans and your records. Those are really important because it's not just about the people. If the kids are coming to a facility or a building that just really doesn't, you know, it's really not in good condition; there's leaks, there's stuff coming out of the ceiling, there's dust everywhere, there's lead, there's peeled paint, that can't work for kids. We gonna ask you questions about, how do you ensure that when things are broken, when things need to get fixed, when things need help, how do you know that? We wanna see your maintenance plans and we wanna see your records for how you address things in your program. 

Finally, we're gonna ask about data that's related to expected families. If you're working with families who are expecting they having a baby, what a joyous time for them! We gonna ask you, how do you actually support them? How do you plan on supporting them? What do you do, and what is your policy for dealing with that? This is all the things that are related to health, and your tracking, and your routine monitoring, oral health, all of those things we're interested in, and we're gonna talk about it. OK? Well, how we talk about, how do we do it? These are the performance areas. 

We're gonna start with Child Health and Oral Health Status and Care. We're going to next go to Mental Health and Social Well-Being, and then we're going to go to Safe and Sanitary Environments, and finally to Expected Parents, Expected Families. OK, next slide. Let's get into it. Child Health and Oral Health and Care. Here's our first performance measure. First, performance measure for child health is child health status and care. Here we're trying to determine if the grant recipient has a process to ensure children become and remain up to date on their on their medical and oral health care, including needs for referrals and follow up care.

Next slide, please. Mental health, really important. Here we're trying to figure out two things during the FA1 review. One, you wanna know about your Mental Health Consultant. Has the grant recipient developed a positive program environment? That's first of all, like everybody knows. Cause we're not all OK all the time. You ever see that things, like memes all the time, like checking in on your friends, checking on your teachers, checking on your FCE, checking on your parents. It is a tough environment, checking on your Head Start Direct. Are folks OK and do we have a positive program environment where people know that it's OK to check in? 

It's OK to be in partnership with a qualified Mental Health Consultant and that it promotes the Mental Health Consultant and the social emotional well-being of children. A lot of times people mistake this as ensuring that the mental health person goes out, and all they do is just observe all the classrooms. No, your mental health person should be an integral part of your Head Start program. They should be a person that everybody knows that everybody's familiar with. 

They should be having programs in your program. It should be that you're setting up a culture and an environment of mental health that everybody in your program is familiar with. During the FA1, we're gonna ask you how you actually do that? How do you set that environment up? How do you make sure that your mental health person is integrated? Does everybody know your mental health person? Are they able to use your mental health person, or this person sort of just kind of somewhere off the side that you only use them when you think is necessary? That's not what we want. We want the want the former.

The second thing that we're going to ask you about in Focus Area One is suspension and expulsions. Hmm, how do you, well, first of all, these regulations are gonna tell you that a lot of that is not allowed. But they're gonna give you more information about what happens as it relates to suspension and expulsion. Often Head Start takes this really seriously. We want kids to be in the programs with continuity of care. 

If you suspend somebody, or you expel them from the program, that's pretty serious for us, and we start to dig into that. We wanna know why you did it, who you did it to, how you did it, what's going on? But here we really wanna know about your policies around that. What are your policies related to that, and how do you execute those policies, and how do you ensure that you have as small of a disruption to children as possible. Head Start is for families who are in poverty, and they have critical needs. When we start to move them around and not give them hours or take them out of the program, it doesn't really help. It doesn't really help the neediest of the children that we're supposed to be serving. I want you to, when you look at the protocol, and look at those standards, to look at them carefully, very carefully, and make sure that your policies and procedures met the standards and match the intent of this standard, which is to ensure that children, even children with problems, get care. OK, next slide, please.

Let's talk about Safe and Sanitary Environments. The first one is safe practices and policies. We want safe practices and policies for folks. We want safe practices and training for an ongoing oversight, and staff backgrounds are super important. Next slide, please. Finally, Expecting Families. Everybody doesn't have expectant families. But if you do, this is something that we're interested in talking to you about in FA1. Next slide, please. I thought that was my last slide, and it is. Now, you get to hear from another one of my team members. You get to hear from, I think it's Faith Scheibe, and she's going to tell you all about family and community engagement services. You take it away, Faith.

Faith Scheibe: Awesome. Thank you, Adia, and I am going to go a little bit slower for this next content area. We're going to talk about family and community engagement services. What we're focusing on is that the grant recipient must integrate parent and family engagement strategies into all systems and program service areas, to support family well-being, and promote children's learning and development. Just like most of the other ones, this program area is monitored through a data tour. It’s with family service management and staff.

Adia Brown: Faith, I'm getting a lot in the chat that's saying that you're difficult to hear. You might want to move up or get closer to your microphone.

Faith Scheibe: OK, can you hear me now?

Adia Brown: Not so much. You might want to get a little closer.

Faith Scheibe: Let's try it this way, then.

Adia Brown: That's a lot better. 

Faith Scheibe: Awesome. The family community engagement services are monitored through a data tour with the family service management. You're gonna track how the program tracks and monitors for accurate…

Adia Brown: Hey, Faith, I'm sorry. It's not working. I'm getting a ton of people who are saying they can't hear you. You've got to put your mouth basically on the computer.

Faith Scheibe: Will do. Can you hear me now? 

Adia Brown: No. 

Faith Scheibe: Now?

Adia Brown: No. 

Faith Scheibe: Alright, I’m gonna have to have somebody take over then. I'm really sorry.

Adia Brown: That's all right.

Faith Scheibe: Adia, it's gonna have to be you. 

Adia Brown: I think I could do it. Let me see. I didn't practice this part.

Faith Scheibe: It’s all good. 

Adia Brown: OK, that's better. They said they can hear you better. Keep going.

Faith Scheibe: Awesome. The data tour is, excuse me, family and the community service is monitored through a data tour with the family services management. We look at how the program tracks and monitors for accurate and timely family engagement data and services, how the program's providing staff oversight, and how the program supports staff to use effective engagement practices to support families.

We're gonna ask the recipient to share real time data and documentation in areas including but not limited to, what you see here: samples of communication with families, sample intake and assessment procedures, looking at the family partnership goals, and as you can see here with this list, there's different ways that the program engages with children and their families, and we want to see what those are. 

Next slide, please. Family and Engagement has four performance areas, and they are the same as in the FA2 review, to support the alignment across the two. The first performance area is Program Foundations to Support Family Well-Being and Family Engagement. This focuses on how programs develop strategies to communicate with all families. The second area is Family Partnerships. This focuses on how programs develop inclusive and collaborative family partnership processes that fully engage families where they are. 

The third is Promoting Strong Parenting and Parent-Child Relationships and Engagement in Children's Learning, which focuses on how programs offer opportunities for families to improve parenting knowledge and skills. The fourth performance area is Community Partnerships, which focuses on how programs are establishing intentional community partnerships to support the changing needs of families. The first performance area of Program Foundations to Support Family Well-Being and Family Engagement… 

Jacqueline De Puy: Faith?

Faith Scheibe: …has two performance measures. Yes?

Jacqueline De Puy: Sorry. It seems like there are some people who are still having problems hearing you. Do you want me to take over for you?

Faith Scheibe: Please do.

Jacqueline De Puy: Can I get confirmation that people can hear me OK?

Adia Brown: Hey, Jacqueline? Yeah, I can. I can hear you. Really good. OK. Hey, Jacqueline, I'll do this part.

Jacqueline De Puy: OK.

Adia Brown: Sorry, Faith, you were doing great, but your volume, something's wrong with your volume. You guys ready for me to come back? Here I go. I'll try to do it nice and slow and calm like Faith. Family well-being and family engagement are next. This is one of the first performance measures that we have in Focus Area One. The first thing that we're looking for here is communication. 

Communication is super important to us. We wanna make sure that you're communicating with the families, that they know how to communicate with you, that they know how to get information from you. A lot of people — they will send things home to families. They'll talk to families and get their family service workers engaged. Communication, this is all about that. Home visitor qualifications, this is where this is at. It's not really under education. This is where we want to know about home visitor qualifications, and whether or not the staff are qualified. 

Next slide. The next performance measure is family partners, the Family partnership process. We'll be coming to you and asking you about your process and how you anchor that process in the family’s strengths, their interests, and what they need. A lot of time we go out to programs, we look at Child Plus, we look at different things like that. But we wanna know what is your process for making sure that families can actually have the opportunity to get better. Remember, Head Start programs are all about making sure that families are engaged in the process, so that they don't have to return to Head Start. 

One of the saddest things I hear a lot, is I go to program, and the parents, or somebody, will say, “I've been in Head Start for the last 10 years or the last, however many years.” One of the reasons why we build family partnerships with families, and we build the family partnership process, is so those families can start to move out of poverty, and they can actually start to do things that actually pull their families or put their families in a different position. This is where the family partnership process is really important for parents. And we in Focus Area One we really wanna know how you do that and how you're actually setting parents up for a success in their future life. OK? 

Next slide, please. Parenting skills, really important. I have a dad, and he is great. And I'm a product of a single parent Dad, and my dad always would say to me, “You know what? As your dad, I had no idea how to be a parent.” He was 17 years old when I was born, and he tells me all the time, “I didn't know what I was doing.” He was like, “I was just kind of trying to figure it out on my own.” But when you come to Head Start, you don't have to do that. When you come to Head Start, Head Start has the opportunity for us to develop those parenting skills, to give them more knowledge, to offer the parents the opportunity to practice those skills, for them to get better. 

Now, Focus Area One, we're gonna ask you how you do that. Because it's so important. For a guy like my dad, if he had known about Head Start, and he could've put me in Head Start, if he would’ve known about it, he would've gotten all these great skills that would've helped him be, (he's a great dad, don't get me wrong), but would help him to be an even better father.

One  of the things that we wanna know from you during Focus Area One is, how do you do that for parents. How do you make sure that they are the best teachers for their children, that they have the skills to do a super important job? Next slide, please. Our next measure is about partnership development. This is not just about families. It's about your community partners. One of the things that we hear all the time is about the limited resources that people in poverty have. As Head Start programs, you have a job to actually develop partnerships in your communities that help all your families. The partnerships are unlimited based on what your families actually need.

A lot of programs have relationships with the community college, so that their families can get their GEDs, or they can get college degrees, or they can get associate degrees, and maybe become a teacher in the program. How great is that? A lot of programs have developed partnerships with food banks. They know that their families are food insecure, so they have a standing relationship with these banks so their families can actually eat. 

A lot of programs have partnerships with their community government. You know what I mean, so that if there are laws or different things that are affecting their families, they can, their families can, figure out how to get involved and actually change those laws, or actually make those laws more palatable in their community. 

There's a lot of things that people can do, and it's not just limited, it’s not always limited to just the education or the food banks. But there's lots of creativity. I've seen people who have community partnership for incarcerated parents. Really important. You know? I've seen programs that have community partnership with law enforcement. You know, one of the best things that we can do in our community. We've seen a lot of things across our communities, especially communities of color, where law enforcement and that community, they don't necessarily understand each other. How do we start to build those bridges when children are really young, so that the law enforcement in our community knows our children and the children are in our community knows law enforcement. 

Are we doing things in our communities that really meet the needs of the families that are there, and how are we actually doing that in our community, and making sure that our parents can be involved, and that it is actually effective? In Focus Area One, we're asking about those things. We want you to bring your best stuff and tell us all about it. Next slide, please. I am not doing the next slide. You know why? Because I have another staff member, and you have heard her voice. She's gonna come on, and this is Jacqueline. Jacqueline, please take it away and tell them all about fiscal 

Jacqueline De Puy: Thank you. Ok, I’m gonna do a mic check. 1, 2, 1, 2. Am I good, everybody? Yup. OK, everyone, money talks, and now we're gonna talk about money. I'd like to introduce you to the Fiscal Infrastructure content area. Next slide, please.

The Fiscal content area includes yet another data tour to discuss the planning and systems related to fiscal functions and monitoring. When we're on-site, we will be asking you to, I'm sorry, not when we're on-site, but when we're doing your review, we'll be asking you to share the following during your Fiscal Data Tour: we're gonna ask for fiscal policies and procedures, data used to develop the program budget, the automated cost accounting system, examples of financial reports, and the cost allocation plan. And we could be asking for other documents as well. Next slide, please.

OK, there are two performance areas in the Fiscal Data Tour. The first is Budget Development, Implementation, and Oversight, and this focuses on how programs engage stakeholders to develop their budget, and how the program tracks their budget and make adjustments as needed throughout the year.

The second performance area is Comprehensive Financial Management Structure and System, and this focuses on how recipients approach fiscal staffing and response to the complexity of their program, and how they structure their financial record keeping, and how they make sure that costs are accurate and allowable.

For the first performance area of Budget Development, Implementation and Oversight, there is one performance measure called budget development and management. In this performance measure, recipient should be prepared to describe, and also screen-share, the data that they use to support their budget development, and the process for review and approval of their budget, and program should also be ready to discuss their ongoing process for regularly reviewing their expenses, and how they identify trends and gaps, and how they make adjustments as needed to support program operations.

In the second and final performance area, Comprehensive Financial Management Structure and Systems, there are three performance measures. We have approach to fiscal management, we have system for record keeping and reporting, and last, we have Head Start grant management. In this performance measure, people, sorry in this performance area, our recipients should be prepared to describe, and screen-share, their fiscal staffing structure and oversight of their financial record keeping system. Programs will also be asked to screen-share their systems for determining that costs are allowable and allocated appropriately.

OK. We got through Fiscal Infrastructure and now we're going to talk about Eligibility, Recruitment, Selection, Enrollment, and Attendance, also known as ERSEA.

If you've been following along, there's also gonna be a data tour in ERSEA. This data tour is gonna discuss the planning and systems related to ERSEA determinations, tracking, and monitoring. Recipients will be prompted to share the following during their review: their policies and procedures for ERSEA, selection criteria, the tracking system that they use for eligibility, the training records they use for eligibility, and their enrollment tracking system. We're also gonna ask for reports showing percentages of enrollment by eligibility category.

ERSEA includes for performance areas, Recruitment, Selection, Eligibility, and Enrollment. We're actually gonna talk about each of these more in depth over the next few slides. First, Recruitment. The Recruitment performance area includes one performance measure. For this performance measure recipients should be prepared to describe, and screen-share, their knowledge of the community and how that supports their strategies to identify eligible families for their program. For the Selection performance area we will be evaluating recipients and how they prepare, sorry, how they describe their process for developing their selection criteria to prioritize those with the greatest needs in their community.

For eligibility verification, recipients should be prepared to describe, and screen-share, their process for training staff on making eligibility determinations, and also their system for monitoring that the determinations are accurate.Last, we have Enrollment. This performance measure, within enrollment performance area, is called maintaining full enrollment. Programs should be prepared to describe, and screen-share, their system for tracking enrollment to ensure that vacancies are identified and filled within a timely manner. We also want to see recipients describe, that the program ensures at least 10% of their enrollment includes children with disabilities. We got through all the content areas. We're almost there. Now, we're gonna talk about how you can get prepared for the FA1 review.

For FY24, we've worked to streamline the reports to make sure that they are more clear and easier to read. We hope that this will help programs and regional offices teams use the data to support continuous program improvement. When you get your report after your FA1 review, the report will note compliant performance measures within each content area. If there are any findings during your review, you'll see them categorized into three areas. The first is reports might note areas of concern. The areas of concerns are things that indicate a need for improvement to prevent a more serious finding.

There might be a finding called an area of noncompliance. Those are when a program is not meeting a requirement. Then deficiencies are another finding, and they indicate a substantive or system, sorry, wow, substantive, or systemic failure in key areas of performance that require immediate corrective action. OK, what are some ways that you can get ready for your FA1 review? The protocol and the supplementary resources are available on ECLKC and the Virtual Expo. Please check those out. They contain a wealth of knowledge to get you ready for your review.

As you prepare for your review, consider who you may want included in the different monitoring activities. Who has access to your systems within the different content areas that can share real time data and really speak to how your program is using that data? How accessible are your policies and documents to share with reviewers via screen-sharing sharing? Are they in a centralized place where you can easily grab them and show the reviewers, or are they in a physical format that may require sharing an image? 

You might have to take a picture beforehand and have it handy. Ask questions to your reviewers as you have them. The reviewers are so great and approachable, and we hope that this is just a great an experience for you as it is for us. If you have received your 45-day notification, then please reach out to your assigned reviewer for support. If you have not received your 45-day notification, then you can send any questions you have to the OHS monitoring email that's listed here at the bottom of the screen.I'm going to turn it back over to Adia for questions.

Adia Brown: OK, Jacqueline. I think it's you and I together. I think there's a series of questions, and I think you're gonna ask me. I don't know. Is that the case? Why does it feel like half of me is cut off. I don't know, but kind of, I don't know.

Jacqueline De Puy: Zoom needs to make like a filter that makes us look like movie stars. 

Adia Brown: There you go. OK? I think I’m better now. 

Jacqueline De Puy: Great. 

Adia Brown: OK.

Jacqueline De Puy: These are some good questions I see. How is the letter sent when we get the 45-Day notification letter?

Adia Brown: The letter is sent through the Head Start enterprise system. If you go to HSES, and go to your correspondence tab, you should find the letter.

Jacqueline De Puy: Oh, sorry we have one, just wanna alert you to Irma's question in the chat, Adia.

Adia Brown: OK, hold on. Hold on, Irma. I'm doing two things here. Give me one second. One of those things is, I can't see the chat. 

Jacqueline De Puy: Oh, no worries. She said that could someone do a quick overview of the presentation that we couldn't hear with Faith. But I do think that you covered the parts that might have been hard for people to hear.

Adia Brown: I did. Yeah, I did.

Jacqueline De Puy: OK. What is the typical time allotment for introduction during the PDMI planning meeting, sorry, for the introduction planning meeting?

Adia Brown: Introductory planning meeting is 45 minutes. The planning meeting with the grantee recipient team is typically 45 minutes.

Jacqueline De Puy: Great. Thank you. Should members of the Policy Council and grantee board be present?

Adia Brown: Yes. For the program governance discussion, you would want to have your Policy Council or your program governing body present. But you will talk to your Review Lead, and they'll set that up with you.

Jacqueline De Puy: And just to make sure that there's no confusion with the last question because they came back-to-back. They (Policy Council and grantee board) do not need to be present for the planning meeting. Is that correct?

Adia Brown: That’s correct.

Jacqueline De Puy: Tamara talked a little bit about the staff qualifications and criminal record check documents that would need to be completed before the review. Do programs send these to the reviewer before the first day of the review?

Adia Brown: The criminal record checks document and staff qualification tracking document will be included in the 45-Day notification letter for you to have plenty of time to complete them. During the review, you will screen-share these documents and discuss with the Review Lead how you track and monitor that staff have required qualifications. If you have questions about the documents, once you receive them, please reach out to your assigned Review Lead. They are there to help answer any review questions you may have.

Jacqueline De Puy: Thank you. There are now documents and data listed in the grant recipient protocol. Should we prepare these in presentations or binders in our FA1 Review?

Adia Brown: That is a question that I don't like to hear. I don't want anybody to create any binders or any presentations. That is not the point of any of the reviews that we do. I want you to be able to share with the review team those things that you use to monitor, evaluate, understand trends about your program. If you normally use a binder, then you would just show us that binder electronically. But if you don't normally use that, then I'm not asking you to create one, or a PowerPoint presentation, or any of that. We want to understand your information, the way that you use it, not the way that you would try to create a presentation for someone.

Jacqueline De Puy: I'm glad to see that you didn't twitch too hard when I asked you about the binders. 

Adia Brown: I almost did. My eye started to twitch. 

Jacqueline De Puy: OK, Aida. We mentioned that staff should be included in the FA1 discussions. Can you share some more about who should be included in the review discussions?

Adia Brown: Yeah. It really depends. That's a really open-wide question. Because there's so many different types of interviews. But somebody gave me an answer, and I gotta look for it. I don't wanna give you guys the wrong answer. At the start of the FA1 review, the Review Lead will talk with leadership and the management team. In all other discussions and data tours we’re asking that the content area manager and a representative of applicable staff participate to give a more complete picture of your program's process and systems.

For example, for the ERSEA data tour, we would ask that a few staff members who conduct eligibility verifications participate. For the FCE data tour, we would ask that a few staff members who collaborate with families in your family partnership process participate. During your planning call with a Review Lead, they will talk more about who you may want to include in each discussion and data tour. 

To prepare for that planning conversation, review each content area in the FA1 protocol and think about which staff you may want to include to participate alongside your content area manager. We know that sometimes staff may not be available to participate, and that's OK too. The Review Lead will work with you to schedule your review discussion and data tours to allow for staff to participate as much as possible within the review time.

Jacqueline De Puy: Great, thank you. As a follow-up we have a question, in chat. The chat says, “Should staff be in the same room for the review, or can they stay in their individual offices?”

Adia Brown: I think, because it's on zoom, you can do it wherever you like. You can come to the same office, or it's you can, it's actually sometimes clearer and easier if people just do it on zoom, cause you see how we are. When we're all in a room together you can't see everybody, and everybody can't talk, but it is your choice. It's your preference.

Jacqueline De Puy: I am trying to see if we have any more questions that came in. Either we did a really, really, really good job or we board them to death. I'm not sure. Maybe both. 

Adia Brown: I have no idea, but you know what this is? This is usually a very talkative group, Jacqueline, and they will tell us, they'll let us know. Like, did we bore you to death? Did you get it? Are you ready? Did this help? We have never done this in depth, session for the protocols before. It would be really interesting for us to hear whether or not this was helpful. What else do you need to know? Did it help bring down some of your anxiety about FA1? You can give us some comments in the chat. It doesn't have to just be questions because this is our first time doing this, and if it wasn't helpful, we don't ever have to do it again, but if it was, then we'll do it some more. Let us know. 

Jacqueline De Puy: We did get one more question in the chat. Thank you. Thank you, Chelsea. In reference to ensuring enrollment slots are filled within 30 days, how would that question, or demonstration, impact programs who are experiencing enrollment challenges?

Adia Brown: One of the things that we do in this particular review type is we want to figure out how you do that, not if you do it. You may have some vacancies that happened, but you weren't able to fill them in 30 days. We really wanna know in FA1, the process for doing that. What's your process for filling those slots in 30 days? How do you anticipate that you're gonna make that work? What do you do to actually try to make that happen? This is not a demonstration review, as much as it is an understanding of what your systems are, to do things. In FA2, we're more interested in whether or not you actually were able to fill those slots in 30 days.

Jacqueline De Puy: Great. Thanks, Adia. I see another question about if there’re going to be unannounced visits for FA1. We talked about that yesterday in the kickoff, and no. The answer is, there will not be any unannounced reviews for the FA1 review, which is our focus today in this discussion. We will be conducting unannounced reviews for Focus Area Two. Do you have anything to add onto that, Adia? 

Adia Brown: No. I'm good.

Jacqueline De Puy: Should we show live data during the FA1 review?

Adia Brown: Yes, you should. Live data is great. We love live data. I look at it all the time. I think it's fantastic, helps us to understand exactly how you're using it and how it works in your program. Live data is great.

Jacqueline De Puy: Great. Hey friends, do we have any other questions? 

Adia Brown: No other questions? Wow! We must have knocked out the part. We have 20 minutes left. I don't know how many people — how may people are on this call? I have no idea. 

Jacqueline De Puy: There are about 200 participants. 

Adia Brown: There are 200 people! Are they still here? 

Jacqueline De Puy: Well, 25 had to go, but we at least started with about 200.

Adia Brown: 25 had to go? Oh, wow! Well, I mean, you know, we won't keep people for longer than they need to. But I am famous for calling some people out. Like, Ashley Allen, you anything you wanna say, or Francis, or Kyrie, or Irma, or Casey, or Melissa, or Wanda, or Janine, or Nicole, or Wanida? 

Jacqueline De Puy: Well, we did get a few from none of those names that you called. But I'll ask these. Do we need to see the minutes for the management team meetings?

Adia Brown: We don't need to see them, but if you think that they're helpful, you should share them. If that's one of the ways that you show us how you communicate or how you share data across the management teams, then I think reviewers would enjoy having a look see at those.

Jacqueline De Puy: Are there specific questions that we will ask of the Board and the Policy Council during the FA1?

Adia Brown: There are specific questions that we will ask, and they are in the FA1 protocol.

Jacqueline De Puy: Yep, you can peruse those on ECLKC. What are eligibility training records?

Adia Brown: You want to train your staff who do eligibility. Those staff have to know what they need to look for. They have to look for W2s. They have to know that they have to do an interview, either phone or in person. They have to know how to fill out the form. You should have documentation that shows how you train them to do those things.  When you trade them to do those things.

Jacqueline De Puy: Thank you.

Adia Brown: You're welcome. I do believe that this recording is gonna be available.

Jacqueline De Puy: Yes.

Adia Brown: I think it's going on ECLKC. Is it going on ECLKC, Jacqueline? 

Jacqueline De Puy: Yes.

Adia Brown: It is? OK. 

Jacqueline De Puy: The Virtual Expo. I think on Virtual Expo. 

Adia Brown: This one is going on the Virtual Expo. If you want to see it again, you can watch it again if you like, but it's going on the Virtual Expo. I don't know if it's gonna be as fun to watch it.

Jacqueline De Puy: Adia, how do we address grantees that have multiple grants and multiple program options? 

Adia Brown: We try to combine those grants together. If you have multiple, if you're an agency and you have a lot of grants, we try to as much as possible, bring all your grants to one review experience. We try to do FA1 for all your grants at the same time, and FA2 for all your grants at the same time, when it’s possible. It's possible a lot of the times. Sometimes it is not possible, and we have to split them up, but we do try to combine those reviews as much as we possibly can. 

Jacqueline De Puy: Should be good.

Adia Brown: Ruby, you OK out there? Tabitha Rounds? You get what you needed, Katherine? Christina, Jennifer, Cindy Hardy, Dusty Thomas, Heidi Beck, Mary Lanham? Did you guys get what you needed? Evelyn Ridgway, you good? OK. Wynette, with the pretty smile and the braids? You don't have a last name, I can't call that, but your picture is lovely. Amarillis? Margo? Amy? Chelsea Lester? Gilbert, you get what you needed, Gilbert? Melba, how about you?

Yes, Laura, the fiscal data will include samples. It looks like everybody is good, Jacqueline, and Faith. Faith, you might come back. OK. Looks like they're good. We can't, we're not gonna keep you until 3:30 if you are good. We just wanted to make sure that you were prepared for your FA1. I hope that you are. There are plenty of people along the process. You don't have to make this your last time. There'll be a Review Lead. There are people you can call. You call your program specialist. You call me if you need to. 

You can do whatever you need to make sure that you are ready for your FA1 review. We want it to be stellar. We want it to be exciting. We want you to brag about your program. We want to see all your data, and we wanted to see how all the programs that we have to review this year, make sure that their programs are stellar programs over the next 5 years. I want you guys to get out of here. Do what you need to do. Run your Head Start program. Have a great day, and I hope that I get to see you guys. Maybe I'll sit in on some of these FA1 calls, and I'll get to talk to you in the very, very, very near future. 

Thank you, Jacqueline, and Faith, and Keith, and Cynthia Northington, and Alberto, and everybody who actually helped out with this presentation today. I am so excited to do it, and I look forward to doing it again tomorrow. Have a great day everybody.