ECFE FAQs

frequently asked questions

2005

 

Registration

 

Q.  Is there  a way to notify families in a more timely manner regarding which class you got  into?  Its hard to plan a familys  schedule when you only find out which ECFE class youre in one or two weeks  before it starts.

A.  The panel  provided an overview of the new registration system. Spring 2005 notifications went out approximately three weeks prior to class starts.  ECFE administration expects the process  to proceed smoothly in the future to be able to give at least three weeks  notification.  An ongoing factor  that impacts when families receive their notice is that there are only three clerical staff to handle all of the registrations for the entire city of  Minneapolis.  This is a reduction  from previous years and, unfortunately, the people on the clerical staff may  change every year due to District layoffs and ensuing bumping and bidding.  However, the Database Management System  has helped to facilitate faster notices. 

 

Q.  How does  the priority list work?  What  percentage of spots is usually filled before you reach the category of  families who have previously participated?

A.  There are  seven categories on the priority list.   Families in each category are given priority in the following order: 1)  Referrals from Early Childhood Special Education; 2) Families new to ECFE on  the waiting list; 3) Families new to ECFE; 4) Families on the waiting list from  the previous trimester; 5) Referrals from collaborating programs; 6) Parents  who serve as volunteers on advisory councils; 6) Families who have previously  participated in ECFE.  The percentage of spots filled before ECFE reaches the last category (families who  have previously participated) varies from trimester to trimester, but  ultimately depends upon the class, location, class size, and who is on the list  for that particular trimester.  If  your family ends up on the wait list, this status only carries over for one  trimester.

 

Q.  How does  registration really work?  It seems  the early bird catches the worm and it is not at all random selection once  priority spots have been filled.   Also, why do they call it pre-registration?  Theres no such thing.   Its very confusing wording.

A.   Pre-registration means application, not registration.  A family is not enrolled in ECFE just because they have signed up through the pre-registration process. The  pre-registration process is also used in other large ECFE Districts.

 

Q. If you register and get into a  2nd, 3rd, or 4th choice, can you remain on the waiting list for your  1st choice as well?

A. While we  try to place families in the order of their priority, once you get into a class  (1st, 2nd, or 3rd choice) the system removes  you from the wait list of your other choices.  Lack of resources impact our ability to carry over wait  lists for more than one trimester.   If your family ends up on the wait list, this status only carries over  for one trimester.

 

Q.  I have  been in numerous classes where families have dropped out soon after class starts.  I know the teacher is  supposed to follow up and the spot should be offered to someone on the waiting  list.  Ive never seen a spot  filled.  How much is really done to  fill a spot?

A.  The  expectation is that teachers will notify our clerical staff regarding drops so  that families on the wait list can be placed according to the Priority  Enrollment procedures. Our Parent Educators stay in contact with families to  assess family situations. Using the Data Management System will enable us to  pay closer attention to attendance to be able to keep enrollment at maximum  capacities. 

 

Q. What does the category families new to ECFE mean on  the priority list?  In otherwords,  does the phrase refer to a new family or a new child?  Also, does a dad new to the program count as a new or  returning family?

A.  The phrase  families new to ECFE means a new family to the program.  In ECFE the parent is the primary  customer and the child is secondary.   There is no question that children benefit from the education and  environment we offer for kids.   ECFE offers transferable skills that can be learned by a family and  used with all children in the family.   Dads who have never attended are considered new.  Additionally, you and your husband can  both take a class during the same trimester because each parent may take one  class per trimester.

 

Q.  If  someone is on the waiting list and is admitted to that class midterm, why not  give them priority to enter the next trimester?

A.  Families are  advised that once they are accepted into a class, they are removed from the wait list.  

 

Q.  Does  ECFE re-direct those on the waiting list?

A.  Yes, a list  of city-wide openings accompanies the letters informing parents that they are  on the wait list.  In addition, as  parents call to register, they are informed of current openings.

 

Class Schedules & Availability

 

Q. How do you determine when classes are offered?  It appears (or is at least perceived) that classes are often scheduled without regard for the convenience of families  and are geared more to the convenience of the educators... i.e. too many  classes offered during naptimes and not enough night classes (when spouses  and/or working parents might also attend).

A.  A hand-out  of the programming decision making map was distributed to everyone in attendance at the forum.  There are  lots of stakeholders, schools, other programming (e.g., homeless shelter), and  contract issues (e.g., teachers day) to take into consideration.  ECFE managers must make choices based  on the budget and the school superintendents mandates.  A draft of calendars is created based  on wait lists, budget parameters, and balancing needs across the city.  The staffing assignments are then subject  to space, budget cuts, etc.

 

Q.  How can  parents influence class offerings and times?  I hear and agree that there are not enough morning class  options and many families either dont take a class or have a lot of trouble  making other times work.

A.  The Parent  Advisory Councils (PAC) and The Leadership Advisory Council (LAC) exist to  represent you and your concerns.   In addition to documenting your preferred class times on the evaluation  at the end of each trimester, you can relay your preferences and concerns to  the PAC/LAC, who will, in turn, relay your information to the ECFE staff and  administration.

 

Q.  What  about parents who arent in a class and so cant complete an evaluation?

A.  The ECFE  managers acknowledge that they need to do a better job reaching out to these people for input.  One option for  parents who are not in a class, but have preferences and concerns they want to  voice is to send email directly to ECFE through the web site at http://ecfe.mpls.k12.mn.us

 

Q.  It would  be great if classes and times would fit better with kindergarten and preschool  schedules so more younger siblings would have the opportunity to benefit from  ECFE as their familys first child did.

A. All pre-schools, childcare programs and kindergartens  operate on varying schedules. It would be impossible to accommodate everyones  individual needs.  However, with  our limited resources, every possible consideration is made to accommodate the  majority of needs.  

 

Q.  Why is it  so hard to get into a class each session?   If there is the demand, why dont you add more classes?

A.  ECFE has  very limited resources.

 

Q.  How are  the recent elementary school closings and re-organizing going to affect ECFE  sites next year?  How can parents  have some input into this process?

A. At the time of the ECFE Q&A Forum (March 1, 2005),  four out of the ten ECFE sites do not know where they will be located next  year.

 

Q. Rather than offering three registration periods per  year, why doesn't Minneapolis ECFE offer one annual enrollment period that  would allow families to secure a spot in a class for an entire academic year,  and maintain those bonds with other families, rather than starting over (if  you're lucky) two additional times per year?

A. We cant do this because ECFE is resource-limited.  We couldnt serve enough families with that approach.  ECFE is not  designed to be an all year program.   It is designed to help as many parents as possible get started and teach  them where to find the resources they need to be the best parents.

 

Q.  Many of  our friends and neighbors opt to take part in Edina's ECFE program, which  actually diminishes bonding opportunities with other families in our South Minneapolis communities.  Are you  aware of this?

A. Yes, Edina does not have as many families to serve as  Minneapolis.  While they provide all-year programming, their sliding fee scale is based on a higher rate, and  they also charge higher fees.   Edina is not mandated to serve 27,991 families during the 2005-2006 school  year.

 

Q.  With all the research on consistency  (same teacher, same friends), why are classes/teachers/  parents/kids/school/community not kept together beyond the trimester?  The lack of consistency destroys any of  the community-building teachers work so hard to foster.

A.  There are lots of factors that determine who teaches what class in Minneapolis  ECFE such as need, union rules etc.   ECFE is designed to ensure that families can take classes at any Minneapolis location.  While ECFE  starts the community-building process, it is not designed to ensure that  everyone stays together for every class for every trimester.

 

Q.  Have you ever considered changing from  trimesters to semesters so as to lessen bureaucracy, cost of mailing,  paperwork, etc.  It seems it might  accomplish bringing more continuity to people's schedules and routines and  lessen bureaucracy, but still leave opportunities for new people to enter the  system mid-stream.  I find that  both for my child and myself 10-11 weeks is a very short length of time to  establish trust, relationships, sense of routine, confidence, etc. especially  in winter when one is likely to miss 1 or 2 sessions due to illness.  We're feeling extremely frustrated that  we now have to seek a new class, time, teacher, etc. in the spring (as we've  had to do for 3 trimesters running) just when things have really started to  settle and run smoothly and after we've gone to such lengths to build trust and  make it possible for my youngest to enjoy parent-separation time.

A.  In the past, we have offered the  semester as well as quarter system.   It has been determined by parents and staff that while there is merit to  all systems (quarters, trimesters, semesters,) trimesters work best for Minneapolis  to meet the most needs. 

 

Q.  Why is  ECFE not offered in the summer?   Without summer ECFE, three months of critical development is going by  unaddressed.  Is there any chance  that some classes could be offered during this period?  My own child was four months old in  April when I first learned of ECFE.   I was told it was too late to enroll for the current session and that there were no summer course offerings.   I had to wait until September when my son was nine months.  Realizing how much ECFE enriched our  lives, I often wonder how amazing the difference might have been if we'd been  introduced to ECFE three months earlier.

A.  There is not  enough money to fund ECFE summer programs in Minneapolis.

 

Q.  What are  the contractual limitations that impact class schedules?

A.  The  panelists are not certain exactly what this question is asking.  There are five different unions within  ECFE each with individual contracts.

 

Q.  Why are  there so few classes for children with special needs?

A.  Offering  classes for children with special needs requires special education  licensure.  We currently employ 2.5  ECSE licensed teachers whose primary role is to serve as case managers to  individual children with special needs as mandated by Special Education  guidelines.  With limited teacher  time remaining, we provide classes specifically for parents of children with special needs and give our highest priority to families with special needs  children in our site base classes.   Special needs children are provided services through the Districts  Early Childhood Special Education department with whom we collaborate.  ECFE has to be very careful not to  provide services that are reimbursed at the District level.  It is viewed as double-dipping.

 

Q.  Why does  North Minnespolis have more classes offered?  There may need to be a wider variety of classes offered in  the North (various languages, etc.), however South Minneapolis seems to need  more classes . . . maybe not as much variety as in the North, just more of what  is already  offered.

A.  North  Minneapolis does not offer more classes. In fact, South Minneapolis has far  more offerings than North Minneapolis yet the population of 0-5 year olds  reside in greater numbers in near north Minneapolis neighborhoods.  The only other neighborhood with  comparable numbers is the Phillips neighborhood. 

 

Q.  There are  a lot of good ideas from parents to help stretch the budget:

a)    Offer  playtimes for past participants where no educator is formally involved, but rather only an ECFE assistant who might help in the room with equipment (gym time toys, muscle room, activities, etc.).

b)   Partner  with Minneapolis Parks since many already offer preschool gym time once a week.  Perhaps with a partnership  these preschool gym opportunities could be offered more often.

c)    Offer  story times with parents serving as storytellers.  Much of what we need as parents is really just each other  and a place to gather.  In these  instances, minimal staffing would be required.  These sessions could be open to those who already had an  ECFE class and allow participants to continue some of the parenting discussions started in a regular ECFE class.   It seems there's never enough time to bring those discussions to a  natural end.

Have any of these ideas been pursued by Minneapolis ECFE  staff in the past?  If so, what  were the results?  If not, how can  we as parents help to make some of these ideas a reality?

A. Yes there are a variety of ideas being pursued as well as used.  It is impossible to outline every idea that has been used.  For  example, we do partner with parks. However, they have also suffered from budget  cuts.  They are usually not open  until late afternoon and the gyms have been blocked off for after school  activities.  Often, parks do not  have adequate early-childhood rooms for ECFE programming.  And, at this point, we have not found a  need to increase the number of gym times.   The panel suggests bringing ideas to the ECFE Leadership Council and/or  Parent Advisory Councils.

 

 

Funding

 

Q.  Some  parents have heard that the fee we pay to participate in ECFE does not actually  cover the cost of the class.  Is  this true?  If so, of the fee we  pay for on site classes, what percentage of the total cost of a class does it  cover?

A.  It is true  that the fee families pay to participate in ECFE does not cover the cost of the class.  As shown below, a typical  class costs about $6,157 for staffing (this number does not include supplies  for arts and crafts).  The fees for  a typical class, however, only generates about $1,440.

In addition, ECFE pays approximately 4.3% (or about $100,000  per year) back to the school district to pay for indirect costs.

 

Approximate costs  per class per trimester:

2 Teachers = $4933  (including benefits)

2 EAs @ $17/hour =  $1244

Total cost per class  = $6157

 

Income generated  per class:

12 families @ $10 per  family x 12 sessions = $120 x 12 = $1440

 

Q.  What  percentage of ECFE funding is dedicated to the on site classes so many parents  are familiar with versus the percentage of ECFE funding dedicated to other programming?  Is the funding for on  site classes a significantly bigger part, smaller part or about the same as the  percentage of funding dedicated to other ECFE programming?

A.  The  panelists are not sure what is meant by other programming.  Site offerings and partnership  offerings change with need and Department Improvement Plan (DIP) goals.

 

Q.  What is the budget for Minneapolis  ECFE?  How much of that budget is  spent on programming (ie. not on management, marketing, etc.)?

A. Approximately 89% is spent on salaries, 3% is spent on  purchased services, 2% is spent on general and classroom supplies, 1% is spent  on equipment and technology, and 4.3% (last year but can reach 6%) is spent on  indirect costs.  For more details,  please refer to the handout distributed at the ECFE Q&A Forum on March 1,  2005.

 

ECFE/PAC Coordination

 

Q.  Do you  know how important, influential, and effective the PAC can be for ECFE?

A.  Yes, and we  support the efforts of the PACs.

 

Q.  You have  a body of willing, involved parents wanting to advise ECFE as we are mandated  to do.  It seems like we get so  much resistance.  Why?

A.  There is no  resistance on the part of administration to get advice.  In fact, we continually turn to parents  to get input into the program.

 

Q.  Parents seem to get different answers  depending on who we ask about how the registration process works.  May parents audit/witness the  registration process one trimester?   This process should be made transparent to the PACs or at least to the Leaderships Advisory Council. 

A.  Parents may  not witness the registration process because there are data privacy issues (home addresses, phone numbers, etc.).   The registration system was demonstrated at the ECFE Q&A Forum on  March 1, 2005.  In addition, the  process Minneapolis Data Management System uses was showcased at the 2005  Administrators Conference in St. Cloud.

 

Q.  What  became of the surveys that were distributed to ECFE classes in the Fall  2004?  What were the results?  How were the results used?

A.  The  panelists need more information to answer this question. There are many surveys  from different sources to collect varying information.

 

Q.  In Spring  2004, the City PAC advised that future surveys be a product of a collaborative  effort between the PACs and the ECFE administration.  Why were the PACs not involved in the creation of the Fall  2004 survey distributed to ECFE classes?

A. Which survey does this question reference?  The panelists have no knowledge of the  PACs advising that future surveys be a product of collaborative effort between  PACs and ECFE administration.  It  wouldnt be appropriate for PACs to have input in some of the data gathering in  Minneapolis ECFE especially as it relates to staff. 

 

Q.  Is it a worthwhile effort to determine  the feasibility of PAC raising funds necessary to add an "in demand"  class to a site?  We could draw  straws to determine which site to add a class to or take turns.  Maybe PAC could raise some funds and  get an organization to match funds.   Perhaps it's not the best use of PAC funds, but is it worthwhile to look  into the costs to add a class?

A.  Please see the question and answer regarding approximate class cost.  There would be an issue of commitment  for a teacher schedule.  Also,  there would be concerns regarding the rules around receiving donations in the  Minneapolis Public School (MPS).   The official fundraising organization to accept donations in MPS is  Achieve Minneapolis.

 

Q.  Do you feel the neediest families (economic, language needs, other risk  factors) are being served well by ECFE?   How could the PAC help reach out to these groups?

A.  No, the  neediest families are not being served well by ECFE.  We could do better.   The challenge is that it is more expensive to find hard-to-serve  populations and serve them in the way that is most helpful to them.  However, four years ago there was a  strategic planning process in which we developed site plans.  These plans drive programming and  outreach to various populations.   For example, in the Northeast area (Putnam) half the population is Spanish-speaking.  Consequently we  provid more Spanish programming in the area.  ECFE does try to be responsive to whats going on in the  communities.  We dont want to tell  the PACs what to do.  However, one  way for the talent and resources in PAC to help reach out to these groups and  communities is for PAC members to look around their neighborhood and see who in  it could benefit from ECFE.

 

Miscellaneous

 

Q.  Why aren't more of the families who  need the environment and learning that ECFE provides in our classes? Our  classes are made up of mostly middle-class, very well-educated, Caucasian  parents.

A.  The classes you describe are the result  of the demographics of where you live and take classes.  We have many classes that dont look  like the ones you describe.  For  example, we have ECFE classes in homeless shelters, hospitals, and Seward  Towers (public housing), and the families in these locations look very  different from your classes.   However, ECFE staff and management are working to make classes more  diverse through the implementation of their Department Improvement Plan.  Please keep in mind that diversity  refers to more than just race.  It  also includes socio-economic differences, special needs, etc.

 

Q. In separating classes, why is the parent education  room often so far away from the ECFE classroom (like at Hale and Burroughs)?

A.  ECFE has  little say in where our classes and parent education rooms are sited.  Since ECFE is not mandated programming  (like K – 12), were the first to lose our space, if needed.  The facilities department decides where  we go.  We advocate to get the best  space that is available. ECFE doesnt have control over it.

[Follow-up question: If ECFE is part of Minneapolis Public School system, how is it  that ECFE doesnt have any say in the space it gets in a public school system?

Follow-up answer:  Theres nothing we can do about this. We dont have the power to decide where  our classes will be held.  Simply  put, space is at a premium.

Parent comment:  Parents always have the power to go to legislators, school board, etc.  The power to make certain choices might  not be in the hands of ECFE management, but ultimately we as parents do have  power.]

 

Q. How can we as parents help with ECFE supplies?  Specifically, does ECFE have a wish  list of supplies we can help buy, such as toys, art supplies, etc.?

A.  Each of the  sites has its own wish list.  If  you cant find it posted, please ask your parent educator.  Donations are more than welcome.

 

Q.  Can  supply lists be put on the web site (ongoing needed supplies likes wipes, hand sanitizer, tissues, etc. as well as specific items like book titles, toys,  etc.)?  Former ECFE families would  love to continue to contribute to ECFE.

A. This is best done at individual sites as staff at those  sites are most aware of the site needs.

 

Q.  A mom of  a one year old wondered why it was so very difficult for her (and she is web  savvy!) to find information on how to register or find an ECFE class.  She Googled ECFE and got nothing in the  state of Minnesota.  She drove to  Pearl Park and was told they had no idea what she was talking about, but to  maybe try over at Mayflower Church.   She went there, but it was locked/not open.  She looked ECFE up in the phone book, but found  nothing.  Finally, after weeks of  searching, someone told her that they thought it was run by the Minneapolis  Public Schools.  So, she Googled  the MPS website, and searched on there, finally finding ECFE.  It should NOT have to be this hard.  Many other moms say it took  them a long time to hear about ECFE.   We are not reaching a lot of people that we could be serving.  More demand could equal more funding.  I suggest a web site like  www.ecfe.org be set up so people can  easily find ECFE and then just type your zip code in and it would refer you to  the right ECFE district website.   Comments?

A. The panelists googled ECFE and Minneapolis ECFE and found  the Minneapolis listing on the first page.  If anyone is having trouble, please call the Minneapolis  ECFE office at 612-668-3927. 

 

Q.  Parental  evaluations are completed as part of the programming/decision making process.  I feel this only  represents a small number of parents that are in classes and does not represent  those on the waiting list, those not able to get into classes, etc.  Is there a way to include an  evaluation/questionnaire/feedback request to send out with rejection letters in  order to get a more complete parent evaluation?

A.  Parent  evaluations are to get feedback on class offerings.  The marketing committee has just sent out a registration  survey to families on the spring waiting list.  We will provide the results as they become available.

 

Q.  What are  you doing to promote diversity within the classes and promote awareness of all  diversity?

A.  There is  often diversity in many of the classes, especially when you consider that  diversity refers to more than just racial diversity.  It also means economic diversity and the special needs population.  This is, however, an  area were working on.  The  panelists believe that ECFE can help to close the achievement gap between  students of color and white students.   One thing to keep in mind is that sometimes it is important to have  separate classes because a typical ECFE class is not very welcoming.  Sometimes its very intimidating especially  in cases with varying language needs. 

 

Q.  Does your  demographic data show where families we would like to serve most are, if they  are not involved in ECFE – ie. HeadStart, childcare, at home, etc.?

A. Some of this information has been gathered in our recent  marketing work.  

 

Q.  In your  opinion, is the districts response to ECFEs needs secondary with their primary concern K-12 due to the legal necessity of educating those grades?

A. K-12 is a mandatory program.  However, the District is making great strides in including Early Childhood as a cornerstone to closing the achievement gap.  ECFE is respected as evidenced in  Minneapolis putting ECFE into K-12. 

 

Q.  Is ECFE  only a need-based program?

A.  ECFE is a  universal access program.

 

 

Compliments to ECFE!

 

The following comments were received, along with some of the  questions listed above, during an online survey taken by ECFE South PAC members  during February 2005.

 

A must for all stay at home care providers!  Wonderful support network.  I wish we had ECFE every day of the  week.  Education and advice is  extremely helpful.

 

I love ECFE and appreciate all that it has brought to our  family over the past seven years that I have been involved with it.  I hope the program continues to be able  to serve and enrich families for generations to come.

 

I moved to Minnesota in 2000 and became a stay at home mom  at the same time.  I dont know what my family would have done without the valuable resources offered by  ECFE.  It has been a wonderful  asset to our family.