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Joint | April 16, 2015 | Committee Room | Health and Human Services

Full MP3 Audio File

thank you. Ladies ad gentlemen please take your seats we'll go ahead and get our committee meeting started, there are several people who are not here but in the interest of been good stewards of time we'll go ahead and get started so please take your seats. This is the joint sub-committee on health and human services, I'd like to introduce our sergeants at arms today from the house Young Bay, Bill Mass and Joel Oeston from the senate Markers kits, Canter Luis, Joe Geoffrey, Daniel Half. Thank you very much chairman for your assistance. Keeping us on a straightened arrow. I would like to introduce the Pages this is just we have with us today. Pages if you stand as I call your names so we can get a good look at you. Sarah Stricklin, Sarah is from Silenburg and her sponsor is Senator Burger, Lyke Evans, did that pronounce that correctly, Lee. Say it again Luke, I'm sorry, it so look like a y, Luke Evans from Aspora and his sponsor Senator Telmon, we'll have to get on senator Telmon for not having your name correct. Chris Mcain, Chris is from Alamance County and his sponsor is Denis Riddell, Representative Riddell. Ben Smith from Johnston County Ben's sponsor is Representative Daughtry, and Roman Byron, did I get that correct? Glad to have you with us, you're from Pitt County. That happens to be my district also, but your representative is Representative Brian Brown we're glad to have you young folks with us, and we hope that you've had an opportunity to learn what's going on around here this week while we've been here Thank you very much for your service Today we're going to have two presentations. One is on Smart start, and the other is on the North Carolina Pre-K Program. Both of these briefings is going to be presented by Miss Deborah Landry from Fiscal Research Division and her HHS team over there, and in the interest of time, we're going to allow her to make both presentations without interruptions for questions, and then at the end we will have our questions available and then at that time we will have our discussions. So, Miss Landry. Thank you, Senator Pate. Good morning chairs and members of the committee. I'm going to talk about SmartSmart NC Pre-K this morning. Before we get started I did want to talk one slide that I mentioned in the talk care subsidy presentation on Tuesday. It was this slide that has the waiting list chart and I'd mentioned that it looked to me be like it was two years and it was supposed to be three years of data, it is actually three years of data. The January and February were just mislabelled as 14 instead 15 so this is being corrected and will be posted to the website, and that's the only change, so the data is correct, it's just one label change. I would like to start in the discussion of Smart Start, I'd like to thank the North Carolina Partnership for Children for their cooperation and assistance in gathering the information and provision of clarification for this presentation. These first two slides you saw during the childcare subsidy presentation and they're actually in each presentation, so if you are looking at any one of the presentations you have the computers in available for among the three programs, so I'm not going to go over these slides today just let you know that they are in the presentation. Smart Start's vision is that every child reaches his/her potential, and is prepared for success in the global community.

Their mission is to advance a high-quality comprehensive accountable system of care and education for every child beginning with a healthy birth. I also like to mention that the current budget bill, I'm sorry session law 2013, 360 says that their funded activities should include assisting health care facilities with improving quality including helping one, two and three star rated facilities increase their star rating, implementing free kindergarten programs and that they also that local partnerships still use their funding for evidence based or evidence informed programs for children birth to five, they increase literacy, increased parents ability to raise healthy successful children, improve children's health and assist foreign five-star rating facilities improving and maintaining their quality. We've been talking about evaluations of the different programs that the department health union services operates. I have used the same national database for all three programs I've been talking about, so the terminology is consistent and therefore comparison across the programs is easier so then this is what works for health database from the university of Wisconsin for Smart Start, these databases the expected outcomes for smart start are; increase school readiness, increase vaccination, increased access to health care and increased child care quality the ratings that they provide for smart start is that the evidence writing is some evidence and the impact on disparities is likely to decrease disparities. There are six available ratings in this database. The top rating is scientifically supported where the ratings are the most likely to make a difference and these strategies have been tested in many studies and have consistent positive results. The evidence ratings of some evidence means that strategies and with these ratings are likely to work but further research is needed to confirm effects. These strategies have been tested more than once and results trend positive overall. Other information from their work works for health database is that we're getting smart start if there is evidence is there is evidence that smart start improves co-readiness especially for disadvantaged children, and they do guard-less say that additional evidence is needed to confirm the effects. Children who attend centers participating in small start appear better prepared for kindergarten than children who receive no child care, for low income children these centers can increase school readiness including language, social and mental skills more than any other daycare centers who do not participate in quality initiatives with Smart Start. The quality of centers participating in Smart Start appears to improve over time and that includes increasing kids language rating and math skills as their quality increases. Research also suggest that Smart Start partnerships distribute the local Smart Start partnerships work best when they assess their baseline needs and develop plans locally, they set goals that can be evaluated by both communities and state officials. There is a recent Smart Start evaluation that actually looked at Smart Start and Pre-K, and that was for recent a Duke study and it is entitled the Impact North Carolina's Early Childhood Initiatives on Special Education placements in third grade. And what these study did was they looked at smart start over time and Pre-K over time and they actually look at children data from 1998-2000 and then enrolled in third grade from 1995 to 2010 to look at impacts over time. And what they said is that Smart Start appears to reduce placements by 10% in special education in third grade. Smart Start funds many different programs at the local level, so this is a sample of programs funded by Smart Start at the local level and their evidence based rating and the clearing house or database that I use to show this evidence-based writing and in most cases it is the what works for health database. So the incredible years and the reach out in Reed[sp?] programs are scientifically supported, the parents as teachers, provides some evidence, which we discuss what those ratings mean a few minutes ago. A couple programs are the nurse family partnership which is considered scientifically supported and the triple P or Positive Parenting Program which is in the P centers databses indicate that as supported or promising and that's basically similar to the some evidence under what works for health. Many of these programs are evaluated among multiple databases and again I use the what works for health so that the terminology would be similar across for comparative purposes. This is the Smart Start

certified budget for the last several years, and you can see their state, childcare development fun funding, in order to support Smart. In the current, the continuation the budget or the Governor's budget makes no changes to the Smart Start budget so it will for next year unless there are changes in the budget process by the General Assembly will $147 million for Smart Start. This righteous locals partnership expenditures, funding for Smart Start gets allocated down to local partnership and then they have choices on how they can spend their money. I will  say that recent legistration requires them to as I mentioned of course spend their money on evidence based to evidence informed programs so North Carolina partnership for children in 2013, issued this smart start resource guide on evidence Seuss programs and evidence informed practices so local smart agencies use this guide to determine what programs to fund. There is a caveat that they can use other programs that are not in here if they have evidence-based or they have evidence-informed information on those also. So what this slide shows is that childcare subsidies by far the highest rated where the partnerships spend most of their money and for 2013/14 almost 46% of their money will spend on  childcare subsidies. The next largest term area is early childhood related activities and I will put the definition of that upon in the slide and that is activities that include working with child care programs to include maintain quality, supporting teachers to attend early childhood college courses and providing professional development and that is include but not limited to. And you can see that the administration that they spend is 8% of their dollars administration. This is actually the same information just presented differently so you can get a better relative view of how the money is spent and it clearly shows that childcare subsidy is the highest ranked that other childhood activities are next and then family support tends to be the next highest rated, highest area that they spend money. Local smart partnerships and the North Carolina partnership for children are required to meet state march requirements. This slide shows how those march requirements have changed over time in the current fiscal year they required to meet a 4% incline match and 11% cash match they're required to meet the total match requirement of 15%, the most that they can count towards in kind is 4%, if they want they could meet their entire match rate with cash only, so they could do the entire 15% by cash but the most for income would be 4% than they could count towards their 15%. The North Carolina partnership for children is responsible to report to Gabops[sp?] in a format that allows verification by the Department of Revenue for this March requirements. This next slide shows the actual and required match for the last several years, you can see that Smart Start has exceeded their match requirement each of the last few years in 2013/14 the required match was 20.6 million and they actually achieved 28.7 million the March requirement is an aggregated so it has to be met across state so you might have an individual partnership that didn't meet but as long as the aggregate meets they are considered to have met this much requirement. Not going to the annual report this does to the General Assembly goes over the number children served or parents served in the various programs that they have not going to go over each individual ones but these are categories by category with this first quality of care and access the first item on child care programs receiving support to improve and maintain the quality of care special revisions do include the requirements that Smart Start assist one, two and three for star facilities to increase their star ratings and just as a note special revisions further require, I'm sorry the division of child development and early education to only pay for care in three, four and five star homes and centers to the extent possible in the Child Care Subsidy Program. The categories represented on this file are supporting parents, in child's health and nutrition, those area that are talasize were discussed earlier in this presentation so

on the first time families participating in ongoing parenting programs including credible years and those family partnership and the PPP, pre-parenting program that we discussed earlier in this program that have evidence based on ranking or rating. The parents receiving assistance to evidence-based parents-teachers program is also previously discussed and either they service that was rated at some evidence. in the slide side this is promoting early literacy, you can see an increasing focus on the numbers served in this category, raising a radio where it bags filled with children's with books in children's homes on a weekly basis. The Reach out and Read program is a program where doctors prescribe reading to young children in families during well child visit, and it also includes book sharing, free books the children keep and the books in the waiting room SmartStart further reports that participating families were 61% more likely to be reading to their child every day than the comparison group, and this Reach Out and Read program was rated as scientifically supported in the what works for health database. You saw these slides the other day, but since SmartStart does count one of their areas is helping child care centers and home improve their rating, I wanted to show this again. This does show not only the change in numbers overtime, but it shows an increase in five star centers, and this chart also reflects the same information, but in a chart form so you can more easily see the increase in the five star centers and overall quality of care for the centers and homes. This is just centers, this next slide is homes which you saw the other day, and this is the slide that shows it in graph form for your information. and that concludes my report on Smart Start and we'll move on to Pre-K. As she's getting the slides set up I would like to thank the Division of Child Development Early Education for their assistance in the provision of data for this presentation. Again the first two slides you've seen before and are there for your reference in case you need them in the future. NC Pre-K Program is designed to provide high quality educational experiences to enhance school readiness for eligible four year olds. The Pre-K Program requirements are built on the premise that to be successful in school, children need to be prepared in all five developmental domains that are critical to children's overall well being and success in reading and math as they enter school, and those include approaches to play and learning and social development, health and physical development, cognitive development and language development and communication. The What Works for Health Database says that the expected outcomes for Pre-K is to improve cognitive skills, improve social and emotional skills, increase academic achievements, increase earnings and reduce childcare costs. They do rank Pre-K as scientifically supported and likely to decrease disparities. I will note that the database evaluates Pre-K programs in general and not specifically any particular pre-K program. Although that the studies that they evaluate are some on particular pre-K programs throughout the country, and some on meta analysis where these reports have put together information on lots of different, gathered lots of different information from different reports to make this evaluation. So Pre-K did get the highest rating scientifically supported, which means these are strategies with ratings that are most likely to make a difference These strategies have been tested in many robust studies with consistently positive results. The information that proviciating from the health database, as I said they actually looked at programs, all kinds of pre-K programs, both universal and targeted. In the pre-K is considered a targeted program, as it is not universal and we target low income or kids with special needs, so the information I've provided on this side is either applies to targeted pre-K only or to both types of pre-K, so I did not include any information that was just for universal pre-K programs. so state sponsored pre K programs, whether universal or not improve children's language, Math and reading skills. Also explicit academic instruction, low staffed unit ratios, good classroom management and

emotional support can also improve children's cognitive and social outcome. The next two slides are actually particular to the North Carolina pre-K program. The state of preschool 2013, which is published by the National Institute for Early Education Research, provides information on pre-kindergarten programs operated by the 40 states and Washington DC, that offer pre-K programs. Each program is measured against 10 benchmarks, North Carolina met or exceeds the quality standards in all 10 of these areas, and North Carolina was one of only four states plus one of Louisiana three programs to meet all 10 benchmarks. This is the same evaluation we talked about on Smart Start, and there's a recent Duke study on the impact of North Carolina's early childhood initiatives on special education placements in third grade, and the recent study at Duke indicates that Pre-K reduces special education placements in third grade by about 32%, and together the two programs reduce placements by about 39%. And again, this was a longitudinal study. It looked at funding for Pre-K and SmartStart, and I use the term more for in this study because it goes back to when the program started was called more for. And then they looked at third grade placements from 1995 to 2010. I would also like to mention that North Carolina Pre-K contract each year for an annual evaluation completed by the UNC Frank Quarter Chart Development Institute. In the 2013- 14 evaluation had the following findings. Children enrolled in the NC Pre-K made significant gains from Pre-K through kindergarten, they showed gains in language and literacy skills, vocabulary, expressive vocabulary, letter word identification and mass skills. Growth rates for children who enrolled in NC Pre-K were even greater during Pre-K than during kindergarten for many skills. Other children made significant gains throughout this entire time period. This is the funding history and the number served for Pre-K in the state of North Carolina and you can see that the Pre-K program is funded with state, lottery, and sometimes the temporary assistance from the families block grant this year, in the current year, total funding is $145.5 million and the current number of slots funded is 28, 379, I'm sure this is the current number. For the current fiscal year, that's the current number of children served. The slot cost actually varies by where the children are being served, private childcare centers with lead teachers with the birth to kindergarten license are $650 a month or $6, 500 for a 10-month year private childcare where the lead teacher has a four-year degree without the birth to kindergarten licence is 600, public schools is up to 473 and head start is up to $400 a month. The contracted sponsor based on facility type for private care, these are monthly spots. I will point out that this is the state cost with a state pre-K program costs. Other entities put money into the pre-K program programs such as Head Start, public schools, some local Smart Starts, some local communities. So the estimated total cost per slot is actually closer to $7, 600 for the total year. Go over some data for the Pre-K Program. There are 1, 168 slots sites with 1, 971 classrooms. As I mentioned earlier the students served is 28, 379 at this point in time, there are a total of 91 contractors and you can see who is being a contractor for Pre-K with the local partnership for children having the most serving as a contractor in most instances at 45, followed closely by public schools at 41. This slide shows you where the children are being served. So public school has the highest number of students at 13, 718, and this is about 48% of the students being served, this is followed by the child care centers. This is broken out by private and private for profit, and private non-profit. If you added those two together it would be 10, 551 or 37.2% of the children. I'd like to discuss a little bit on how pre-K sites get selected. Every pre K program requires, the North Carolina pre-K program program requires that every county or region establish a pre-K committee. The committee must be

co-chaired by the school superintendent or the local education agencies and the board, both share for the local smart star partnership. The committee as you select to contract your agency. Each committee has a site selection committee that sit selection committee selects the sites not the contractor. Sectional on 2012-14 required division of child development not only education to establish a standard decision making process to be used by the local pre-K committee, that has been implemented there is a standard application and a standard grip group at which the site selection committees must use in awarding pre-K classrooms, also I would like to point out that current special provision requires that these be multiyear contracts, so when someone's awarded a pre K classroom, they get them because of that the investment they have to make to get up to the standards for pre-K they are given a contract longer than one year. in order to help ensure that their investment is put to good use. The contract as I said earlier are selected by the committee. The contractors duties include reporting on program progress, site updates, staff education levels, professional development activities and when we're talking about program process that includes the recruiting and identification of children for the program, eligibility and attendance, The contractor duties also include collaboration with other agencies, identifying strength and barriers to service delivery, average to implement plans related to transportation and other issues, and also they must report on the fiscal and budget, including funds received and funds paid to sub contractors. This is sort of rapt up side for all three presentations and it shows the early childhood programs that are invested, that the General Assembly invest in and the evidence ratings, so the child care subsidy program which rated as scientifically supported, Smart Start has some evidence and Pre-K is scientifically supported  and again like to point out that scientifically supported means these strategies are most likely to make a difference, the strategies have been tested in many studies, robust studies and have consistently positive results. Some evidence means the strategies with these rating are likely to work but further research is needed to confirm the effects and these strategies have been tested more than once and results turned positive overall and that concludes my report, I'll be happy to answer questions as directed and I I'd also like to point out that the Division of Child Development including their Pre-K Coordinator and North Carolina's Smart Start for children are also here to answer questions as needed. Thank you, Miss Landry, I was going to introduce the people who are here from their partnership. If I believe you're all over on my right-hand side sitting together, that's very nice of you. Dr. Nancy Brown who is the Chair, and Cindy Watkins who is President of NCPC, and Miss Donna White who is the Deputy Director of NCPC. Thank you very much ladies for being here today. Also we have from the DCDEE, which is the Pre-K of Mr. Rob Kinsborough, well I think we heard from you a couple of days ago, thank you for coming back, and Miss Cynthia Wheeler, is that correct? Thank you very much and I'm sure we might have to call on you to answer some of the questions that might be coming forward so we appreciate your attendance today. I have just a couple of questions to kick off the discussion, there is a sad and Debra, I don't know if you can get us back to the slabs, but this have to do with Reach-out-and-Read program which is going on with some of the paediatricians offices and I know that I have a pediatrician in my district who is very very into this he has a lot of good results from this program and I'm wondering if someone could answer to the Reach Out and Read Program and what you think of it from your level of involvement. Should we go just over to the to the folks who can answer that from the department or would you prefer to take a step at it first Debra? Senator Payne, I'll point out Reach Out and Read, all I can answer for is what the

database shows with the evidence from the Clearing house Reach Out and Read is a program that is actually been evaluated among a number of databases. As I said earlier, I used what works for House so that we're using the same terminology across all. Reach Out and Read is a program that was given the highest rating that it is scientifically supported, I mean there's been many robust studies and it does show that these strategies are most likely to make a difference in the program. If you want more specifics you will need to direct questions to Smart Start. Does state funding go to that program? Local partnerships have discretion on how they spend their money, and so the local partnerships are allocated money, let me get to, So this slide shows where local partnerships spend their money, it's not detailed enough to know how much is actually going to Reach Out and Read, but the local partnerships are who are investing in this program. [xx] Ma'am would you like go into that discussion? You have to hold the mic button down while you speak. That's helpful to know, thank you. Just a little more information about Reach Out and Read. About three years ago the North Carolina Partnership for Children Board set aside $300, 000 a year for increased investment in this program, and that's the reason we've seen continuing numbers of children being served. It's also a wonderful way to reach all children. Because it is as you said, and I think Dr. Taylor has been the big lead in Pitt County around this. It's an opportunity for every child to have an exposure to an early literacy program where the doctor actually prescribes a book, gives the book to the child and explains to the parent the importance of reading and engaging in language development in their early years. And my second question, which will be my last I promise, has to do with that there's a focus now in the public schools K through 12 on reading proficiency by the end of the third grade, and I wonder if the Pre-K's are measuring up to to that challenge, and what you've done in a way of changing, you're a initial endeavors if you had to in order to help our children be ready to read by the third grade. And state your name please for the record. Thank you Senator Payne. My name is Cindy Wheeler, and I manage the state NC Pre K program for the department of Health and Human Services under the division of Child Development and Early Education. The Pre-K model has remained stable over the years. For the last 13 years and as the annual evaluation has shown the measures that are selected by the evaluator and are tested through random sampling of the population of children that we served have proven overtime with the measures the norm measures that her team has used that we indeed are getting results. For those children that are obviously the most disadvantaged when they come into our program. They do show the greatest gains for math and literacy development, and even into first, second and third grade, the 13, 14 study that I believe Deborah reviewed for you, actually shows those longitudinal results as being quite positive, and children are reaping benefits well into grade three. Thank you very much, Representative Albro[sp?] Thank you Mr. Chairman. I have a really quick question and then one that's a little bit more nebulous in terms of where I want to go with it, but page eight of the Smart Start, you refer to a MAF program, I'm sorry, that's an acronym I've either forgotten or haven't seen What is that? Yes Ma'am. This is a actually a quote from the actual report, and since they started looking at their program back to 1993, it was called more for there instead of pre K, although it's basically the same program. and they also SS means Smart Start, but since I quoted the report, I didn't want to change their terminology. Thank you, I had forgotten that, follow-up. Follow-up please, This is where it gets a little hard

to explain my thinking and what I'm always looking at when we look at these prorams is how do we reach to the best level the most children ever the lowest cost, and I guess what I'm asking is when we look at Smart Start which is zero to five and the preparation and it says there is some evidence that will show it is preparing kids for school, it is working in areas that definitely put them on a positive path. Would there be an opportunity for an increased level of service and accessibility if we used our money totally through that direction and maybe timed up in some areas is where there is questions about the evidence, and focus so much money on a particular age like four, where I know when you are looking at a particular age in particular situation which is a classroom. If the teacher does what they're supposed to do, it better be scientifically evidence-based or you don't have a good school system. That would be the case if it was kindergarten for a second or third grade. So is there a possibility in terms of giving us a flexibility with improving SmartStart which shows evidence, inclination and trends, and give us an ability to get rid of these long waiting lists for kids who aren't getting any help at all. Miss Jacobs. Representative Avila, members of the committee.  As I've been looking at the information Debra has put together for you, we've been asking the same questions, and so what we believe is as we continue to read the reports and look at the data, the question is not necessarily we believe the age, but what services are being provided and what do we have evidence that says works, and where do you want to then spend the resources you have? The last slide that Deborah laid out was we have evidence that says, there's some evidence that all three of these programs are working. If you had unlimited resources you would fund all three. The question you will be facing now is which direction do you want to move in or would you look for recommendations from HHS or wherever to say, where do you want to redirect or reallocate funds into programs whether it's programs that SmartStart's currently funding, or Pre-K is currently funding, or HHS is currently funding, you want to put your money in those programmes that have evidence to say that they are working or if they're promising programs, you need more research or more evidence to support the continued funding of those programs. And so we're going to be working on some options for you to consider as you move forward with your budgets, but those are the key questions that you'll have to answer. You'll have to ask those questions, we don't necessarily have the answers for you right now, but over the next two years as you put together a two-year biennial budget, and by the second year maybe you can put provisions in to ask those questions that you'll be able to answer next year. So we'll work on some options for you to consider as a committee. Senator Hise. Thank you, Mr. Chairman. Going to slide three that we have on this real quick. This presentation is up here for Smart Start. Looking at the eligibility requirements for 22 of them, First one to think I think  that's the old requirements for childcare subsidy but I think if I'm not mistaken the chart we had yesterday had those mark. What I was wondering specifically to the need for childcare activity requiring someone to be an eligible activity, whether it's employment, high school, post-secondary education. Is that an exclusive requirement to childcare subsidies and paprika[sp?] we have no requirement that parents are involved in any of those programs in order to receive those services? First of all you're correct the child care subsidy information and I apologize on how that happened but we'll get that corrected. Childcare that's exclusive childcare subsidy that the Federal requirements are in the state has some option that you have to be involved in activity to need child care. Pre-K is it's education focuses on what the child needs not on what the parent is doing, although division of child development may have more information to share on that and for smart start the activity is varied by partnership and so

the requirements vary by partnership on what they are required to do to be involved in each activity. Any response from the department?  We can follow up to get additional detail with respect to Pre-K but Debra is correct and that the focus is on the child specifically as an educational program versus subsidies being focused on the parent, the parental needs obviously with them a subsidy program are also placing kids in high-quality child care facility so we hope they're also getting educational benefit out of but the focuses is a little bit different but will be happy to research to see if we have details relative to the status of employment for the parents in Pre-K Follow up. Follow up and I also look at these eligibility standards when we look at selection for the Pre-K, when it's targeting individuals with individual educational plans, health-screening or educational needs that are identified. And one of the other sides, one of the measure you put up was dealing with special needs placement. We did not make sense that if you have a program that is targeting individuals that show a likelihood for future special needs, placement that that program would in fact, be more effective in dealing with, and addressing someone that may be looking at special needs placement. The concept is those are separate populations and Pre-K itself targets those individuals that would likely be in special needs much earlier than we do through the child care subsidies. Miss Jacobs. Senator I believe, I'm not sure I quite understand your question, but this is what Duke chose to base their study on as you know what we may discuss this does the general assembly want to talk about a separate evaluation of this programs, this was? We had no input into what Duke looked at as  far as trying to evaluate what it was measuring in this part of the study. And then final follow up, and I think it's on if it's OK on page 18. It goes through the children, and this is number served, and we're kind of, we've seen some declines or reduced funding, but parents participating in early literacy programs has exploded, and I know someone talked about reach out and read. I think it was one of those programs what is, the simple question of what is the cause of that significant increase in our parents participating in early literacy programs? times over the last, almost tripling over the last two years. I'm sorry, there's some signals going on I'm not intercepting. Yeah, the North Carolina partnership for children need to provide information on the change of numbers being served. So as I mentioned earlier, this is Cindy Watkins with North Carolina Partnership for Children. It's been the deliberate focus of the North Carolina Partnership Children board to set aside funds specifically targeted for this activity. So that's one of the reasons you see the increase. Additionally many local communities have decided to invest additional funds over, and above the money that the board has set aside for this. Often they raise private funds or the have sponsors or in other ways contribute to the funding of this program. So that the numbers are going up exponentially. Senator Mckissick, before you ask your question senator Mckissick, I'd like to let the members of the public know that we might be able to take some questions from them after all the committee members have other questions answered satisfactorily. Some [xx] Yeah, and this is yes for purposes of clarification, I know you mention that when it came to the local partnership, they can use 8% of their money for administration. Now can you clarify what qualifies as administrative cost? I mean, looking at the totality at what their expenses might be say for tee-cures for others are involved. What does that really cover? Senator Matthews, I'd have to get back with you on that I don't have currently you have with me the definition administration, the partnership may be able to answer that question, if not, I can certainly get back with one at Perhaps somebody from the partnership could help me with that? Miss Watkins Yes. Thank you Local Partnership Administration is basically considered anything that supports the overall running

or operations of the organization. So, very often it is allocation of the finance person, the executive director of his phase. So anything that supports the overall operations of the organizations considered administrative it is not include anything that is programmatic related. Followed like a [xx]. Will still that be inclusive of your personnel expenses other than the finance person, or the executive director, or get trying to see how brought up a number that is. The start people that spend their time doing programm related activities are paid for under the services project. Only the administrators death that it's typically considered the executive the finance director maybe the administrative assistance, those usually paid out of administrative funds unless they split their time and do more than one job. So it could be that the executive director is not only the executive director, but also helps run one of the programs, in which case that executive director would be allocating her time or his time. OK, follow up if I could Mr. Chair Go ahead Sir. In terms of the local match, of course that's 15% it can all be in cash, but the 4% can be in kind so what qualifies as in kind? Very often that is donated office space, volunteer hours anything that the parnership takes in as a good or service from any entity that's not cash is counted as an in kind. Primarily though for our purposes, its volunteer hours and donated space. And last follow up if I could Mr Chair, and that's simply this, it looks like overall the partnerships doing great in terms of this local 15% match, but are there certain ones that are doing what we call significantly in the excess of the 15% to kind of make up the depos to being center specific? Yes, there are some counties that contribute a great deal more of the 15% than they are required to, and there are a few partnerships maybe three or four who struggle every year to make that 15%, and very often it's a function of the wealth of the community. The resources in the community, but it in aggregate as you can tell we far exceed the requirement. And I commend you on that. Thank you. And at this time I'd make a commercial for the Wayne County Partnership for Children. They're having their annual lobster sale on May 1st in Goldsborough North Carolina and you're all invited to come down from $25 a pop you get a fleshy cooked Lobster dinner, that's one way quite seriously I said you need to raise some private funds and they got out and got to work on it and I think that some gentle guidance along the way towards some of this local partnerships would see some increased fund raisers going on. Wonderful public service announcement. Senator Barringer Thank you Mr Chair, thank you for your presentation today. I do want to call your attention there's going to be a report of the Early Childhood Commission of the sudden Regional Education Board released in June is in draft form and I don't think it can be released, I don't think it's for public content and it is time but I'm serving on that commission and there is really some good information that will be there that can be very useful based on evidence-based practices and that sort of thing. One of the things that you will find in the committee and I would like to ask the question about is that while the certain value in clean and safe community value in clean and safe childcare for children but what we've seen at leveling off of the return on the investment on that and the next step in what really needs to happen is the engagement and I think the absolute preps towards Representative Arp was talking about the engagement of the childcare giver whether it's in a childcare situation or Pre-K and how they interact with the child and there's actually data on how that should be done and the process for that and there's a tremendous difference class to class depending on the level of engagement. For example if you ask a student a question then

they are going to develop, if you tell them what to do they probably won't and so it's those kinds of techniques so my question to staffs or maybe if I may direct to the visitors here, has there been any focus on that level of I guess curriculum and teacher training, because I think that really the next age or next wave in evidence it based outcome, is how that teacher engaging with the child not just the fact they are in the safe enviroment. Ms. Whittle, would you care to ask answer the question? Thank you Senator Pitt. Yes, I would. Excellent! Excellent comments and questions. The evidence is very clear, because NCPK is such a target to program we have unable really to draw down look at, this measures of teachers in action and actually facilitating warning for young children, that is being measured through the North Carolina Professional Teaching Standard, so the work is standard based, based on research, it also by a validated tool that it's a formative assessment. Those of you that are educators and have done other work around education understand that that is important, it's ongoing, it's daily, it's every hour of the day. Those interactions are actually just the key piece to wiring the brain and helping those children to think and problem-solve. NC Pre-K has the highest standards in the state, and in some of the nation. We require all of the teachers, regardless of whether they are situated in a private child care center, a head start program, a developmental day program or a public school Pre-K either title 1 exceptional children, they must all have a North Carolina Birth-through-Kindergarten license. That license prepares them, not only with content about child development in all the domains of how we learn and grow and develop, our brains, our physical beings, our emotions, our health, how we regulate ourselves from birth until adulthood and through adulthood, but also, how do we facilitate those learning pieces in the classroom? And then how do we further differentiate the learning, whether you have a very gifted child or a child that may need additional preparation and supports and interventions. So those are measured through a systematic process called a teacher evaluation process. These teachers are licensed through the stake holder of education and just like public school teachers, they are all treated the same, and then the impacts of what we're seeing is then coming out of through that statewide evaluation that we mentioned just a few minutes ago through sampling. I could go and on about this, I know that you have other questions and other information that you need but we have collected lots of information about that and it's clearly working and the last evaluation did show a correlation between the classroom environment like what is happening in that classroom and teachers is correlated to the teacher education and licensure levels now. Thank you. Follow up, Sir. Follow up. I do know from serving on this commission and on the board that North Carolina is held up as a A standard to reach for, however, having said that, much of what we base our program on was what we knew when the program was developed, and there is so much more evidence based information out there. So I'm really glad to hear that we are measuring, but what I would like to see is that when this report does comes out which was an over year long study, and really an international study of this issue that we take a look at that report and benchmark what's being done here against it. Because I think that there are things in that report we'll be able to learn and improve upon. B Because certainly having a well trained teacher is important, but that's only the beginning. What goes on day in and day out in that classroom that we can now measure really matters, and so these teachers need to know what techniques, and training and we need to make sure that they're being employed properly in the classroom. And so I would like for us to do that because I think that will be a great resource for us. representative Inscar.  Thank you, Mr. Chairman. I think some of my questions follow up on Senator Varinges interest. When the Pew Foundation people were here, we talked a little bit about evidence based practices and I asked the question about or I made the comment that we often develop a programme approve it

through statute but then we don't fund all the component pieces of it. So we don't really have a model that, we're following the model. So, we shouldn't expect the outcomes and so I'm interested in page seven of The Smart Start Presentation and I apologise for being late if this question has been answered already I can get it later from staff but it talks about the quality of centers participating in Smart Start appears to improve over time especially when Senators adopt Smart Starts quality improvement strategies, so one of my questions is whether or not we have, what we do to encourage Smart Start's quality improvement standards and then regarding the reduction in funding, have we dropped any of the component parts of Smart Start that were part of the, and Senator Burr mentioned that the program is based on the evidence at the time the program was developed and it's changed over the, what is the best practice that's changed over that time, but I guess my question is, are there any component parts of that we should be including in Smart Start that we aren't including because of funding cuts? Miss Landry Representative Vinsco, all I can to is the requirement for Smart Start and the legislation and the general statutes, special provisions haven't changed what they, haven't removed any of the areas that they're to focus on, so that the funding that they have, while it's less than it has been in the past, they would still be required to fucus on those and they've had additional emphasis placed on literacy placed and other areas so that could shift where funding is being spent, it would be up to the North Carolina Partnership for children to see if they feel like it that they have stopped funding any particular area they funded previously. Follow up. A follow up please, yes. Well I would, I mean, it would be great if they were able to implement the practice at the same level as was established to be best practice even with reduced funding, that would really be good news if we weren't reducing the program in any way, compromising in any way, that will be really good news. My other question has to do with the pre-K on page 13 of the Pre K presentation, the pre K program requires that every county or region participating must establish 19 of pre K committee, and this may have been covered before, but do we know where we don't have pre-K, are there counties or districts that don't have any pre-K? There are 91 contractors but they cover all 100 counties. So all 100 counties do have pre-K and just to clarify, and that means that every county or every LEA has a committee even if they're not running the program? I think that'll be best answered by the division. Someone from the division like to speak to that? Miss Wheeler Thank you senator Page. Just to confirm what Debra said, yes all counties across North Carolina are served by one of the contracted administrators, the contract administrators work with a volunteer committee on the local [xx] committee and that committee then collaborates and advices either an LEA that may hold the contract with DHHS or the Smart Start Partnership that may hold the contract with DHHS or could be another type of non-profit, and they determine through needs assessment and other data, census data, the need and fund according to what their allocations are.  You're welcome. Let's look back for a second, Senator [xx] if you can stick around just one second. Your questions from a couple of minutes ago I believe Miss Donna might have had a comment to make at that time and maybe you can set the stage as to what that discussion was about. Thank you. I'm Donna White, the Deputy Director of the North Carolina Partnership for children. I appreciate the opportunity to respond to your questions and

adhering to regarding the curricular, that is being used to foster the teachers development of their skills in interacting appropriately with children in ways that really does nurture their development and their creative thinking and their curiosity. The class is a curriculum out of the University of Virginia that many Smart Start partnerships are exploring two thirds or either using it now or exploring and working on using it. It actually video tapes the interaction between the teacher and child, and then the technical assistance provider that is going in watches the video tape with the teacher, and uses that as a way to provide coaching in the areas where they can look at how to improve their interactions. It's quite effective, and you can also use it for pre and post testing, as well as for coaching with the instructors. a follow-up. Hurley I know you were going to ask a follow up, go ahead please Actually it's just a comment. I'm glad to hear that because I think when we see the report there are tremendous outcomes in similar programs and so to see how closely ours relates to that, what's been recommended in that report will be very interesting, I'm glad to hear that we're doing that. Representative Farmer-Butterfield Thank you Mr. Chair, I wanted to that Debra for providing the fiscal-year report before the funding sources that was very helpful for both programs and my questions are pretty simple. One was around center-maticisc comments or questions. That was on the income, the percentage, I think I know but I'm not sure, why it has to be no more than the percentage can you explain a little bit for me. Whose requirement is it? The requirements for match in special provision are in the budget, now the counties local smart Start partnerships can certainly go over the 4% for any kind, but to count towards the 15% only up to 4%, they can only have up to 4%. So when you look at the 2013/14 they actually went over the income almost doubled it from 4.4 they actually got 8.7 but in order to count towards to the requirement, you only count the 4.4 and then they had, they had 20 million in cash which will get them to 24.4 which will get the total, which will certainly meet the requirement of 20.6. This shows the total but it is a special provision in budget all through, that's a financial requirement what about the, follow up Mr. Chair? Yes, go ahead What about the cashes they are limitly[sp?] also, Actually the requirement is that at least 11% of the company cash, but you couldn't meet the entire 15% with the cash so there is no limit, and you can see they did exceed their requirement okay. Follow up Yes go ahead What the maximum class size in a staff-child ratio right now for Pre-K?   For Pre-K it's one to nine if there's a teacher a single teacher, if there's an assistant, then it's 1-18, well 18 will be the maximum class size, you'd have a teacher and an assistant is a single teacher, it's one to nine. Any other questions from members of the committee, Senator Van Dan? I'm excited that we're investing in programs that are proving to be effective. I was wondering Do we have any data about whether or not we're reaching all of the children that could benefit from these programs? Miss Lander.   So I don't have the numbers with me, but I know from Pre-K we're not reaching all four year old's that would be eligible under the formula for Pre-K based on the income, and other areas. I did not bring that with me, but I can get back with you or if the division of Child Development knows, has that off the top of their head they may be able to answer that. For Smart Start, the original program was designed to meet

25% of the need defending right now is not at that to meet that. Follow up. Go ahead [xx] I also noted on some of your slides that the number of childcare centers and family care centers is decreasing. Is that because the demand is going down? Or are we seeing a gap grow between availability and demand? All I can say for, I will know, and this is a Smart Start presentation, but if you look at the Cipher Childcare Centers, well it has decreased from 2011 in this last, the last year noted it actually went up. So certainly there is a lot of economics that goes on with the need for childcare and employment and those are all centers, not just centers that serve childcare subsidy or homes. I really can't speak to why each individual center or home made a decision whether to come on board or to decrease. I will also note though that that shows you the number of [xx] around homes in looking at the trends for the number of slots filled, there is space available now whether it's base that would vary by county. Miss Wheeler, do you have a comment? Mr. Ken Waddell Certainly I can provide a couple of updates with regard to children waiting for care. We do maintain a waiting list for children in the subsidized child- care program. Currently we're serving about 75, 000 children in subsidized child care per month. The waiting list is approximately right now around 25, 000, that varies from month to month on a month to month basis. In the Pre-K program as Debra noted, we're serving around 28, 000 children, our latest waiting list number, and I can get you a more precise figure but it's in the range of 9, 000 children. Now some of those 9, 000 may be some of the same children that are on that 25, 000 waiting list for subsidized child care as well. The other thing I would mention with regard to the overall capacity or the overall number of facilities place. As Deborah mentioned, the number of child care centers has remained fairly stable over the last couple of years. We did really about three years ago with family child care homes. We did lose a lot of the family child care homes. Much of that I don't have have any direct evidence to this but we know that we lost a lot of facilities during the recession period when fewer people were working there was less demand for child care that seems to have stabilised but it did seem to affect the family childcare home [xx] a lot much higher frequencies than a child care centers are there any other questions from members of the committee? We have about five or six minutes remaining if anyone from the public has a question that you would like to pose, please come forward to the microphone at the rear of the room this time Seeing no movement back there, thank you very much for your attention, this was a great presentation and thanks to the members from NCPC and DCDEE for being here, this meeting is now adjourned.